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研究生:趙雲華
研究生(外文):Yun-hua Chao
論文名稱:國中生對英語課本活動喜好之研究
論文名稱(外文):A Study of EFL Students' Preference for Textbook Activities at a Junior High School in Taipei
指導教授:葉錫南葉錫南引用關係
指導教授(外文):Hsi-nan Yeh
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:英語學系在職進修碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2005
畢業學年度:94
語文別:英文
論文頁數:167
中文關鍵詞:學習風格動機強度課本活動喜好學習成就性別
外文關鍵詞:learning stylemotivational intensitytextbook activity preferencelanguage achievementgender
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中文摘要

本論文旨在探討台灣國中生對於英語教科書中的活動喜好,特別針對學生的活動喜好及其與英語學習風格、英語學習動機強度、學習成就及性別間的相關性做進一步的了解。
本研究施測對象為336 名臺北市士林區一所國中二年級的學生。研究方法採量表調查法。除了詢問背景資料外,本問卷含改編自Reid (1987) 的學習知覺風格偏好量表、Gardner (1985)的動機強度問卷、及改編自康軒國中英語第一冊至第四冊的課本活動喜好問卷。問卷的結果採用描述統計、T檢定及變異數分析進行統計分析。研究結果顯示學生的活動喜好與其英語學習風格、英語學習動機強度、學習成就及性別間有顯著相關。在學生喜好的前十項活動方面,學生的活動喜好類型與其學習風格具有一致性。然而在學生最不喜好的十項活動中,活動的施行方式(單獨或分組活動)與活動的難度對學生的活動喜好影響較大。本研究建議教師在設計或施行教學活動前,應先了解學生之學習風格及學習動機強度,以使教學更為有效。此外,施行較為困難的學習活動時,教師應更為注意學生的反應,給予學生詳盡的指導及練習,並減低學生學習的焦慮。教科書編者在設計教科書活動時,也應考慮不同學生的學習風格及動機,並了解教師及學生對課本活動的喜惡,增加學生及教師偏好的活動,並改編學生覺得困難而不喜好、或教師覺得施行上有困難的活動,以使教師在教學上更得心應手。
Abstract

The present study is aimed to investigate EFL junior high school students’ preference for textbook activities in Taiwan. The focus is to examine the relationship of students’ preferences for textbook activities to perceptual learning style and motivational intensity. The effects of two learner variables, i.e., English achievement and gender, on textbook activity preference are also examined.
A total of 345 students participated in the present study. The participants completed a questionnaire composed of two inventories adapted from the Perceptual Learning Style Questionnaire (Reid, 1984) and the Motivational Intensity Questionnaire (Gardner, 1985), and the Textbook Activity Preference Questionnaire based on the textbook currently used in the researcher’s school (Kang Hsuan Version, tentative edition, Book One to Book Four, 2002). The data collected were analyzed by computing descriptive statistics, ANOVA, and t-tests. The results show significant correlations between students’ activity preference and their perceptual learning style, and between students’ activity preference and their motivational intensity. The two learner variables, including learners’ English achievement and gender are also significantly related to their activity preference. By nature, the activities preferred by students and teachers are different. Students preferred easier activities that would not make them feel pressured while teachers preferred writing activities in which students could get familiar with the contents of the textbook. In terms of learner variables, for the first ten preferred activities, students’ activity preference seems to relate more to their learning style and motivational intensity; however, the activity type based on learning style does not seem crucial in students’ first ten preferred activities for students of different achievement levels and gender. As to the bottom ten activities reported by students of different learning styles, motivational intensity, achievement levels, and gender, the results demonstrate that the social learning style and the difficulty level of activities seem to play significant roles in students’ activity preference. Students in the present study expressed lower preferences for individual and difficult activities regardless of their learning style, motivational intensity, achievement level, and gender.
Pedagogically, the findings suggest that teachers should be aware of their students’ learning styles and motivational intensity and try to design or modify the learning activities so as to attend to their students’ various learning styles and to motivate students to learn more actively. Moreover, when implementing difficult writing or speaking activities, teachers should try to ease students’ pressure and give students ample opportunity to practice and clear guidance about the way to complete the activities well. On the other hand, before writing the textbook, material designers should investigate both students’ and teachers’ preferences for textbook activities so as to add more activities that are popular with both students and teachers and to delete or modify the activities that students and teachers least prefer. Beside, material designers should consider students’ learning styles and learning motivation when designing activities. In this way, the textbook may attend to both teachers’ and students’ needs. Further pedagogical implications, limitations of the present study, and suggestions for future research are presented at the end of the study.
TABLE OF CONTENTS

