中文摘要

本研究之目的在探討台灣英語系學生英語寫作焦慮與寫作策略的使用。其重點首在探討學生英語寫作焦慮之程度，寫作策略使用之頻率以及兩者的相關性。其次則在探討不同年級英語系學生在英語寫作焦慮程度的感受以及寫作策略的使用頻率是否因年級不同而呈現顯著差異。
總共有231位英語系學生參與本項研究之問卷作答。除了詢問背景資料外，本問卷含英語寫作焦慮和寫作策略之使用兩種量表。本研究所得資料以描述統計、皮爾遜積差相關法及單因子變異數分析等方法進行分析。研究結果顯示：(一)學生的英語寫作焦慮程度屬於中等；其中，認知焦慮(擔心他人給予負面評價)是學生感受較高的一種寫作焦慮型態。(二)學生在寫作策略的使用頻率上亦屬中等。(三)雖然學生的整體英語寫作焦慮以及整體寫作策略之使用沒有顯著相關；然而，部分英語寫作焦慮的次量表及寫作策略的次量表間呈現顯著的相關性。明確地說，學生的生理焦慮反應與寫作中策略的使用呈現顯著正相關。而學生對於寫作的逃避行為則與動筆寫作前和修改期的策略，以及整體寫作策略的使用呈現顯著負相關。此外，學生的整體英語寫作焦慮以及修改期策略的使用亦呈現顯著負相關。(四)雖然不同年級的學生在整體英語寫作焦慮的程度及整體寫作策略之使用上沒有顯著的差異，然而，不同年級的學生在寫作中策略的使用上呈現顯著差異。
本研究建議英語教師幫助學生建立對於寫作評價的正面態度，藉以幫助學生減低英語寫作焦慮。此外，教師應給予學生課外英語寫作的動力以及提供更廣泛多元的寫作策略知識，並透過不同的寫作活動協助學生有效的使用合適的寫作策略。

Abstract

The current study is aimed to investigate English writing anxiety and English writing strategy use among Taiwanese English majors. The focus is to examine the relationship between writing anxiety and writing strategy use as well as the effect of students’ grade level on writing anxiety and writing strategy use.
A total of 231 English majors took part in this study. The participants completed a questionnaire consisting of two inventories: the original Chinese version of the Second Language Writing Anxiety Inventory (Cheng, 2004a) and a modified version of the Second Language Writing Strategy Questionnaire (Petric & Czarl, 2003). The collected data were analyzed by computing descriptive statistics, Pearson product-moment correlations, and one-way ANOVA. The results show that the participants’ reported English writing anxiety was at a medium degree and they experienced a higher level of cognitive anxiety (fear of negative evaluation). Besides, the participants were just moderate users of English writing strategies. Although the results didn’t show significant correlations between the participants’ overall writing anxiety and their overall use of writing strategies, there were still significant correlations between some subcategories of writing anxiety and writing strategy. Specifically, somatic anxiety was positively correlated with while-writing strategy use. But avoidance behavior was negatively correlated with pre-writing strategy use, revision strategy use, and overall writing strategy use. Moreover, overall writing anxiety was negatively correlated with revision strategy use. In addition, although the students’ grade level did not make a significant difference in overall writing anxiety or overall use of writing strategies, there was a significant difference in use of while-writing strategies among the participants of different grade levels.
Pedagogically, the findings suggest the importance of decreasing learners’ writing anxiety through helping them develop a positive attitude toward writing evaluation. EFL instructors should also motivate learners to write more and inculcate them with extensive knowledge of writing strategies, guiding them to employ writing strategies and engaging them in different writing activities and tasks for activating and expanding strategy use.

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