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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/16335

Title: 台灣國中學生英語學習動機之研究
Conceptualizing Taiwans Junior High School Students English Learning Motivation
Authors: 張善貿
Contributors: 英語學系
Keywords: Student motivation;Student attitude;Language use;Student achievement;Second language;Foreign language
Date: 2002
Issue Date: 2013-05-06T02:22:11Z
Publisher: 行政院國家科學委員會
Abstract: 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 2 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 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 junior high school 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 900 junior high school students from two public junior high schools. 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. The Language Use Fields subscales will also be factor analyzed to determine the underlying factors of the students’ language use. The results showed that six motivational orientations were identified and five language use field factors are extracted. Pearson product-moment correlation was performed
to determine the relationships among the two sets of factors. Correlational analysis was also performed to determine the relationships between the motivational orientations and effort/grades. It was found all the six orientations are important to students’ motivation to learn. However, among the six orientations, students’ intrinsic motivation appeared to be slightly more important than the other motivational components.
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 et al., 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。
此研究主要研究目的有二:(一)探討國內國中學生EFL(English as a Foreign Language)學習動機的結構;(二)確認學生動機與學生語言使用、英文成就和動機強度之間的關聯性。參與本研究的學生來自中部二所公立國中。受測者為900 餘位該校之國中學生。此研究發展出一份合適國中學生使用的問卷。問卷包涵六個分量表: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。因素分析之結果顯示學生的動機因素有六,而英語使用領域有五。由於動機因素往往是較抽象的概念因此探討這兩組因素之間的相關程度目的在便於具體了解學生的動機因素。此外,本研究還探討動機因素和英語成就以及動機強度之間的相關程度。以上相關程度之研究顯示雖然這六個動機因素都扮演重要的角色,然而其中以學生的內在動機似乎最為重要。
Relation: 國科會計畫, 計畫編號: NSC91-2411-H009-015; 研究期間: 9108-9207
Appears in Collections:[英語學系] 國科會計畫

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