17/12/2022
【語出驚人20 | Drops of Phenomenon 20】
💧之前語出驚人跟大家談過英語課堂焦慮 (English Language Classroom Anxiety) ，當中有提到我們在現有的外語課堂焦慮量表 (Foreign Language Classroom Anxiety Scale，簡稱 FLCAS)中加入同儕影響 (peer influence)的構念，今期就讓我們來看看同儕對學習英語焦慮的影響。
💧In our previous post we mentioned English Language Classroom Anxiety., in which we discussed adding the construct of ‘peer influence’ in Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986).
💧從過往的文獻之中，Bekleven (2004) 曾引述 Young (1990) 的研究並指出在語言課堂中當學生在他們的同儕面前說話時他們面對的焦慮最大，而Horwitz 等人 (1986) 也提出過當學生要用所學習語言在同儕面前溝通的時候他們感到受威脅。
💧 From the previous literature, Bekleven (2004) cited Young's (1990) research and stated that in language classrooms students face the greatest anxiety when they speak in front of their peers, while Horwitz et al. (1986) also suggested that students feel intimidated when they have to communicate in the target language in front of their peers.
💧兩位小編在分析過2020年研究的數據後，抽取不同的量表項目用以設計一個專門量度同儕對語言學習焦慮的量表，經過驗證式因素分析 (Confirmatory Factor Analysis) 後，歸納成一個共有19個李克特五點選項 (5-point Likert item) 的項目的量表，當中分為3個構念，分別是缺乏同儕支持 (Lack of Peer Support)、來自評價的壓力 (Pressure from Evaluation)，以及害怕自卑 (Fear of Inferiority)。
💧After analyzing the data from our 2020 study, we extracted different scale items to design a scale that specifically measures anxiety about language learning that arises from peers. After confirmatory factor analysis, it was condensed into a total of 19 five-point Likert scale items, which can be divided into 3 constructs, namely Lack of Peer Support, Pressure from Evaluation, and Fear of Inferiority.
💧在接下來對超過120名來自本澳的一所大學的學生做的研究結果指出，參與者感到最焦慮的3項，依次為「當我的同學聽不懂我的英語的時候我感覺到有壓力」、「如果要我和英語說得比我好的同學一起於口語活動之中合作，我往往會少說話」，以及「當一個和我英語能力相當的同學在考試中得到比我更高的分數時，我感到沮喪」，結果可見參與者很重視亦擔憂同儕對他們說英語的評價，也害怕在學習英語時被比不去。
💧In the following research conducted on more than 120 students from a university in Macau, it was found that the three items that the participants felt most anxious were, in descending order, "I feel nervous when my classmates don't understand my English.", "If I were to cooperate with a classmate who speaks English better than me in an oral activity, I would tend to speak less", and "When a classmate of similar English competence scored higher than me in a test, I felt frustrated". The results showed that the participants valued and worried about their peers' evaluation of their English, and were afraid of being inferior when learning English.
💧由此可見，在英語教學上，老師可以注意協助同學改善發音及口語情況以幫助他們增強自信，亦可以減輕課堂活動中對分數的重視。在需要同儕互評的活動之中，老師可以多鼓勵同儕之間的支持以減輕不安感。
💧 It can be seen that in English teaching, teachers can pay more attention to helping students improve their pronunciation and oral English to help them enhance their self-confidence. They can also reduce the emphasis on scores in classroom activities. In activities that require peer review, teachers can encourage peer support to mitigate the negative effects brought by peer existence.
💧References
Bekleyen, N. (2004). The Influence of Teachers And Peers on Foreign Language Classroom Anxiety. Dil Dergisi, 123, 49-66.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
Lei, U. M., & Chan, K. L. (2020). Implications of foreign language classroom anxiety to Macau EFL students. Korea TESOL Journal, 15(2), 127-150.
