本研究觀察在英語為外語的環境裡，特質焦慮高低及性別差異，對於英語公開演說裡不同階段的情境焦慮影響作用為何。研究對象為66位在台灣北部某一國中裡，參與一場英語演講比賽的國中生。比賽前後他們分別先填完了由情境-特質焦慮良表(STAI)改編的A-Trait及A- State量表。本研究分別觀察了演說三個不同階段的特質焦慮變化：(1) anticipation階段 (賽前一分鐘)，(2) confrontation階段 (比賽開始後第一分鐘)，和(3) release 階段 (比賽結束後一分鐘)。本實驗結果摘要如下：第一，無論高低特質焦慮組，都呈現sensitization圖形。也就是說他們的特質焦慮在anticipation階段較低，confrontation階段升到最高，最後在release階段下降。第二，男女焦慮組呈現相同的sensitization圖形。另外，雖然在統計上的差別並不顯著，但女生的每一階段的特質焦慮幅度皆高於男生。第三，整體學生在三個階段的特質焦慮平均數分布情形也呈現 sensitization圖形。
這些發現顯示，這個比賽的事前準備過程，可能有助於降低學生的焦慮。另一方面，此演說活動對於學生來說，仍是一個強烈的刺激，造成相當壓力。未來的研究應繼續研究有效的各種外語教學方法，以利幫助學生降低口說英語焦慮。

This study examined the functions of different levels of trait anxiety and gender difference on the distributions of the state anxiety during different stages of a public speech in a foreign language environment. The subjects were the 66 participants who joined in a public speech contest in a junior high school in the northern Taiwan. Before the contest, they filled out the A-Trait scale adapted from the State-Trait Anxiety Inventory (STAI), and then immediately after the contest, they completed the A-State scale adapted from the STAI. The fluctuations of the state anxiety were observed during three different stages of the public speech: (1) the anticipation stage (one minute before the speech), (2) the confrontation stage (the first minute of the speech), and (3) the release stage (one minute after the speech).
The following are the summary of the results. First, both high- and low-trait anxious groups showed the sensitization pattern. That is, their anxiety was relatively lower at the anticipation stage, climaxed at the confrontation stage, and then descended at the release stage. Second, both the two gender groups revealed the same sensitization pattern. Furthermore, females were found to have higher levels of state anxiety at all stages than males even though there was no significance between gender difference. Third, the overall means of all the participants' state anxiety narrow-banded for the three stages also exhibited the sensitization pattern. The findings suggest that the preparation process before the English speech contest may help the students lower their anxiety. On the other hand, the English speech contest in this study seems to be a strong stimulus for the speakers. Future researchers are recommended to conduct more studies on the effects of different pedagogical strategies in a foreign language environment to facilitate students’ anxiety reduction.

Abu-Rabia, S. (2004). Teachers' role, learners' gender differences, and FL anxiety among seventh-grade students studying English as a FL. Educational Psychology 24(5), 711-721.
Ayres, J. (1986). Perceptions of speaking ability: An explanation for stage fright. Communication Education 35(3), 275.
Behnke, R. R., & Sawyer C. R. (1994). Contagion theory and the communication of public speaking state anxiety. Communication Education 43(3), 246.
Behnke, R. R., & Sawyer, C. R. (1998). Conceptualizing speech anxiety as a dynamic trait. Sothern Communication Journal, 63, 160-168.
Behnke, R. R., & Sawyer, C. R. (1999). Milestones of anticipatory public speaking anxiety. Communication Education, 48(2), 165-172.
Behnke, R. R., & Sawyer, C. R. (2000). Anticipatory anxiety patterns for male and female public speakers. Communication Education 49(2), 187-195.
Behnke, R. R., & Sawyer, C. R. (2001). Patterns of psychological state anxiety in public speaking as a function of anxiety sensitivity. Communication Quarterly 49(1), 84-94.
Behnke, R. R., & Sawyer, C. R. (2004). Public speaking anxiety as a function of sensitization and habituation processes. Communication Education 53(2), 164-173.
Bippus, A. M., & Daly J. A. (1999). What do people think causes stage fright? Naïve attributions about the reasons for public speaking anxiety. Communication Education 48(1), 63-72.
Chesebro, J. W., McCroskey J. C., Atwater D. F., Bahrenfuss, R. M., Cawelti G., Gaudino, J. L., & Hodges, H. (1992). Communication apprehension and self-perceived communication competence of at-risk students. Communication Education 41(4): 345.
