本研究旨在探討聽力焦慮對國中英語學習者的聽力理解及字彙表現之影響。研究受測對象為二百四十八位國中八年級學生。所有受測者在先後進行全民英檢初級聽力測驗及英語字彙聽力測驗之後，再填寫一份外語聽力焦慮問卷以區分其英聽焦慮程度，並探究受測國中生之英聽焦慮來源與其因應之道。依據受測者在外語聽力焦慮量表之分數，將其分為高焦慮組及低焦慮組。之後，分別於高、低焦慮兩組中隨機挑選六位，共十二位學生進行訪談。研究結果顯示高焦慮和低焦慮兩組國中生在英語聽力理解及聽力字彙表現上皆有顯著之差異。此外，受測國中生之聽力字彙能力與其聽力理解程度之間有顯著之正相關。整體而言,本研究驗證外語聽力焦慮對外語學習者之聽力理解及聽力字彙能力表現有負面的影響，並呈現導致國中生英聽時感到焦慮的可能原因，及其應用之相關解決方法。

This study aims to investigate the effect of listening anxiety on EFL listeners’ comprehension and vocabulary performance. Two hundred and forty- eight eighth- grade junior high school students participated in this study. The participants first took an elementary GEPT listening test and a listening vocabulary test. Next, a questionnaire was administrated to examine their levels of listening anxiety as well as explore their sources and solutions to that anxiety. According to the participants’ responses to the foreign language listening anxiety scale, they were classified into high- and low- anxiety groups. Lastly, a semi-structured interview was conducted to acquire more information from six high- and six low- anxiety students. Results indicated that there were significant differences between high- and low-anxiety listeners’ performances on both listening comprehension and vocabulary tests. Also, vocabulary knowledge was significantly correlated with listening comprehension. Overall, the study not only provides empirical evidence that listening anxiety probably has a debilitating effect on listening comprehension and knowledge of listening vocabulary, but also presents the EFL junior high school students’ possible sources and solutions to listening anxiety.

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