臺灣博碩士論文加值系統

策略使用和學習動機在語言學習上扮演重要的角色。然而在台灣很少研究探討大學生的策略使用和學習動機之間的關係。因此，本文的目的在於探索技術學院大學生策略使用、學習動機和它們之間的關係。研究包含三組問卷，研究對象為二間國立科技大學和一間國立技術學院位於台灣南部共331位四年級就讀商學院相關科系的大學生。主要結果發現：（1）大學生在寫作學習方面最常使用的是補償策略；（2）寫作階段使用的策略顯著多於構思和訂正階段；（3）大學生的英文學習動機主要傾向於外在動機；（4）學習動機跟策略使用有顯著性的正相關；（5）很少有機會練習英文寫作是導致大學生英文寫作困難的主因。本文最後提出對英文寫作課程和未來研究之建議。

Strategy use and learning motivation both played the important roles in language learning. However, few studies were conducted to explore the relationship between strategy use and learning motivation of college students in Taiwan (Chang & Huang, 1999). Therefore, the purpose of the present study attempted to examine how strategy use and motivation of non-English majors were related. This study contained three sets of questionnaires and the participants were 331 senior non-English majors who studied in business-related departments from two national technological universities and one national technological college in south Taiwan. Several major results were found in this study. First, compensation strategies were used most frequently in terms of English writing learning. Second, more writing strategies were significantly employed in writing stage than in planning and editing stages. Third, undergraduates favored extrinsic motivation to learn English. Fourth, learning motivation was significantly and positively correlated with learning strategies and writing strategies. Finally, few opportunities to practice English writing were most responsible for non-English majors’ writing difficulties. Pedagogical implications for English instruction and suggestions for future research were provided at the end of the study.

Abstract (Chinese) i
Abstract (English) ii
Acknowledgement iii
Table of Contents iv
Tables vii
CHAPTER 1 1
Introduction 1
Background of the Study 1
Problem Statement 4
Purpose of the Study 5
Research Questions 6
Significance of the Study 6
Definitions of Terms 7
CHAPTER 2 10
Literature Review 10
Language Learning Strategies 10
Writing Strategies 13
Motivation and Strategy Use 16
Writing Difficulties 19
Successful and Unsuccessful Learners 22
CHAPTER 3 25
Methodology 25
Pilot Study 25
Participants 26
Instruments 27
Writing Strategy and Writing Difficulty Questionnaires 28
Strategy Inventory of Writing Learning 30
Motivational Questionnaire 32
Procedures 33
Data Analysis 35
CHAPTER 4 37
Results 37
Validity and Reliability of the Questionnaires 37
Demographic Information 39
Research Question 1 44
Research Question 2 49
Research Question 3 51
Research Question 4 52
Research Question 5 55
Summary of the Results 56
CHAPTER 5 58
Conclusions 58
The Discussion on Major Findings 58
Learning Strategy Uses 58
Writing Strategy Use 58
Motivation and Strategy Use 59
Writing Difficulties 59
Pedagogical Implications 59
Suggestions for Future Research 60
References 62
Appendix A: Writing Strategy and Writing Difficulty Questionnaires (English) 71
Appendix B: Writing Strategy and Writing Difficulty Questionnaires (Chinese) 75
Appendix C: The Criterion for the Design of Writing Strategies 79
Appendix D: Strategy Inventory of Writing Learning (English) 82
Appendix E: Strategy Inventory of Writing Learning (Chinese) 85
Appendix F: Motivational Questionnaire (English) 88
Appendix G: Motivational Questionnaire (Chinese) 89

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