本研究旨在探討國中生自我意識、英語口語自我概念及英語口語焦慮間之相關情形。研究以大台北地區男女國中學生738人為對象，進行「自我意識量表」、「英語口語自我概念量表」及「英語口語焦慮量表」之問卷調查。所得資料以變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法進行處理，研究結果整理如下：
一、國中生之自我意識有顯著性別差異，女生的自我意識各層面均高於男生；不
同年級學生亦呈現差異，九年級學生在「公眾自我意識」及「社會焦慮」兩個層面均顯著高於七年級。
二、國中生之英語口語自我概念之組間差異分析結果顯示，不同性別及年級間沒
有顯著差異，但不同在校起始學習英語時間、開始補習英語時間、有無出國
學習經驗及父母教育程度的受試者間則呈現顯著差異。
三、國中生之英語口語焦慮之組間差異分析結果顯示，不同性別及年級間沒有顯
著差異，但不同在校起始學習英語時間、開始補習英語時間、有無出國學習
經驗及父母教育程度的受試者間則呈現顯著差異。
四、國中生之自我意識、英語口語自我概念和英語口語焦慮均有相關存在。
五、國中生之背景變項「在校起始學習階段」、「有無補習外師」、「出國學習經
驗」，自我意識之「社會焦慮」以及「英語口語自我概念」對於英語口語焦
慮有顯著的預測力。
最後，本研究根據研究結果加以探討並提出具體建議，以作為英語教育工作者及未來研究者之參考。

The purpose of this study was to explore the relationships between self-consciousness, English speaking self-concept and English speaking anxiety. Participants were 738 junior high school students in Taipei. The instruments used in this study were Self-Consciousness Scale, English Speaking Self-Concept Scale and English Speaking Anxiety Scale. The obtained data were analyzed by one-way ANOVA, one-way MANOVA, Pearson correlation analysis, and multiple regression analysis. The results were as follows:
1. There was a significant gender difference in self-consciousness. Females displayed higher level of self-consciousness than males. Students in different grades also
showed significant differences in self-consciousness. 9th graders reveled significantly
higher level of public self-consciousness and social anxiety than 7th graders.
2. Students’ English speaking self-concept didn’t vary significantly in terms of gender and grade, but was influenced by when they started learning English at school or at cram school, their learning experience abroad and the educational background of their
parents.
3. Students’ English speaking anxiety didn’t vary significantly in terms of gender and grade, but was influenced by when they started learning English at school or at cram school, their learning experience abroad and the educational background of their
parents.
4. English speaking anxiety correlated significantly with both self-consciousness and English speaking self-concept.
5. Students’ English speaking anxiety could be predicted by the start time they learned English at school, whether they learned English conversation with native English speaking teachers, their learning experience abroad, their social anxiety level and their English speaking self-concept.
Finally, based on findings of the study, some implications for English instructors and suggestions for future researchers were offered.

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