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研究生: 林嬿甄
Yan-zhen Lin
論文名稱: 預期特質焦慮與性別差異對英語公開演說情境焦慮所造成的作用—以台灣一所國中為例
Public Speaking State Anxiety as a Function of Anticipatory Trait Anxiety and Gender Difference — A Case Study in a Junior High School in Taiwan
指導教授: 周中天
Chou, Chung-Tien
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2011
畢業學年度: 99
語文別: 英文
論文頁數: 85
中文關鍵詞: 公開演說焦慮怯場英語第二外語演說性別差異
英文關鍵詞: public speaking anxiety, stage fright, EFL speaking, gender difference
論文種類: 學術論文
相關次數: 點閱:155下載:5
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  • 本研究觀察在英語為外語的環境裡,特質焦慮高低及性別差異,對於英語公開演說裡不同階段的情境焦慮影響作用為何。研究對象為66位在台灣北部某一國中裡,參與一場英語演講比賽的國中生。比賽前後他們分別先填完了由情境-特質焦慮良表(STAI)改編的A-Trait及A- State量表。本研究分別觀察了演說三個不同階段的特質焦慮變化:(1) anticipation階段 (賽前一分鐘),(2) confrontation階段 (比賽開始後第一分鐘),和(3) release 階段 (比賽結束後一分鐘)。本實驗結果摘要如下:第一,無論高低特質焦慮組,都呈現sensitization圖形。也就是說他們的特質焦慮在anticipation階段較低,confrontation階段升到最高,最後在release階段下降。第二,男女焦慮組呈現相同的sensitization圖形。另外,雖然在統計上的差別並不顯著,但女生的每一階段的特質焦慮幅度皆高於男生。第三,整體學生在三個階段的特質焦慮平均數分布情形也呈現 sensitization圖形。
    這些發現顯示,這個比賽的事前準備過程,可能有助於降低學生的焦慮。另一方面,此演說活動對於學生來說,仍是一個強烈的刺激,造成相當壓力。未來的研究應繼續研究有效的各種外語教學方法,以利幫助學生降低口說英語焦慮。

    This study examined the functions of different levels of trait anxiety and gender difference on the distributions of the state anxiety during different stages of a public speech in a foreign language environment. The subjects were the 66 participants who joined in a public speech contest in a junior high school in the northern Taiwan. Before the contest, they filled out the A-Trait scale adapted from the State-Trait Anxiety Inventory (STAI), and then immediately after the contest, they completed the A-State scale adapted from the STAI. The fluctuations of the state anxiety were observed during three different stages of the public speech: (1) the anticipation stage (one minute before the speech), (2) the confrontation stage (the first minute of the speech), and (3) the release stage (one minute after the speech).
    The following are the summary of the results. First, both high- and low-trait anxious groups showed the sensitization pattern. That is, their anxiety was relatively lower at the anticipation stage, climaxed at the confrontation stage, and then descended at the release stage. Second, both the two gender groups revealed the same sensitization pattern. Furthermore, females were found to have higher levels of state anxiety at all stages than males even though there was no significance between gender difference. Third, the overall means of all the participants' state anxiety narrow-banded for the three stages also exhibited the sensitization pattern. The findings suggest that the preparation process before the English speech contest may help the students lower their anxiety. On the other hand, the English speech contest in this study seems to be a strong stimulus for the speakers. Future researchers are recommended to conduct more studies on the effects of different pedagogical strategies in a foreign language environment to facilitate students’ anxiety reduction.

    Chinese Abstract i Abstract ii Acknowledgement iii Table of Contents iv List of Tables vi List of Figures vii Chapter One: Introduction 1 1.1 Background 1 1.1.1 Current English speaking activities conducted in Taiwan 1 1.2 The Focus of the Study: Public Speaking Anxiety 3 1.3 Purposes and Significance of the Study 4 1.4 Summary 5 Chapter Two: Literature Review 7 2.1 The Effects of Anxiety 7 2.2 Definitions of Public Speaking Anxiety, Communication Apprehension, Stage Fright, and Social Anxiety 9 2.3 State and Trait Anxiety 10 2.3.1 The conceptualization of state and trait anxiety 10 2.4 Wide-band and Narrow-band Anxiety 11 2.5 Causes of Public Speaking Anxiety 13 2.6 Stages of Public Speaking Anxiety 16 2.6.1 Physiological and psychological arousal patterns of public speaking anxiety 17 2.6.2 Sensitization and habituation 17 2.6.3 Trait anxiety, sensitization, and habituation 20 2.7 Gender Difference in Patterns of Public Speaking Anxiety 21 2.8 Summary 23 Chapter Three: Methodology 25 3.1 Research Questions 25 3.2 Participants 25 3.3 Research Instruments 27 3.4 Data Collection Procedure 28 3.5 Data Analysis Procedure 29 3.6 Summary 30 Chapter Four: Findings 32 4.1 The Overall Means and Standard Deviations of State Anxiety Narrow-banded for the Three Stages 32 4.2 Different Levels of Trait Anxiety and State Anxiety Narrow-banded for the Three Stages 32 4.3 Gender Difference and State Anxiety Narrow-banded for the Three Stages 37 4.4 Summary 41 Chapter Five: Disscussion And Conclusion 43 5.1 Discussion 43 5.1.1 The overall means of the state anxiety narrow-banded for the three stages 43 5.1.2 High-trait-anxious group and low-trait-anxious group 44 5.1.3 Male group and female group 45 5.2 Conclusion 46 5.2.1 Summary of findings 46 5.2.2 Pedagogical implications 47 5.2.3 Insights from the study 47 5.2.4 Limitations of the study 48 5.2.5 Suggestions for future studies 49 5.3 Summary 50 References 52 Appendix A Rules of the Regional English Speech Contest (In Chinese) Appendix B Rules of the English Contests Set by the Junior High School (In Chinese) Appendix C Anticipatory Trait Anxiety Version of the A-Trait Scale (Lewis et al., 2007) Appendix D Anticipatory Trait Anxiety Version of the A-Trait Scale (Chinese Version) Appendix E The A-State Scale Narrow-banded for the Three Stages (Lewis et al., 2007) Appendix F The A-State Scale Narrow-banded for the Three Stages (Chinese Version) Appendix G Four Topics for Seventh-grade Contestants Appendix H Four Topics for Eighth-grade and Ninth-grade Contestants

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