沉浸式雙語教育學童中、英閱讀與寫作焦慮的探討

An Investigation of Early Immersion Students’ Reading Anxiety and Writing Anxiety across Chinese and English

沉浸式雙語教育的研究多探討學童的語言發展情形，少有學者檢視沉浸式雙語教育學童的語言學習焦慮情形。現有探討學習情緒（academic emotion）的相關研究顯示，負面的情緒，如焦慮、缺乏自信等，都會影響學習者的認知處理能力及學業表現（Pekrun, 1992; Pekrun, Goetz, Titz, & Perry, 2002）。目前學界關於外語學習焦慮的研究，大多是針對大學生，少有檢視兒童的外語學習焦慮情形者，對於同時學習母語和目標語學童的雙語學習焦慮情況，更少有學者關注。本研究檢視接受早期中、英雙語沉浸式教育的學童之中、英語閱讀和寫作焦慮的相關性，及其對中、英語閱讀和寫作困難度的感知。

While a substantial amount of studies has been conducted on the language development of immersion students, the number of studies examining immersion students’ reading anxiety and writing anxiety is relatively limited. Most studies exploring foreign language anxiety have been conducted with adult learners. Whether early immersion students experience reading and writing anxiety and whether reading and writing anxiety vary across languages remained under-researched. The present study explored the extent to which the levels of reading anxiety and writing anxiety differed among early immersion students who were simultaneously learning English and Chinese. A total of 214 students from a Chinese-English bilingual elementary school in central Taiwan participated in this study: 120 fourth graders and 94 sixth graders. They completed two versions (one for each language) of Second Language Writing Anxiety Inventory (SLWAI) and of Foreign language reading anxiety scale. It was found that the anxiety was higher in their target language than in their native language.