臺灣博碩士論文加值系統

本研究目的是為瞭解國中實施能力分組對台灣國中生英語學習動機與學習成就之間的影響，進而瞭解分組學習是否會增強英文學習動機與提昇英文的學習成就，並瞭解學生分組前後對學習英文與英文課的態度與看法。主要研究重點分別是：(1)不同學習成就的學生分組前後對英語學習偏好的差異，(2)不同學習成就的學生在分組前後英語學習成就的差異，(3)不同學習成就的學生在分組前後學習動機的差異，(4)不同學習成就的學生分組前後對英語課偏好的差異，(5)不同學習成就的學生分組前後對英語課偏好的原因。
本研究的施測對象為344位高雄縣旗山國中一年級男女學生(分組前)，且在該施測對象升上二年級時，進行分組後的施測。。根據受試者九十三學年度下學期三次月考的成績，分為高成就組、以及低成就組。另外受試者在一年級下學期時必須填寫一份動機問卷以瞭解其在常態編班裡對於英語學習及英語課的態度與想法；二年級上學期時必須填寫一份動機問卷以瞭解其在分組學習中對於英語學習及英語課的態度與想法。研究結果指出：（1）高成就學生在分組前與分組後對英文學習的偏好都比低成就組的學生強，
低成就學生在分組後對英文學習的偏好並未提昇；（2）學生的學習成就和學習態度是相關的，因此，對英文學習持有正向態度的學生在分組前後的學習成就也較好。分組學習使高成就學生受益較多，對低成就學生受益較少；（3）無論高成就或是低成就的學生，大部分的喜歡英語都出於外在動機；（4）能力分組學習對高成就學生對英語課的偏好有影響。分組後，高成就的學生對英語課的偏好低於分組前對英語課的偏好；而對低成就的學生而言，他們在分組前後對英語課的學習偏好沒有太大的差異。（5）分組前，老師的態度和同儕之間的合作與協助是大部分的學生喜歡英文課的主要原因。分組後，高成就的學生喜歡英文課的理由是他們認為他們的自信心增加了，而且也重視同儕之間的學習；而低成就的學生則認為學習的壓力減輕了，有更多的機會拓展人際關係，且和同學之間相處較有自信是分組後他們喜歡英文課的原因。
根據以上結果，本研究提出以下建議：（1）教師應創造友善且有效益的學習環境，並提供學生公平的學習機會參與課堂的教學活動，以激勵學生的學習動機，以利於學生在英文方面有良好且成功的學習經驗；（2）教師應多採取多元評量的方式衡量學生的學習成就；（3）教師必須瞭解、引發與提高學生的學習動機，並進而發展培養以利終生學習的內在動機；（4）教師應營造同儕之間合作學習的機會與環境；（5）學校的行政人員必須確認在分組的情況下所有的學生都擁有平等的學習資源，並採取彈性的分組學習策略；教師也必須隨著學生學習能力與經驗的不同，採取最適當且有效益的教學方式。

The purposes of the study were to explore the effects of tracking on the motivation and English achievements of junior high EFL students, to investigate whether or not tracking prompts the subjects’ motivation and influences the subjects’ attitudes toward English learning and English classes, and to find out whether or not tracking is helpful for subjects in the growth in English achievements. The study highlighted the following points: (a) the differences in the subjects’ preferences for English learning before and after tracking, (b) the subjects’ differences in the English achievements between before and after tracking, (c) the differences in the subjects’ types of motivation before and after tracking, (d) the differences in the subjects’ preferences for English classes before and after tracking, and (e) the subjects’ reasons for their preferences for English classes before and after tracking.
The subjects of this study were 344 students recruited in Cishan Junior High School in Kaohsiung County. They were divided into two groups, the High Achiever Group and the Low Achiever Group. The subjects’ English achievements contained the scores of the three monthly English exams at the second semester of the school academic year 2005 and those ones at the first semester of the school academic year 2006. The questionnaires were also designed to understand the subjects’ motivation in and attitudes toward English learning and English classes before and after tracking. The subjects’ responses in the questionnaires were analyzed by using the SPSS system, paired-samples t test, chi-square tests, t-test, and the descriptive analysis. The findings of the study are summarized as follows:
1. The students with high English achievements had stronger preferences for English learning before and after tracking. However, the students with low achievements did not strengthen their preferences for English learning after tracking.
2. Students with positive attitudes toward English learning had better English achievements before and after tracking. By the way, the practice of tracking prompted the high achievers to learn more and the low achievers to learn less.
3. Most of the students were instrumentally or extrinsically motivated to learn English, no matter which achievement group they were in.
4. Tracking had influences on the high achievers’ preferences for English classes. That is, the high achievers lowered their preferences for English after tracking. On the other hand, tracking had little impact on the low-achievers’ preferences for English classes. In other words, their preferences for English classes were similar before and after tracking.
5. Before tracking, most of the students liked English classes because they felt being treated well by teachers and valued peer cooperation in heterogeneous classes. After tracking, the high achievers liked English classes because their confidence increased and cooperation learning was important for them. On the other hand, the low achievers liked English mainly for less pressure to learn, more chances to develop social relationship, and more confidence to be with classmates.
Based on the findings, five pedagogical implications are proposed as follows:
1. Teachers should create a friendly and efficient learning environment and provide students with equal opportunities to participate, to inspire students’ positive attitudes toward, and to be successful in English learning.
2. It is necessary for teachers to assess students’ performance using multidimensional assessments.
3. Teachers need to understand and spur students’ motivation to learn in the classroom, enhance students’ interest in language learning, inspire students’ potential and more importantly, develop students’ intrinsic or integrative motivation that nurtures the habit of life-long learning.
4. Teachers should promote cooperative learning so students can work together, improve their language learning, and benefit from peer cooperation.
5. Where tracking is maintained, administrators in school should make sure that all students have equal access to educational resources and should adopt a variety of flexible tracking practices. Teachers are responsible for finding ways to teach materials in a manner that reaches a diverse set of students effectively and productively.

