本研究檢視影響大學英語為外語學習者的語言焦慮、對學習情境的態度、動機之間 的關係，使用的資料取自研究者建置的資料庫。研究者以問卷於2015年12月對臺北市 某國立大學大一英文課學生調查。以皮爾遜積差相關分析596筆（194位男學生、402 位女學生）有效樣本的資料。 獲以下結論：不分性別、學院、英語成就高低，對學習情境的態度和動機之間呈顯 著、正向關係。對學習情境的態度和語言焦慮之間顯著、正向的關係，只出現在理學院 及低成就學生。另外，對整體學生、女學生、人文學院及教育學院學生而言，動機和語 言焦慮間的低度相關性具顯著水準、但為負向相關；低成就學生的動機和語言焦慮間相 關性亦具顯著水準，但呈正向的關係。最後，提出教學建議及未來研究方向。

This survey study examined the relationships between language anxiety, attitudes toward the learning situation (ALS), and motivation among university English EFL learners in Taiwan. This study was conducted in December 2015; a questionnaire was distributed to all the students registered in the Freshman English course in Fall 2015 in a public university in northern Taiwan. Data from a total of 596 valid questionnaires collected from the voluntary respondents (194 males and 402 females) were analyzed. Pearson correlation analysis yielded the following results. First, it was found that a significant moderate positive correlation existed between ALS and motivation across genders, academic majors, and proficiency levels. Second, a significant low positive correlation between ALS and language anxiety was found only among science majors and low achievers. Moreover, a significant relationship between motivation and anxiety existed among the full sample of students, the female students, majors in Liberal Arts and Education, with a low and negative correlation. Yet, among the low achievers, a significant relationship between motivation and anxiety revealed a positive correlation. Recommendations were made for teaching and future research.