The Study on Pupils’ Parenting Style, English Learning Strategies, and Language Anxiety

• Main Authors: YU-CHEN HSIAO, 蕭鈺貞
• Other Authors: 王以仁
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/91352075800244863757

碩士 === 國立嘉義大學 === 家庭教育研究所 === 95 === This study was to investigate the relationship among the background variables, parenting style, English learning strategies, and English learning anxiety on students in elementary school. The study consisted of five main purposes. The five main purposes were as follows. 1. To investigate the current circumstances in terms of parenting style, English learning style, and English learning anxiety that pupils involved. 2. To explore the differences of English learning anxiety among the pupils of different background. 3. To discover the differences of English learning strategies among the pupils of different parenting style. 4. To discuss the differences of English learning anxiety among the pupils of different parenting style. 5. To investigate the correlation between English learning strategies and anxiety among the pupils. According to the foregoing purposes, this study included the fifth and sixth graders of elementary schools in Taichung County. The researcher used cluster sampling to collect 512 effective questionnaires. Questionnaires were analyzed by descriptive statistics (Mean, SD, percentage), T-test, one-way ANOVA, and Pearson correlation. The results were as follows. 1. With regard to the current circumstances, the subjects experienced medium degree of English learning anxiety. Parents taking on the dimension of “request” were higher than those of “response” in terms of parenting style, which “authoritative” was the largest. The frequency of using English learning strategy was at middle level. 2. Significant differences had been revealed on English learning anxiety in terms of “grade” and “years in cram school before the fifth grade”. 3. There were significant differences on the subjects of diverse parenting style in terms of English learning strategy. 4. There were significant differences on the subjects of diverse parenting style in terms of English learning anxiety. 5. The results displayed low negative correlation between English learning strategy and anxiety. Based on the results and conclusion, the study provides implications for parents, English teachers, schools, educational authorities, and future research.