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題名 探討台灣雙語教學課堂對台灣國小學童聽力焦慮影響 : 針對美術課之個案研究
Exploring the Effects of Bilingual Teaching on Taiwanese Elementary Students’ EFL Listening Anxiety : A Case Study in an Art Class
作者 陳映慈
Chen, Yin-Tzu
貢獻者 許麗媛
Hsu, Li-Yuan
陳映慈
Chen, Yin-Tzu
關鍵詞 雙語教學
以英語為外語
聽力焦慮
bilingual teaching
EFL
listening anxiety
日期 2025
上傳時間 3-Mar-2025 13:44:38 (UTC+8)
摘要 本研究的目的在於探究雙語課程是否對台灣國小生的外語學習焦慮造成影響，以及其可能的原因。本個案研究對象為台灣北部小學同一班級的五年級學生，共21位。他們接受一學期，約二十周的雙語美術課程。本研究為混合研究(mixed-method research)，英語聽力焦慮量表(Kim, 2000)、課程滿意度問卷及半結構式訪談為資料來源。研究結果顯示:經過一學期的雙語課程，學生聽力焦慮降低之程度達到顯著性差異。其原因經滿意度問卷及訪談結果歸納得出兩大因素，母語支持及課堂本質。非全英語的環境使學生能在中文支持下學習英語，提高學生英語接受度。研究中的雙語美術課屬於非考科、教學內容有趣，即使加上外語學習仍能引起學生興趣使外語融入課程並降低學生外語聽力焦慮。本研究希冀提供日後雙語教學課程安排或相關法令參考。
The purpose of this study is to explore whether bilingual courses affect English as a Foreign Language (EFL) learning anxiety among Taiwanese elementary school students, and to identify the potential reasons behind this impact. The participants of this case study were 21 fifth-grade students from the same class in an elementary school in northern Taiwan. They attended a bilingual art course for one semester, approximately 20 weeks. This study employs a mixed-method research design, using the Foreign Language Listening Anxiety Scale(Kim, 2000), a course evaluation survey, and semi-structured interviews as data sources. The results of the study indicate that after one semester of bilingual courses, there was a significant reduction in students' listening anxiety. Two main factors were identified as contributing to this outcome, based on the questionnaire and interview results: native language support and the nature of the classroom. The non-immersion English environment allowed students to learn English with the support of their native language, which enhanced their acceptance of English. Furthermore, the bilingual art course, being a non-exam subject with interesting content, engaged students even when foreign language learning was involved. This integration of English into the course helped reduce students' foreign language listening anxiety. This study aims to provide insights for the future design of bilingual curricula and related policies.
參考文獻 Adesope, O. M., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207–245. https://doi.org/10.3102/0034654310368811 Aghazadeh, S., & Abedi, H. (2014). Student reticence in Iran's academia: Exploring students’ perceptions of causes and consequences. Procedia-Social and Behavioral Sciences, 98, 78–82. https://doi.org/10.1016/j.sbspro.2014.03.391 Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4), 777–786. Asher, J. (2000). Learning another language through actions: The complete teacher's guidebook. Sky Oaks Productions. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 67–102). Newbury House. Beardsmore, H. B. (Ed.). (1993). European models of bilingual education (Vol. 92). Multilingual Matters. Benson, C. J. (2000). The primary bilingual education experiment in Mozambique, 1993 to 1997. International Journal of Bilingual Education and Bilingualism, 3(3), 149–166. https://doi.org/10.1080/13670050008667704 Benson, C. J. (2002). Real and potential benefits of bilingual programmes in developing countries. International Journal of Bilingual Education and Bilingualism, 5(6), 303–317. https://doi.org/10.1080/13670050208667764 Cai, Q.-H. (2011). Taiwan’s current education policy to improve the English proficiency of primary and secondary school students. In C.-F. Chen (Ed.), Theories and practice of bilingual education (pp. 1–26). National Taipei University of Education. Chang, M. (2019). The relationship between language proficiency and language anxiety among young learners. Language Learning Journal, 47(3), 456–470. Chang, Y.-F. (2019). An investigation of early immersion students’ reading anxiety and writing anxiety across Chinese and English. Journal of Education Research, 306, 1–15. https://doi.org/10.3966/168063602019100306002 Chen, C. (2023, June). The teaching guidelines and strategies of bilingual teaching in Taiwan. 臺灣教育研究資訊網. Retrieved August 1, 2024, from https://teric.naer.edu.tw Chen, T. (2005). Listening difficulties and strategies in EFL learning. Studies in English Language and Literature, 15(2), 65–74. Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.450 Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. Creese, A., & Blackledge, A. (2010). Translanguaging and the role of language in the classroom. Bilingualism: Language and Cognition, 13(3), 358–370. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Dewaele, J.