| 摘要: | Instead of viewing L2 (second/foreign language) motivation as a single construct (Krashen, 1981; Schumann, 1986) or a dichotomous construct (Gardner, 1985), a number of recent researchers have claimed that L2 motivation is a multifactorial construct that involves social, cognitive, and affective factors (Crookes & Schmidt, 1991; Dornyei, 1990; Oxford & Shearin, 1994; Schmidt et al., 1996). These researchers have identified several factors motivating students to learn the target language (motivational components) in a variety of learning contexts. Researchers have cautiously 3 pointed out that the results obtained from previous studies may not be generalized to those unexamined language learning contexts since L2 motivation construct may vary from one learning context to another. This study aims to conceptualize
Taiwanese college students’ EFL learning motivation by identifying the motivational components in relation to the students’ actual language use fields, desired proficiency, actual proficiency, and motivational intensity. The participants were more than 750 college students at National Chiao Tung University. A motivational questionnaire was developed to measure the students’ motivational orientations, actual language use fields, attitudes towards the target language and culture, desired proficiency level, possible proficiency level, and motivational intensity. The students’ scores of the Motivational Orientations and Language Use Fields subscales were factor-analyzed. The extracted factors from the Motivational Orientation subscale were defined as the students’ motivational orientations (see Dornyei, 1990; Schmidt et al., 1996). The Language Use Fields subscales will also be factor analyzed to determine the underlying factors of the students’language use. Pearson product-moment correlation was performed to determine the relationships among the variables. The results showed that 7 significant motivational orientations were identified and can be subsumed under 4 different categories: 1) intrinsic motivation, 2) integrative motivation subsystem, 3) instrumental motivation subsystem, and 4) need for good performance in English class. Students’English use fields can be divided into five different fields: 1) Entertainment, 2) Use for classroom requirement, 3) Going abroad and communicating with foreigners, 4) Reading for informational purposes, and 5) Computer and the Internet use. In addition, the results highlighted the importance of intrinsic motivation, which is consistent with previous studies on intrinsic motivation.
語言學習動機之心理建構（construct）理論過去有學者以單一建構（如Krashen, 1981；Schumann, 1986）或雙因子（如 Gardner, 1985）的模式討論及敘述。近年來一些學者認為語言學習動機是多因子建構（multifactorial construct），所以在研究動機時應該涵蓋社會、認知以及情意等因素（如Crookes & Schmidt, 1991; Dornyei, 1990; Oxford & Shearin, 1994; Schmidt etal., 1996）；這些學者並且在不同的學習環境中研究發現了一些影響動機的因素（motivational components）。同時這些學者也指出動機的因素的內涵以及重要性可能因地而異，不能一概而論。此研究主要探討國內大學生EFL（English as a Foreign Language）學習動機的因素以了解學生動機的結構。此外，本研究要確認動機因素與學生語言的使用、英文程度和動機強度之間的關聯性。受測者為750 位交通大學一至四年級各系的大學生。此研究發展出一份合適本校學生使用的問卷。問卷量表包涵六個分量表：動機、語言使用領域、態度、動機強度、希望之英文程度、以及可能達到的英文程度；前二個分量表將以因素分析之統計方法確認學生的動機因素以及英語使用領域之因素。探討這兩組因素之間的相關程度便有助於我們了解學生的動機因素。此外，動機因素和英語程度以及動機強度之間的相關程度將被計算以探討各動機因素之重要性。研究結果顯示，學生的外與學習動機可明顯區分為七個不同的因子；而這七個因子可納入四個不同的領域：1)內在動機, 2)融合動機, 3)工具動機，以及 4)英語課好的表現。學生在實際使用英文上可分為五大領域：1)娛樂, 2)課堂要求, 3)出國或與外國人溝通, 4)閱讀新知, 5)電腦網路。另外結果還顯示學生的內在動機的重要性，此一結果與先前的諸多研究結論相符。 |
