| Summary: | 碩士 === 國立臺灣師範大學 === 英語研究所 === 87 === Anxiety has for a long time been recognized as an important factor in foreign/second language learning. While many researchers have explored the effects of anxiety in terms of course scores, the relationship between anxiety and actual language use is less examined. To experienced foreign/second language teachers, anxiety can not be ignored with respect to its relationship with actual oral communication. The obvious symptoms include: tongue tied-ness, low class risktaking in adopting various language structures, trembling, etc. (cf. Horwitz, Horwitz, and Cope, 1986; Beatty et al., 1989). Though based on the inference, anxiety is suspected to be relevant to the use of communication strategies, little research in this respect has been conducted. It is difficult to deny the role of communication strategies in achieving the communicative goals, especially in interlanguage contexts (cf. Bialystok, 1990). How the L2 learner employs communication strategies deserves further inspection, which would contribute to a better understanding of language acquisition. However, in order to solve such pedagogical and linguistic problems, and to release those learners from anxiety, it is even more worthwhile to investigate into the relationship between the factors of anxiety and the use of communication strategies. Is anxiety related to the use of communication strategies? If yes, what is the relationship? To find out the answers to these questions is the objective of the present study. The findings indicate that anxiety is related to the use of communication strategies. That is, less anxious learners tend to use multi-strategies to complete a task. However, to some extent, foreign language learners are the same in adopting communication strategies, for both highly anxious and less anxious learners are inclined to adopt holistic strategies in describing the abstract shapes.
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