外語焦慮在語言學習過程中扮演著重要角色，在文獻中已有大量研究，然而，翻譯焦慮在先前的研究中鮮少被探討。為進一步探究理論與實踐，本研究旨在探討口譯焦慮、外語學習焦慮及五大人格特質與之間的關係。本研究運用量化研究方法，調查外語學習焦慮、口譯焦慮和五大人格之間的相關性。實驗共有122名正在修習或曾修習過中文－英文口譯的臺灣籍大學生參與，並回答問卷調查。問卷包括了為口譯研究開發的「翻譯課堂焦慮量表（ICAS）」，以及「外語學習焦慮量表（FLCAS）」和「五大人格特質測驗（IPIP）」。所收集的數據使用SPSS統計軟體進行分析。研究結果顯示，口譯焦慮和外語學習焦慮之間存在顯著正向相關（r = .836，p < .01）。關於五大人格特質在翻譯焦慮和外語焦慮之間的關係，擁有神經質特徵 (Neuroticism) 的口譯學習者和兩者都顯示出顯著正向相關（r = .624，p < .01 / r = .746，p < .01）。此外，迴歸分析顯示，神經質特徵 (Neuroticism) 的口譯學習者是口譯焦慮和外語學習焦慮的顯著預測因子。根據這些有意義的結果，本研究闡明了口譯焦慮、外語學習焦慮和五大人格特質之間的聯繫，並強調了個體人格差異在語言學習中的重要性，並提出了個性化教學方法，為研究語言學習焦慮及口譯教育發現新的可能性。

Foreign language anxiety plays an important role in the language learning process and has been largely studied in literature. However, interpretation anxiety has rarely been investigated in the prior research. To further inform the theory and practice, this study is aimed at examining the relationships between interpretation anxiety, Big-five personality, and foreign language anxiety. Quantitative method was used to investigate the correlations among Foreign Language Anxiety, Interpretation Anxiety, and Big-Five Personality. A total of 122 Taiwanese university students learning Mandarin-English interpretation responded to the questionnaire. Four instruments are included the Interpretation Classroom Anxiety Scale (ICAS), an instrument developed for interpretation study, the Foreign Language Classroom Anxiety Scale (FLCAS), and the International Personality Item Pool (IPIP). The collected data was analyzed using SPSS statistics software. The result has showed that a significant strong positive correlation was observed between Interpretation Anxiety and Foreign Language Anxiety (r = .836, p < .01). Concerning the relationships of Big-Five Personality between Interpretation Anxiety and Foreign Language Anxiety, both have shown a strong positive correlation with Neuroticism (r = .624, p < .01 / r = .746, p < .01). Furthermore, the regression analysis has shown that the Big-Five Personality traits of Neuroticism is a significant predictor of Interpretation Anxiety and Foreign Language Anxiety. Based on informative results, this study sheds light on the connection between Interpretation Anxiety, Foreign Language Anxiety, and Big-Five Personality traits. It highlights the importance of individual personality variations in language learning and suggests personalized teaching methods. Although the study has limitations, it paves the way for further research on language anxiety and its impact on education.

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