國小教師之英語教學焦慮

Teachers’ Anxiety and Concerns about Teaching English at Elementary Schools

為了因應社會對於英語的需求，教育部持續加強實施英語教育向下延伸與扎根之目標，也基於此一教育改革計畫，國小英語教師需求量驟增，許多國小在職教師必須在投入英語教學行列前參加英語教學訓練課程，在短時間內必須提昇英語與英語教學雙重能力必然會引發教師們的焦慮感與關切。因此，為了避免教學焦慮影響學習成效，了解在職教師的英語教與學焦慮並建議可行之解決之道實刻不容緩。本研究報告藉由量化與質化研究法探討在職國小教師學習與教授英語的焦慮，結果發現引起教師焦慮的原因包括自認英語能力不足以教學與課內外活動之負擔、學生與家長的期待、及英語教學專業智能不足等。相信本研究之結果除了有助於幫助職前與在職英語教師面對與體認英語教學焦慮之外，對於將來規劃英語教學師資訓練課程提升英語教學信心有重要的參考價值。

For more than a decade， Taiwan‟s Ministry of Education has been emphasizing an extension of English education to the lower grades of elementary schools to help prepare students for growing global competition and challenges. To echo such an English learning trend， inservice elementary school teachers (IESTs)， most of whom were education-majors， were required by their school authorities to participate in MOE-approved English teacher preparation courses offered by universities nationwide in order to meet the increasing demand for certified English teachers. These IESTs， most of whom perceived themselves to be at incompetent level of English proficiency， tend to experience anxiety in developing both English and pedagogical skills. In order to avoid negative impact of teachers‟ anxiety on student learning and to enhance English teaching effectiveness， it is thus crucial to examine teachers‟ anxiety and concerns about EFL learning and teaching. By employing quantitative survey and qualitative semi-structured group interviews， this study found that the IESTs were most anxious about their English inadequacy and concerns about the increasing workload， parents‟ and students‟ attitudes toward their EFL teaching abilities， and lacking EFL pedagogical skills. Findings of this study confirmed the importance of acknowledging teachers‟ anxiety and make constructive suggestions to future English teacher training programs to ameliorate English teaching anxiety and to enhance English learning and teaching confidence.