TABLE OF CONTENTS

page
ACKNOWLEDGEMENTS…………………………………...……………………………...i
CHINESE ABSTRACT………………………………………………………………...……ii
ENGLISH ABSTRACT……………………………………………………………………..iv
TABLE OF CONTENTS…………………………………………………………………...vii
LIST OF TABLES AND FIGURE………………………………………………………….x

CHAPTER ONE INTRODUCTION………….………………………………….………1
Motivation and Background………………………………………………………….……….1
Statement of the Problems…………………………………………………………………….3
Purposes of the Study………………………………………………………………………….4
Research Questions……………………………………………………………………………5
Significance of the Study……………………………………………………………………...5
Definitions of Terms…………………………………………………………………………...6
Limitations of the Study……………………………………………………………………….7

CHAPTER TWO LITERATURE REVIEW…………………………………………….9
Definitions and Importance of Motivation…………………………………………………….9
Interpretations of Motivation in Foreign or Second Language Learning…………………….10
Types of Motivation………………………………………………………………………….12
Integrative Motivation…………………………………………………………………..12
Instrumental Motivation………………………………………………………………...14
The Importance of Both Integrative and Instrumental Motivation……………………..16
Extrinsic Motivation…………………………………………………………………….16
Intrinsic Motivation……………………………………………………………………..18
The Importance of Both Extrinsic and Intrinsic Motivation……………………………19
Attitudes, Motivation, and Achievements in EFL Learning………………………………..19
Tracking………………………………………………………………………………………21
Defense for Tracking……………………………………………………………………22
Call and Need for De-tracking………………………………………………………….24
Influences of Tracking on Achievements……………………………………………...27

CHAPTER THREE METHOD AND PROCEDURE…………….……………………28
Subjects………………………………………………………………………………………28
Instruments…………………...………………………………………………………………30
Pilot Study………………………………………………………………………………31
Questionnaires…………………………………………………………………………..31
Students’ English Achievements…..……………………………………………………40
Procedure……………………………………………………………………………………..40
Data Analysis…………………………………………………………………………………43

CHAPTER FOUR RESULTS AND DISCUSSIONS…..……………………………….44
Distribution of the Subjects…………………………………………………………………..44
Subjects’ Differences in the English Learning Preference………………………………...…45
Subjects’ Differences in the English Achievements…………...……………………………..48
Subjects’ Differences in the Types of Motivation…………………………………………....50
Subjects’ Differences in the Preference for English Classes…………………………………58
Subjects’ Reasons for Their Preferences for English Classes………………………………..60


CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS…..…69
Summary of the findings……………………………………………………………………..69
Pedagogical Implications…………………………………………………………………….71
Suggestions for Further Research……………………………………………………………73

REFERENCES…………………………………………………..………………………….76

APPENDICES
Appendix A-1 (Chinese Version):「英文學習動機與常態編班教學之相關研究」..................89
Appendix A-2 (English Version): Heterogeneous Grouping Questionnaire on Students'
Motivation in EFL Learning…………………………….....92
Appendix B-1 (Chinese Version):「英文學習動機與分組教學之相關研究」高成就組問卷......................................................................................96
Appendix B-2 (English Version): Homogeneous Grouping Questionnaire for the High Achiever Group on Students' Motivation in EFL Learning………………………………………………....99
Appendix C -1(Chinese Version):「英文學習動機與分組教學之相關研究」低成就組問卷.......................................................................................103
Appendix C-2 (English Version): Homogeneous Grouping Questionnaire for the Low Achiever Group on Students' Motivation in EFL Learning………...............................................................106


LIST OF TABLES AND FIGURE

Table Page
1. Distribution of the subjects…………………………………………………30
2. Types of motivation of each choice of reason for liking English…………..35
3. Preferences for English learning before and after Tracking………………..46
4. Differences in the English achievements between HAG and LAG before
and after tracking…………………………………………………………..50
5. Reasons for liking English learning in HAG and LAG before and after tracking……………………………………………………………………..54
6. Reasons for disliking English learning in HAG and LAG before and after tracking……………………………………………………………………..56
7. Differences in the preferences for English classes between HAG and LAG
before and after tracking…………………………………………………...59
8. Reasons for liking English classes in HAG and LAG before tracking (Grade
Seven)……………………………………………………………………...62
9. Reasons for disliking English classes in HAG and LAG before tracking (Grade Seven)……………………………………………………………...63
10. Reasons why HAG subjects liked English classes after tracking (Grade Eight)………………………………………………………………………64
11. Reasons why LAG subjects liked English classes after tracking (Grade Eight)………………………………………………………………………65
12. Reasons why HAG subjects disliked English classes after tracking (Grade Eight)………………………………………………………………………67
13. Reasons why LAG subjects disliked English classes after tracking (Grade Eight)………………………………………………………………………68


Figure Page
1. Procedure of the study…………………………………………...…………42

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