臺灣博碩士論文加值系統

本研究之目的在於探討：1.高中生對英語學習的信念。2.高中生所使用的英語學習策略。3. 語言能力較高的學生與語言能力較低的學生在英語學習的信念和英語學習策略兩方面的差異。4. 英語學習的信念和英語學習策略之間的關係。本研究以台南縣某高中八班高一學生，共288位為對象。主要的調查工具為「英語學習信念及策略量表」。此外，本研究採用學生在基本學力測驗的英語科成績作為語言能力之依據。所有資料均予以電腦處理分析並比較。主要的統計分析方法包括描述統計、獨立樣本t考驗及皮爾遜積差相關。
本研究主要發現如下：
一、高中生對英語學習抱持著各種不同的信念。學生大致上贊同語言天賦的概念，不過大多數學生對英語學習態度樂觀，並具有高度學習動機。
二、語言能力較高的學生與語言能力較低的學生在英語學習信念方面，有13個項目達到顯著差異，語言能力較高的學生對英語學習較積極。
三、高中生在學習英語時普遍使用各種語言學習策略。在六類語言學習策略中，補償策略最常被使用，社會策略最少被使用。
四、語言能力較高的學生使用整體語言學習策略、六類語言學習策略及37項語言學習策略的頻率，皆顯著高於語言能力較低的學生。
五、高中生對英語學習的信念和英語學習策略之間有密切的相關性，尤其是和動機相關的信念與六類語言學習策略皆有顯著相關。
根據以上結果，謹提出以下建議：
一、教師應了解班上學生對英語學習的信念，並且試著去導正學生不實際或不正確的觀念。
二、教師應告知學生語言學習策略的重要性，並且指導學生如何有效地運用語言學習策略。
三、教師可藉由提供語言能力較高學生的語言學習信念與策略，來幫助語言能力較低的學生成功地學習，並可在一般課程中加入有關語言學習的討論與學習策略的訓練。
四、教師應該運用各種方法來提高學生對英語學習的動機。

The purpose of the study was to investigate senior high school students'' beliefs about language learning and their use of language learning strategies, to examine differences between high and low proficiency students in terms of beliefs about language learning and use of learning strategies, and to find out the relationship between beliefs about language learning and strategy use. The subjects participating in the study were 288 senior high school students from eight first-year classes in Tainan County. General data about students'' beliefs and their strategy use was derived from a Likert 5-scale questionnaire, composed of Beliefs about Language Learning Inventory (BALLI) and Strategy Inventory for Language Learning (SILL). Furthermore, the subjects'' English scores of Basic Competence Test were collected as their English achievement. The data was computed and analyzed by means of descriptive analyses, independent t-tests, and a Pearson''s Correlation analysis.
The findings of the study are summarized as follows:
1.The subjects held various beliefs about language learning. They generally endorsed the concept of foreign language aptitude and most of them were optimistic and highly motivated about learning English.
2.High and low proficiency students were significantly different in thirteen BALLI items. High proficiency students were more positive about their ultimate success as English learners and they expressed higher motivations than low proficiency ones.
3.The subjects utilized a variety of language learning strategies when they learned English. Among the six strategy categories, they used compensation strategies most frequently and social strategies least often.
4.Students with high English proficiency reported higher frequency of usage of overall strategy use, all six groups of strategy categories, and 37 strategies than did low proficiency students.
5.Students'' beliefs about language learning were closely related to their use of language learning strategies, especially motivational beliefs.
Based on the results of the study, some pedagogical implications are provided in the following section:
1.Teachers should try to understand beliefs about language learning of their own students and to confront students'' unrealistic and erroneous beliefs with new information about language learning.
2.Teachers should inform students of the importance of language learning strategies and provide students with explicit directions about how to apply a certain learning strategy most effectively.
3.Teachers can help students with low English proficiency to learn more successfully by presenting to them the beliefs and strategy use of high proficiency students, and teachers can integrate discussions about language learning and strategy training into their regular courses.
4.Teachers should make efforts to motivate their own students to learn English.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION page
Background and Motivation 1
Purpose of the Study 4
Research Questions 5
Significance of the Study 5
Limitations of the Study 6
Definitions of Terms 7
CHAPTER TWO LITERATURE REVIEW
Beliefs about Language Learning 9
Wenden: Metacognitive Knowledge and Explicit Beliefs 9
Horwitz: BALLI 10
Other Studies of Learner''s Beliefs about Language learning 13
Learners'' Beliefs and Language Proficiency 17
Research on Learning Strategies 21
Definitions of Language Learning Strategies 22
Studies and Taxonomy of Language Learning Strategies 24
Oxford''s Classification of Language Learning Strategies 29
Strategy Use and Language Proficiency 31
The Relationship between Learner''s Beliefs and Strategy Use 35
CHAPTER THREE METHODOLOGY
Subjects 39
Instrument 39
Beliefs about Language Learning Inventory 40
Strategy Inventory for Language Learning 41
Procedures 44
Data Analysis 46
CHAPTER FOUR RESULTS AND DISCUSSION
Students'' Beliefs about Language Learning 48
The Relationship between Students'' Beliefs and English Achievement 59
Students'' Use of Language Learning Strategies 64
The Relationship between Strategy Use and English Achievement 74
The Relationship between Students'' Beliefs and Strategy Use 79
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions 82
Pedagogical Implications 85
Suggestions for Further Research 89
REFERENCES 92
APPENDIX
Appendix A-1: Beliefs about Language Learning Inventory 101
Appendix A-2: Strategy Inventory for Language Learning 104
Appendix B: 英語學習信念及策略量表 107

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