| 摘要: | 本研究的目的旨在探討苗栗縣國中三年級學生英語習得動機、英語習得策略與英語習得成就之間的關係，以及苗栗縣國中三年級學生的英語習得動機、習得策略與習得成就是否因性別、習得環境不同而有顯著差異。本研究之樣本包括480名國三學生，並獲得結論如下：首先，男女生在英語習得動機、策略、成就等層面上具有顯著差異。其次，英語習得環境在英語習得動機、策略、成就等層面上具有顯著差異。再者，英語習得動機、策略與成就具有顯著正相關。最後，英語習得動機與英語習得策略對英語習得成就具有顯著的預測力。
本研究基於研究發現與結論，對國中英語教學與未來研究提出以下的建議：首先，家長宜多關心及了解子女的英語習得狀況，可提高子女在「自我效能感」及「成就動機」層面的習得動機，及提高其在「記憶策略」、「認知策略」、「情意策略」、「後設認知策略」、「社交策略」、「補償策略」的使用頻率。其次，英語教師宜積極跟學生培養良好正向優質的師生關係，強調學生的「成就動機」、「自我效能感」，並增加學生習得策略各層面的使用頻率。最後，學生宜提高自身之「自我效能感」、「成就動機」，降低「測驗焦慮」，並增加「社交策略」、「認知策略」及「記憶策略」的使用頻率，及培養良好優質的師生關係與同儕關係。
The purpose of this study was to explore the relationships among junior high school ninth-graders’ English acquisitive environment, English acquisitive motivation, English acquisitive strategy, and English acquisitive achievement in Miaoli, and to understand whether these ninth-graders’ English acquisitive motivation and English acquisitive strategy had significant differences in gender and acquisitive environment. Utilizing 480 9th graders, the conclusions of this study are as follows: first, students’ English acquisitive motivation, strategy, and achievement have significant differences in gender. Second, students’ English acquisitive motivation, strategy, and achievement have significant differences in English acquisitive environments. Third, there are significant correlation among students’ English acquisitive motivation, strategy and achievement. Final, students’ English acquisitive motivation, and strategy can predict their achievement significantly. The conclusions are proposed and suggestions are made based on the findings. First, parents should care much about children’s English acquisitive conditions and promote children’s acquisitive motivation such as “self-efficacy” and “achievement motivation.” Additionally, parents should encourage children to use the learning strategies such as “memory,” “cognitive,” “compensation,” “meta-cognitive,” “affective,” and “social” strategy frequently. Second, English teachers should cultivate positive and high-quality relationships with students, especially with male students. Also, English teachers should enhance students’ acquisitive motivation: “achievement motivation” and “self-efficacy,” and urge students to use strategies frequently as well. At last, students should foster their own acquisitive motivation and strategy, and also have high-quality relationships with teachers and peers to help them acquire English.
Keywords: English acquisitive environment, English acquisitive motivation, English acquisitive strategy, English acquisitive achievement |