-M., & MacIntyre, P. D. (2014). Understanding the relationship between L2 motivational self-system, language anxiety, and willingness to communicate. The Modern Language Journal, 98(4), 1189–1211. Dicks, J., & Genesee, F. (2017). Bilingual education in Canada. In B. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 453–467). Springer. https://doi.org/10.1007/978-3-319-02258-1_32 Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP model. Pearson. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220. https://doi.org/10.1111/j.1540-4781.2005.00275.x Field, J. (2008). Listening in the language classroom. Cambridge University Press. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. García, O., & Woodley, H. H. (2014). Bilingual education. In M. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 132–144). Routledge. Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). Routledge. Genesee, F. (2015). Dual language development and disorders: A handbook on bilingualism and second language learning. Brookes Publishing. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann. Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55–75. https://doi.org/10.1016/S0346-251X(99)00060-3 Goldenberg, C., & Wagner, K. (2015). Bilingual education: Reviving an American tradition. American Educator, 39(3), 28–35. Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners' reactions to their own oral performance. Language Learning, 52(1), 95–120. https://doi.org/10.1111/1467-9922.00178 Hardcastle, M. A., Usher, K., & Holmes, C. (2006). Carspecken's five-stage critical qualitative research method: An application to nursing research. Qualitative Health Research, 16(1), 151–161. https://doi.org/10.1177/1049732305283998 Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/10.1017/S0267190501000071 Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x Kim, H. (2000). Foreign language listening anxiety: A study of Korean EFL students. English Teaching, 55(3), 37–62. Kim, J.-H. (2000). Foreign language listening anxiety: A study of Korean students learning English. Journal of Pan-Pacific Association of Applied Linguistics, 4(1), 39–58. Kim, Y. J. (2018). The effects of mobile-assisted language learning (MALL) on Korean college students’ English-listening performance and English-listening anxiety. Studies in Linguistics, 48, 277–298. https://doi.org/10.17002/sil..48.201807.277 Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30(2), 173–195. https://doi.org/10.37546/jaltjj30.2-2 Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon. Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Alemany Press. Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. Longman. Lee, I. (2018). The role of reflective journals in L2 writing. ELT Journal, 72(4), 344–354. https://doi.org/10.1093/elt/ccy029 MacIntyre, P. D., & Gardner, R. C. (1994). The effects of induced anxiety on cognitive processing in second language learning. Studies in Second Language Acquisition, 16(1), 1–17. https://doi.org/10.1017/S0272263100012560 MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4 MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265–287. https://doi.org/10.1111/0023-8333.819970008 Matsuda, A., & Matsuda, P. K. (2010). World Englishes and the teaching of writing. TESOL Quarterly, 44(2), 369–374. https://doi.org/10.5054/tq.2010.222223 McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the Speech Communication Association Convention, Denver, CO. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House. Pavlenko, A. (2005). Emotions and multilingualism. Cambridge University Press. Piller, I. (2001). Naturalization language testing and its basis in ideologies of national identity and citizenship. The International Journal of Bilingualism, 5(3), 259–277. https://doi.org/10.1177/13670069010050030201 Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x Skehan, P. (1989). Individual differences in second-language learning. Edward Arnold. Sparks, R. L., & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? The Modern Language Journal, 75(1), 3–16. https://doi.org/10.1111/j.1540-4781.1991.tb00943.x Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House. Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391. https://doi.org/10.1093/applin/16.3.371 Swain, M., & Lapkin, S. (2002). Talking it through: Two second language learners’ responses to reformulation. International Journal of Educational Research, 37(3), 287-303. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. Language Learning, 46(2), 59–74. https://doi.org/10.1111/j.1467-1770.1996.tb01373.x Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wang, W. (2019). The effectiveness of translanguaging strategies in bilingual education. International Journal of Bilingual Education and Bilingualism, 22(4), 347–362. https://doi.org/10.1080/13670050.2016.1231773 Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035 Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy, and practice (3rd ed.). Caslon Publishing. Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7–27. Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), 164–177. https://doi.org/10.1016/j.system.2013.01.004