Chinese Abstract………………………………………… i
English Abstract………………………………………………………… ii
Acknowledgement…………………………………………... iv
Chapter 1 Introduction………………………………………………… 1
Background and Problem……………………………………………………. 1
Motivation…………………………………… 2
Theoretical Background……………………………………………….. 4
Purpose of the Study………………………………………………………… 8
Significance of the Study……………………………………………………. 9
Organization of the Study…………………………………………………... 11
Chapter 2 Literature Review………………………………………………………. 12
Classification of Learning Styles…………………………………………. 12
Learning Style Research………………………………………………….. 16
Perceptual Learning Style Research……………………………….. 16
Group/Individual Learning Preferences…………………………… 25
Motivation………………………………………. 26
Issues on Learning Style Research………………………………………… 30
Learning Style and Language Achievement………………………. 30
Learning Style and Cultural Difference…………………………… 33
Learning Style and Gender Difference……………………………. 35
Learning Style and Learning/Teaching Activities………………… 36
Chapter 3 Methodology…………………………………………………... 40
Participants………………………………….. 40
Instruments……………………………………….. 41
Procedure………………………………………….. 49
Data Analysis…………………………………………………… 50
Chapter 4 Results……………………………………………. 52
Results from the Learning Style Questionnaires……………………….….. 52
The Perceptual Learning Style Preference ………………………… 52
The Motivational Intensity Questionnaire………………………..… 55
Results from the Textbook Activity Preference Questionnaire (TAPQ)…... 57
Students’ and Teachers’ Top Ten Preferred Activities ………….… 57
Students’ and Teachers’ Bottom Ten Preferred Activities …….…… 58
Learning Style and Textbook Activity Preference ……………..……….…. 60
The Top Ten Activities by Learning Style…………………….…… 61
The Bottom Ten Activities by Learning Style……………….…….. 63
Motivational Intensity and Textbook Activity Preference …………….…... 65
Top Ten Activities Preferred by
High-, Mid, and Low MI Students…………………………………. 67
Bottom Ten Activities Preferred by
High-, Mid, and Low MI Students………………………………….. 69
Relationships of Textbook Activity Preferences to Background Variables… 72
Relationship Between English Achievement and Textbook Activity
Preference……………………………………………………. 72
Relationship Between Gender and Textbook Activity Preference…. 79
Data from Responses to Open-ended Questionnaire………………….…….. 82
Data from the TAPQ for Students …...………………………...…… 82
Data from the TAPQ for Teachers……………………….……….… 84
Chapter 5 Discussion………………………………………. 87
Learning Style Preference…………………………………………….……. 87
Perceptual Learning Style Preference……………………….……... 87
Motivational Intensity……………………………………….……… 91
Students’ and Teachers’ Textbook Activity Preference…………………… 93
Perceptual Learning Style and Textbook Activity Preference ………..….... 99
The Top Ten Preferred Activities by Learning Style …………….... 99
The Bottom Ten Preferred Activities by Learning Style………...…101
Motivational Intensity and Textbook Activity Preference………….…….. 102
Top Ten Activities Preferred by
High-, Mid, and Low MI Students…………………..……………. 103
Bottom Ten Activities Preferred by
High-, Mid, and Low MI Students……………..………………….. 104
Relationships of Textbook Activity Preference to Background Variables .. 106
Textbook Activity Preference and English Achievement ………... 106
Textbook Activity Preference and Gender ………………….……. 109
Chapter 6 Conclusion……………………………………… 112
Summary……………………………………….…. 112
Pedagogical Implications……………………… 117
Limitations of the Present Study and Suggestions for Future Research….. 121
References………………………………………………... 123
Appendices……………………………………………………. 141
Appendix A The Perceptual Learning Style Preference Questionnaire
(English Version)…………………………………………… 141
Appendix B Motivational Intensity Questionnaire
(English Version)………………………….………………... 143
Appendix C Textbook Activity Preference Questionnaire
(English Version)…………………………………………… 144
Appendix D The Student Questionnaire
(Chinese Version)…………………………………………… 147
Appendix E The Teacher Questionnaire
(Chinese Version)…………………...………………………. 153
Appendix F Interview With Three English Teachers About Difficult Activities
(English Version)…………………...………………………. 157
Appendix G The Teacher Questionnaire About the Activities
English Teachers Skipped (English Version)……………………………… 160
Appendix H The Student Questionnaire About the Favored and
Disliked Activities (English Version)………………… 163
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