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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6695

Title: 國中學生英語習得環境,英語習得動機,英語習得策略與英語習得成就之關係----以苗栗縣國中學生為例
Other Titles: A Study of Junior High School Students’ English Acquisitive Environment, English Acquisitive Motivation, English Acquisitive Strategy, and English Acquisitive Achievement in Miaoli
Authors: 賴國堂
Contributors: 龔心怡
Hsin-Yi Kung
Kuo-Tang Lai
Keywords: 英語習得環境;英語習得動機;英語習得策略;英語習得成就
English Acquisitive Environment;English Acquisitive Motivation;English Acquisitive Strategy;English Acquisitive Achievement
Date: 2007
Issue Date: 2010-12-03
Description: 碩士
Abstract: 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。
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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