在臺外籍生華語學業情緒之實徵研究——以桃園地區大學為例

Empirical Research on Academic Emotions of Foreign Students Learning Mandarin Chinese in Taiwan: The Example of Taoyuan-area Universities

本研究主要以Pekrun（1992）學業情緒的觀點為基礎，探討在臺外籍生華語學業情緒。本研究採用調查研究法，以北臺灣桃園地區大學229名外籍生為研究對象。研究結果顯示：（1）外籍生在學華語時有「享受」、「希望」、「自豪」、「放鬆」、「生氣」、「焦慮」、「羞愧」、「無望」、「厭煩」等9 種情緒。（2）「自豪」的情緒最多，「厭煩」的情緒最少。（3）外籍生感受到「自豪」、「享受」、「希望」、「放鬆」的程度為「中高程度」，而「焦慮」、「生氣」、「羞愧」、「無望」和「厭煩」的程度則為「中低程度」。（4）外籍生的華語學業情緒會受到「是否為華僑」和「中文水平」等背景變項的影響。（5）非僑生在學習華語時的「焦慮」與「羞愧」的學業情緒顯著多於僑生。（6）外籍生不管是僑生或非僑生在學習華語時的「享受」、「自豪」、「生氣」、「希望」、「無望」、「厭煩」、「放鬆」等7 種學業情緒皆沒有顯著差異。（7）初級者在「無望」的華語學業情緒顯著多於中級者。（8）初級者在「焦慮」、「厭煩」兩種華語學業情緒皆顯著多於中級與高級者。（9）初級者在「生氣」、「羞愧」兩種華語學業情緒皆顯著多於中級者、中級者在這兩種華語學業情緒皆顯著多於高級者。（10）不同「中文水平」的外籍生在學習華語時的「享受」、「自豪」、「希望」、「放鬆」等4 種學業情緒皆沒有顯著差異。（11）「區域別」、「年齡別」、「性別」等背景變項對外籍生的華語學業情緒不造成影響。本文將依研究結果進行分析與探討，並提出教學、輔導及研究之建議。

This study aimed to establish a scale for the self-assessment of academic emotions among foreign students studying Mandarin Chinese in Taiwan. The scale is theoretically underpinned by Pekrun’s (1992) concept of academic emotions.
This study analyzed 229 responses to a questionnaire based on this scale by foreign students enrolled in Mandarin Chinese classes at various universities in the Taoyuan area in northern Taiwan. The results of this study were as follows. (1) Foreign students’ academic emotions related to the study of Mandarin Chinese varied and included enjoyment, hope, pride, anger, anxiety, shame, hopelessness, relief, and boredom. (2) The most prominent academic emotion among foreign students learning Mandarin Chinese in Taiwan was pride, and the least prominent was boredom. (3) The students reported experiencing a medium to high frequency of experiencing pride, enjoyment, hope, and relief and a medium to low frequency of experiencing anxiety, anger, shame, hopelessness, and boredom. (4) The academic emotions of foreign students were affected by background variables such as the students’ levels of proficiency in Mandarin Chinese and whether they were overseas Chinese students or overseas non-Chinese students. (5) The academic emotions of anxiety and shame related to learning Mandarin Chinese were significantly higher for overseas non-Chinese students than for overseas Chinese students. (6) No significant differences were observed for seven of the academic emotions (enjoyment, pride, anger, hope, hopelessness, boredom, and relief) among foreign students learning Mandarin Chinese, regardless of their background. (7) Students learning Mandarin Chinese at the beginner level experienced the academic emotion of hopelessness significantly more frequently than did students learning Mandarin Chinese at the intermediate level. (8) Beginner-level students learning Mandarin Chinese experienced two academic emotions—anxiety and boredom—significantly more frequently than did intermediate- and advanced-level students learning Mandarin Chinese. (9) Anger and shame were experienced more frequently by lower-level students, with beginner-level students experiencing these two academic emotions more than intermediate-level students and intermediate-level students experiencing these emotions more frequently than advanced-level students. (10) No significant differences were observed in the four academic emotions of enjoyment, pride, hope, and relief among foreign students of different levels of Mandarin Chinese language proficiency. (11) Background variables such as region, age, and gender exhibited no effect on the academic emotions of foreign students. Suggestions for teaching, educational guidance, and further research are proposed based on the findings.