描述 碩士
國立政治大學
英語教學碩士在職專班
110951018
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951018
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 陳映慈zh_TW
dc.contributor.author (Authors) Chen, Yin-Tzuen_US
dc.creator (作者) 陳映慈zh_TW
dc.creator (作者) Chen, Yin-Tzuen_US
dc.date (日期) 2025en_US
dc.date.accessioned 3-Mar-2025 13:44:38 (UTC+8)-
dc.date.available 3-Mar-2025 13:44:38 (UTC+8)-
dc.date.issued (上傳時間) 3-Mar-2025 13:44:38 (UTC+8)-
dc.identifier (Other Identifiers) G0110951018en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/155913-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 110951018zh_TW
dc.description.abstract (摘要) 本研究的目的在於探究雙語課程是否對台灣國小生的外語學習焦慮造成影響，以及其可能的原因。本個案研究對象為台灣北部小學同一班級的五年級學生，共21位。他們接受一學期，約二十周的雙語美術課程。本研究為混合研究(mixed-method research)，英語聽力焦慮量表(Kim, 2000)、課程滿意度問卷及半結構式訪談為資料來源。研究結果顯示:經過一學期的雙語課程，學生聽力焦慮降低之程度達到顯著性差異。其原因經滿意度問卷及訪談結果歸納得出兩大因素，母語支持及課堂本質。非全英語的環境使學生能在中文支持下學習英語，提高學生英語接受度。研究中的雙語美術課屬於非考科、教學內容有趣，即使加上外語學習仍能引起學生興趣使外語融入課程並降低學生外語聽力焦慮。本研究希冀提供日後雙語教學課程安排或相關法令參考。zh_TW
dc.description.abstract (摘要) The purpose of this study is to explore whether bilingual courses affect English as a Foreign Language (EFL) learning anxiety among Taiwanese elementary school students, and to identify the potential reasons behind this impact. The participants of this case study were 21 fifth-grade students from the same class in an elementary school in northern Taiwan. They attended a bilingual art course for one semester, approximately 20 weeks. This study employs a mixed-method research design, using the Foreign Language Listening Anxiety Scale(Kim, 2000), a course evaluation survey, and semi-structured interviews as data sources. The results of the study indicate that after one semester of bilingual courses, there was a significant reduction in students' listening anxiety. Two main factors were identified as contributing to this outcome, based on the questionnaire and interview results: native language support and the nature of the classroom. The non-immersion English environment allowed students to learn English with the support of their native language, which enhanced their acceptance of English. Furthermore, the bilingual art course, being a non-exam subject with interesting content, engaged students even when foreign language learning was involved. This integration of English into the course helped reduce students' foreign language listening anxiety. This study aims to provide insights for the future design of bilingual curricula and related policies.en_US
dc.description.tableofcontents Chapter One: Introduction 1 Background and Motivation of the Study 1 Purpose of the Study 3 Significance of the Study 3 Chapter Two: Literature Review 5 Bilingual Education 5 Foreign Language Anxiety (FLA) 7 English as Foreign Language Listening Anxiety (FLLA) 8 Theoretical Models Relevant to EFL Listening Anxiety 10 Affective Filter Hypothesis 10 Cognitive Load Theory 11 Sociocultural Theory 11 Interplay Between Theoretical Models and Bilingual Teaching 12 Reducing the Affective Filter Through Bilingual Teaching 12 Managing Cognitive Load 12 Enhancing Social Interaction 13 Chapter Three: Methodology 15 Research Design 15 Participants 15 Bilingual art class 16 Data Collection and Procedures 17 Instruments 18 Foreign Language Listening Anxiety Scale (FLLAS) 18 Course evaluation survey 19 Semi-structured Interviews 20 Procedure 21 Data analysis 23 Chapter Four: Results 25 Foreign Language Listening Anxiety Scale (FLLAS) 25 Pre-test and Post-test of Foreign Language Listening Anxiety Scale (FLLAS) 26 Course evaluation survey 33 Semi-structured Interviews 35 High Academic Achievement Group 35 Low Academic Achievement Group 37 Overview of Results 38 Chapter Five: Discussion and Conclusion 41 Summary of Findings 41 The Reduction of Listening Anxiety through Bilingual Support 42 Factors Contributing to Reduction of the EFL Listening Anxiety 43 Implications for Future Practice 45 Implications for Teaching Practice 45 Implications for Educational Policy 47 Limitations and Recommendations for Future Research 48 Conclusion 49 References 51 Appendix A: Foreign Language Listening Anxiety Scale (English Version) 60 Appendix B: Foreign Language Listening Anxiety Scale (Chinese Version) 64 Appendix C: Course evaluation survey 66 Appendix D: Interview Protocol 67 Appendix E: Consent form 68zh_TW