Da Jia Jenn Lann Temple (2011, May) 2011 Mazu Cup English Speech Contest [Online Bulletin Board] Retrieved from http://www.dajiamazu.org.tw/news/news_main.asp?page=10&act_id=00229
Daly, J. A., Vangelisti, A. L., Neel, H. L., & Cavanaugh, P. D. (1989). Pre-performance concerns associated with public speaking anxiety. Communication Quarterly 37(1), 39-53.
Daly, J. A., Vangelisti, A. L., & Weber, D. J. (1995). Speech anxiety affects how people prepare speeches: A protocol analysis of the preparation processes of speakers. Communication Monographs 62(4), 382-397.
Feingold, A. (1994). Gender differences in personality: A meta-analysis. Psychological Bulletin 116(3), 429-456.
Freeman, T., Sawyer C. R., & Behnke, R. R. (1997). Behavioral inhibition and the attribution of public speaking state anxiety. Communication Education 46(3), 175-187.
Hsieh, S. (2006). Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia 37(2), 216-235.
Horowitz, E., Horowitz, M., & Cope, M. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
Holt, C. S., Heimberg, R.G., Hope, D. A., & Liebowitz, M. R. (1992). Situational domains of social phobia. Journal of Anxiety Disorders, 6, 63-77.
Leary, M. R., & Kowalski R. M. (1995). Social Anxiety. New York: The Guilford Press.
Lewis, R.L., Elledge, N. D., Jernberg, K. A., Sawyer, C. R., & Behnke, R. R. (2007). Public speaking state anxiety as a function of anticipatory trait anxiety. Conference Papers -- National Communication Association, 1.
Li, R. (2010). The relationship between speaking anxiety and speaking strategies among university students in Taiwan (Master’s thesis). Retrieved from National Digital Library of Theses and Dissertations in Taiwan.
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Language Journal, 79(1), 90-99.
MacIntyre, P. D., & MacDonald J. R. (1998). Public speaking anxiety: Perceived competence and audience congeniality. Communication Education 47(4), 359.
MacIntyre, P. D., MacDonald J. R., & Thivierge, K. A. (1997). The effects of audience interest, responsiveness, and evaluation on public speaking anxiety and related variables. Communication Research Reports 14(2), 157-168.
McCroskey, J. C., Simpson T. J., & Richmond, V. P. (1982). Biological sex and communication apprehension. Communication Quarterly 30(2), 129-133.
McCullough, S. C., Russell S. G., Behnke, R. R., Sawyer, C. R., & Witt, P. L. (2006). Anticipatory public speaking state anxiety as a function of body sensations and state of mind. Communication Quarterly 54(1), 101-109.
Ministry of Education, R. O. C. (2009). An Analysis on the Current Conditions of the English Villages Conducted in Taiwan [In Chinese]. Retrieved from http://www.edu.tw/files/publication/B0055/全國各縣市英語村辦理情形分析專案報告.pdf
Mladenka, J. D., & Sawyer C. R. (1998). Anxiety sensitivity and speech trait anxiety as predictors of state anxiety during public speaking. Communication Quarterly 46(4), 417-429.
Nolen-Hoeksema, S. (1987). Sex differences in unipolar depression: Evidence and theory. Psychological Bulletin 101(2), 259-282.
Nolen-Hoeksema, S., & Girgus J. S. (1994). The emergence of gender differences in depression during adolescence. Psychological Bulletin 115(3), 424-443.
Pan, H.(2002). Motivating Beginning EFL Learners to Speak English in Class: An Action Research in an English Speaking Class at a Junior High School (Master’s thesis). Retrieved from National Digital Library of Theses and Dissertations in Taiwan.
Sawyer, C. R., & Behnke R. R. (2002). Reduction in public speaking state anxiety during performance as a function of sensitization processes. Communication Quarterly 50(1), 110-121.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of anxiety research. Language Learning, 28, 129-142.
Sparks, R. L., & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? Modern Language Journal, 75, 3-16.
Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety and Behavior (pp. 3-20). New York: Academic Press.
Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual for the state-trait anxiety inventory. Palo Alto, CA: Consulting Psychologists Press.
Wang, C. (2009). Foreign language speaking anxiety and perfectionism: A study of English Learners in Taiwan (Master’s thesis). Retrieved from National Digital Library of Theses and Dissertations in Taiwan.
Witt, P. L., & Behnke, R. R. (2006). Anticipatory speech anxiety as a function of public speaking assignment type. Communication Education, 55(2), 167-177.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal 37(3), 308-328.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75(4), 426-448.
Yu, B. (2010, June 11). The English education in Taiwan: Listening and speaking abilities are not as good as writing ability. Apple Daily. Retrieved from http://tw.nextmedia.com/applenews/article/art_id/32578898/IssueID/20100611