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|Other Titles: ||A Study of Junior High School Students’ English Acquisitive Environment, English Acquisitive Motivation, English Acquisitive Strategy, and English Acquisitive Achievement in Miaoli|
English Acquisitive Environment;English Acquisitive Motivation;English Acquisitive Strategy;English Acquisitive Achievement
|Issue Date: ||2010-12-03
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
|Appears in Collections:||[教育研究所] 博碩士論文|
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