國內目前文獻所探討的英語學習焦慮多專注於國小、國中、高中甚至是大學生，較少研究在探討成人的英語學習焦慮。而完美主義對於英語學習的探討多細分為寫作焦慮、口語焦慮等，少有文獻探討整體的英語學習焦慮和完美主義的關係，故此研究欲探討成人英語學習焦慮與完美主義之關係。本研究採取便利取樣，於南部2間成人外語補習班隨機選取92位男性、152位女性，共計244位成人英語學習者為研究樣本，填寫信效度良好的完美主義量表及英語焦慮量表。以皮爾森相關分析有完美主義傾向者，是否較容易有英語焦慮。並用簡單迴歸檢視完美主義傾向得分是否能預測英語焦慮之得分。再使用獨立樣本 t-test來檢視不同性別的成人EFL學習者在完美主義以及英語焦慮上是否有所差異。最後使用ANOVA分析不同年齡層的學習者在完美主義以及英語焦慮上是否有所差異。結果發現：成人的完美主義傾向與英語焦慮有顯著低相關，但完美主義傾向仍可預測英語焦慮，而男性和女性在英語焦慮和完美主義上無顯著差異。然而，英語焦慮程度不會因年齡不同而有所差異，但完美主義卻會因年齡的不同而有所差異。本研究結果可提供成人外語教師參考，即在教學上引導學生在學習新的語言時不要害怕犯錯、以開放的心去學習。

This study aims to explore the relationship between adult learners’ language anxiety and perfectionism. The participants were 244 randomly selected adult students (92 males and 152 females) at 2 adult language institutes in southern part of Taiwan. A questionnaire about English anxiety and perfectionism was adopted as data collection. The obtained data were analyzed by Pearson correlation analysis, regression analysis, t-test and ANOVA. The results showed a weak but significant relationship between adult learners’ language anxiety and perfectionism, although there is no significant gender difference in language anxiety and perfectionism. The findings of this study offer some implications for English instructors and suggestions for future researchers.

論文審定書......i
摘要...... ii
Abstract...... iii
目次...... iv
表次...... vi

第一章 序論...... 1
第一節 研究動機及目的...... 1
第二節 名詞釋義...... 3
第二章 文獻探討...... 4
第一節 英語焦慮定義、測量工具及相關研究結果...... 4
第二節 完美主義定義、測量工具及相關研究結果...... 8
第三節 完美主義與英語焦慮之相關研究...... 12
第三章 研究方法...... 13
第一節 研究對象...... 13
第二節 研究工具...... 14
第三節 研究程序...... 16
第四節 分析方法...... 16
第四章 結果與討論...... 17
第一節 完美主義與英語焦慮之相關性分析...... 17
第二節 性別對於英語焦慮與完美主義之差異性分析...... 18
第三節 不同年齡的學習者對英語焦慮與完美主義之差異性分析...... 19
第四節 討論...... 20
第五章 結論與建議...... 22
第一節 結論與限制...... 22
第二節 建議...... 22
參考文獻...... 24
中文部分...... 24
西文部分...... 25
附錄...... 29
附錄1 科技大學學生英語學習焦慮量表使用同意書...... 29
附錄2 中文版多向度完美主義量表使用同意書...... 30
附錄3 個人學習問卷...... 31

表次
表 3-1 描述性統計……………………………………………………………13
表 4-1迴歸分析摘要………………………………………………………… 18
表 4-2成人外語焦慮與完美主義性別差異分析結果……………………… 18
表 4-3不同年齡層的學生在語言焦慮上的ANOVA分析………………… 19
表 4-4不同年齡層的學生在完美主義上的ANOVA分析………………… 19