dc.format.extent 2060200 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951018en_US
dc.subject (關鍵詞) 雙語教學zh_TW
dc.subject (關鍵詞) 以英語為外語zh_TW
dc.subject (關鍵詞) 聽力焦慮zh_TW
dc.subject (關鍵詞) bilingual teachingen_US
dc.subject (關鍵詞) EFLen_US
dc.subject (關鍵詞) listening anxietyen_US
dc.title (題名) 探討台灣雙語教學課堂對台灣國小學童聽力焦慮影響 : 針對美術課之個案研究zh_TW
dc.title (題名) Exploring the Effects of Bilingual Teaching on Taiwanese Elementary Students’ EFL Listening Anxiety : A Case Study in an Art Classen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adesope, O. M., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207–245. https://doi.org/10.3102/0034654310368811 Aghazadeh, S., & Abedi, H. (2014). Student reticence in Iran's academia: Exploring students’ perceptions of causes and consequences. Procedia-Social and Behavioral Sciences, 98, 78–82. https://doi.org/10.1016/j.sbspro.2014.03.391 Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4), 777–786. Asher, J. (2000). Learning another language through actions: The complete teacher's guidebook. Sky Oaks Productions. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 67–102). Newbury House. Beardsmore, H. B. (Ed.). (1993). European models of bilingual education (Vol. 92). Multilingual Matters. Benson, C. J. (2000). The primary bilingual education experiment in Mozambique, 1993 to 1997. International Journal of Bilingual Education and Bilingualism, 3(3), 149–166. https://doi.org/10.1080/13670050008667704 Benson, C. J. (2002). Real and potential benefits of bilingual programmes in developing countries. International Journal of Bilingual Education and Bilingualism, 5(6), 303–317. https://doi.org/10.1080/13670050208667764 Cai, Q.-H. (2011). Taiwan’s current education policy to improve the English proficiency of primary and secondary school students. In C.-F. Chen (Ed.), Theories and practice of bilingual education (pp. 1–26). National Taipei University of Education. Chang, M. (2019). The relationship between language proficiency and language anxiety among young learners. Language Learning Journal, 47(3), 456–470. Chang, Y.-F. (2019). An investigation of early immersion students’ reading anxiety and writing anxiety across Chinese and English. Journal of Education Research, 306, 1–15. https://doi.org/10.3966/168063602019100306002 Chen, C. (2023, June). The teaching guidelines and strategies of bilingual teaching in Taiwan. 臺灣教育研究資訊網. Retrieved August 1, 2024, from https://teric.naer.edu.tw Chen, T. (2005). Listening difficulties and strategies in EFL learning. Studies in English Language and Literature, 15(2), 65–74. Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.450 Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. Creese, A., & Blackledge, A. (2010). Translanguaging and the role of language in the classroom. Bilingualism: Language and Cognition, 13(3), 358–370. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Dewaele, J.-M., & MacIntyre, P. D. (2014). Understanding the relationship between L2 motivational self-system, language anxiety, and willingness to communicate. The Modern Language Journal, 98(4), 1189–1211. Dicks, J., & Genesee, F. (2017). Bilingual education in Canada. In B. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 453–467). Springer. https://doi.org/10.1007/978-3-319-02258-1_32 Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP model. Pearson. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220. https://doi.org/10.1111/j.1540-4781.2005.00275.x Field, J. (2008). Listening in the language classroom. Cambridge University Press. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. García, O., & Woodley, H. H. (2014). Bilingual education. In M. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 132–144). Routledge. Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). Routledge. Genesee, F. (2015). Dual language development and disorders: A handbook on bilingualism and second language learning. Brookes Publishing. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann. Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. 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