很多日本的大學生對於自己學習英語的能力缺乏信心。他們多半在過去英語學習的過程中受過挫折，其中也有很多人因為這種失敗體驗，而失去了對學習英語的興趣。研究者認為，他們對英語學習的態度，絕對不僅只是單純喜好或厭惡某一學科，而是長期累積的挫敗經驗所產生的情緒性反應，牽涉到對自身的整體評價，也就是所謂的自我價值感。因此，本研究欲探討學習態度與自我價值感之間的關係。具體研究方法是，對於修習共同科目一般英語課程的學生進行問卷調查，詢問他們對於英語學習的態度及對自我的觀感。分析回收問卷結果，研究者發現學習態度與自我價值感之間的關聯有二個層面。第一，長期在英語學習上的挫敗經驗似乎是導致自我價值感低落的原因之一。第二，對於人際溝通的焦慮也是影響語言學習及社交能力的重要因素之一。教師若了解此一關聯，將有助其在設計課程及教學時將學習者的自我價值感納入考量。
In Japan, many university students have low self-efficacy in English learning. Their attitude toward English learning seems to be an emotional reaction toward a long-term learning experience, going beyond the level of simple likeability but rather related to an overall evaluation of one's worth or self-esteem. Therefore, this research focuses on the relationship between language-learning attitudes and global self-esteem. The research was conducted through questionnaires, which asked students about their language learning attitudes and their sense of self-esteem. The examinees are university students who learn English as part of their general education. The research results show that two types of relationships exist between the main factors. One is a negative attitude toward the target language along with low self-esteem, and the other is a communication attitude, which plays an important role in language learning and general social interaction. By understanding the relationship between language learning and self-esteem, language teachers' lessons can be structured in terms of remaining sensitive to learners' self-esteem.
關聯:
Hwa Kang English Journal ； 18 卷 1 期 (2012 / 04 / 01) ， P103 - 116