中文部分
王元聖、鄭世忠、王俊傑（2016）。探討不同性別大學生的運度參與、心理資本 與情緒焦慮之影響。運動教練科學，44，9-19。
方紫薇（2012)。完美主義與學習困擾、正負向情感之關係:反芻思考之中介效果。 教育心理學報，43(4)，735-762。
吳雅玲（1998）。國中學生制握信念、英語學習動機與英語焦慮相關之研究。教 育資料文摘，41，93-106。
吳耀明（2010）。多元教學與評量對國小學童學習態度及學習焦慮之影響。教育 研究學報，44(1)，153-177。
洪美玉（2012）。台南市國小高年級學生英語學習焦慮、英語學習動機與英與學 習策略之研究。教育研究論壇，3(2)，49-67。
洪福源、胡秀媛（2005）。完美主義的意義、測量與教育輔導上的應用。輔導季 刊，41(4)，50-62。
連廷嘉（2015）。中小學教師的依附關係、完美主義、社會支持、憂鬱與慢性疲 勞症候群之關研究。諮商心理與復健諮商學報，28，35-56。
蔡正章（2012）。科技大學學生英文學習焦慮之研究。蘭陽學報，11，59-66。
盧俊宏、曾慧桓、趙文其、黃瀅靜（1999）。完美主義概念與測驗初探。大專體 育雙月刊，43，43-51。
蕭揚基、張鳳琴（2012）。創意教學對國中二年級學生英語學習焦慮的影響之初 探。大葉大學通識教育學報，10，71-93。
謝觀崢（2015）。科技大學學生英語學習焦慮量表之編製。科學與人文研究，33(2)， 63-75。
蘇曉憶（2011）。打破完美主義之魔咒。諮商與輔導，306，60-63。
西文部分
Affrunti, N. W., & Woodruff-Borden, J. (2014). Perfectionism in pediatric anxiety and depressive disorders. Clinical Child and Family Psychology Review, 17(2), 99-317.
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case study of Japanese. Modern Language journal, 78, 55-168.
Bailey, K. M. (1983). Competitiveness and anxiety in adult L2 learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition, 67-103.
Basco, R. M. (2000). Never good enough: How to use Perfectionism to Your Advantage Without Letting it Ruin Your Life. New York : Touchstone.
Blankstein, K. R., Dunkley, D. M., & Wilson, J. (2008). Evaluative concerns and personal standards perfectionism: Self-esteem as a mediator and moderator of relations with personal and academic needs and estimated GPA. Current Psychology, 27, 29-61.
Burns, D. D. (1980). The perfectionist’s script for self-defeat. Psychology Today, 13(11), 70-76.
Chan, D. W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy perfectionists among Hong Kong Chinese gifted students. Roeper Review, 34, 224-233.
Chiang, Y. N. (2012). Perfectionism and EFL Writing Anxiety in Mathematics -and-Science-Gifted Senior High School Girls. English Teaching & Learning, 36(1), 53-83.
Dordinejad, F. G. & Nasab, A. H. F. (2013). Examination of the relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety. Asia Pacific Education Review, 14(4), 603-614.
Elaine K. Horwitz (2016), Factor Structure of the Foreign Language Classroom Anxiety Scale: Comment on Park. Psychological Reports, 119(1), 71-76.
Frost, R. O., & Marten, P. (1990). Perfectionism and evaluative threat. Cognitive Therapy and Research, 14(6), 559-572.
Frost, R. O., & Shows, D. L. (1993). The nature and measurement of compulsive indecisiveness. Behavior research and Therapy, 31, 683-692.
Gardner, R. C., & MacIntyre, P. D. (1993), On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.
Gregersen, T. & Horwitz, E. K.(2002). Language Learning and Perfectionism: Anxious and Non–Anxious Language Learners’ Reactions to Their Own Oral Performance. Modern Language Journal. 86(4), 562-570.
Guignard, J., Jacquet, A., & Lubart, T. I. (2012). Perfectionism and Anxiety: A Paradox in Intellectual Giftedness? Plos One, 7(7), 1-6.
Hewitt, P., & Flett, G. (1991), Perfectionism in the Self and Social Contexts: Conceptualization, Assessment and Association With Psychopathology. Journal of Personality and Social Psychology, 60(3), 456-470.
Hibbard, D. R., & Walton, G. E.(2012). Where Does Perfectionism Come From? A Qualitative Investigation of Perfectionist and Nonperfectionist. Social Behavior & Personality: An International Journal, 40(7), 1121-1122.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
Kao, P.C., Craigie, P., Kao, P. L., Hu, C. S.（2015）。Analyzing the Predictive Power of Foreign Language Learning Anxiety and Personality Traits on the EFL (English as a Foreign Language) Achievement in University Students. STUST Journal of Humanities and Social Sciences, 13, 79-109.
Lee, C. L., & Hsu, H. T. (2011). A Survey Study on Students’ Anxiety and Beliefs about English Learning in a University of Technology. K.U.A.S. Journal of Humanities and Social Sciences, 8(1), P.75-104.
MacIntyre，P.D.& Gardner，R.C.(1991). Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature. Language Learning, 41(1), 85-117.
Neumeister, K. L. S. (2004). Factors Influencing the Development of Perfectionism in Gifted College Students. Gifted Child Quarterly, 48(4), 259-274.
Park, G., & French, B. F. (2013). Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41(2), 462–471.
Pishghadam, R., & Akhondpoor, F. (2011). Learner Perfectionism and its Role in Foreign Language Learning Success, Academic Achievement, and Learner Anxiety. Journal of Language Teaching and Research, 2(2), 432-440.
Rice, K. G., Ashby, J. S., & Slaney, R. B. (2007). Perfectionism and the five factor model of personality. Assessment, 14, 385-398.
Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 931-940.
Stoeber, J., & Eismann, U. (2007). Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress. Personality and Individual Differences, 43, 2182-2192.
Terry-Short, L. A.; Owens, R. G.; Slade, P. D.; Dewey, M. E.(1995). Positive and negative perfectionism. Personality and Individual Differences, 18(5), 663-668.
Tsai, C. C. (2012). English as a Foreign Language Learning Anxiety among Technical University Students. Journal of Lan Yang Institute of Technology, 11, 59-66.
Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. The Modern Language Journal, 84(1), P.70-84.
Yang, H. C., (2012). Language Anxiety: From the Classroom to the Community. English Teaching and Learning, 36(4), 1-36.
Yan, J. X., & Detaramani, C. (2008). A Comparison of Language Anxiety in English and Mandarin Learning in Hong Kong. English Teaching and Learning, 32(1), 45-85.