| Summary: | 碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 99 === The purpose of this study was to investigate the effects of three goal orientations, learning strategies had on young EFL learners’ foreign learning anxiety. Data were collected from 225 elementary school students who were learning English as a foreign language in Taiwan. The instruments involved use of a survey, comprised of three sets of questionnaires concerning goal orientations, learning strategies and foreign language anxiety. The quantitative data were analyzed through descriptive statistics, Pearson correlations and analysis of variance (ANOVA) in order to indicate the relationship between the three sets of variables. The results of the study revealed significant discrepancies of goal orientations in terms of learning strategies, as well as between goal orientations and foreign language anxiety. Specifically, it was indicated that mastery and performance-approach goal were more related to learning strategies than performance-avoidance goal. In terms of foreign language anxiety, performance-avoidance goal had higher correlation than the other two orientations. However, no significant relationship was found between mastery goal and performance-approach goal. Finally, significant negative correlations were also found between foreign language anxiety and learning strategies. Based on the present findings, it is suggested that the influence goal orientations had on students’ foreign language anxiety should be taken into account when foreign language curricula and in-class activities are prepared.
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