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研究生:許廷瑜
研究生(外文):Ting-Yu Hsu
論文名稱:一個創新發展的問卷設計:英文語言學習者的多元智慧量表
論文名稱(外文):An Innovative Measurement: Multiple-intelligences Inventory for English Language Learners
指導教授:何德華何德華引用關係
指導教授(外文):Der-Hwa Victoria Rau
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系研究所
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:2007/07/
畢業學年度:95
語文別:英文
論文頁數:140
中文關鍵詞:問卷迦納多元智能論英文學習英文學習者
外文關鍵詞:English language learnersitem analysisEnglish language learningMultiple intelligences theoryHoward GardnerquestionnaireCronbach&apos&aposs alphafactor analysis
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本研究的目的是在設計一份適合語言學習者使用的多元智慧量表。利用資料分析中的Cronbach’s alpha信度、項目分析以及因素分析來分析進而解釋語言學習者的多元智慧量表是否具有信度、鑑別度以及效度。
本研究的樣本為台中靜宜大學的學生, 包括英文系、中文系、兒童福利學系、法律系、化妝品科學系、企業管理系、會計系、財務金融系、應用數學系、應用化學系、資訊工程系、以及台文系等等共一十二個科系的大學生,總共一千一百二十二個學生,並且把學生分成三組,進行多元智慧量表的施測。本研究的主要步驟和結果如下:
1. 第一組受測者包含三十位來自不同科系的大學生,根據兩份格式不同的多元智慧量表(題目打散並以格子區分項目、或是依照不同的智能來分類題目),選出他們喜歡的格式問卷。
2. 第二組受測者包含五百二十位來自不同科系的大學生,利用他們回答多元智慧量表的結果進而分析問卷的信度與效度。結果顯示語言學習者的多元智慧量表具有信度、鑑別度以及效度。
3. 第三組受測者則包含了五百七十二位來自不同科系的大學生。第三組的受測者必須同時完成兩份多元智慧的問卷:翁淑媛(民94)的多元智慧量表與語言學習者的多元智慧量表。透過二因子變異數分析來比較兩份問卷的差異性。結果顯示兩份差異性甚大,代表語言學習者的多元智慧量表能夠檢驗出語言學習者在學習時使用的智慧傾向。
此研究提供了一個全新的方法讓教師能夠測試學生在學習語言時多元智慧的使用傾向,提供了許多教學的方式。學生也能透過完成多元智慧量表,了解自己智慧的使用傾向,選擇適合自己學習的方式。
This study is based on Gardner’s (1983) theory of multiple intelligence (MI) to develop the innovative questionnaire of Multiple-intelligence Inventory for English Language Learners (MIIELL). Instruments such as Wong’s MI inventory (2005) were developed to identify each respondent’s dominant intelligence. However, few studies has focused on the development of MI measurement for language learners. Therefore, the purpose of this study was to develop a reliable and valid MIIELL to identify language learner’s intelligence in his/her learning process.
One thousand and one twenty-two Taiwanese college students from different departments at Providence University in Taichung, divided into three groups, participated in this research. The first group consisted of 30 subjects to form a focus group in order to complete two forms of MIIELL: scattering items in a grid, and categorizing items into different scales by different intelligences. From the opinions of the focus group, the user-friendly MIIELL was developed. The second group, comprised of 520 college students, completed a 54-item MIIELL to evaluate its reliability and validity through Cronbach’s alpha reliability, item analysis and exploratory analysis. The results indicated that the MIIELL is a reliable instrument with discrimination. There were 8 unrelated items which were deleted to form the final version of MIIELL with 46 items after exploratory factor analysis. The final group consisted of 572 college students to complete the final MIIELL and Wong’s MI inventory to see whether they yielded different results. Two-way ANOVA was conducted and the results showed some significant differences between the two questionnaires, indicating that the MIIELL is a useful tool to assess language learner’s intelligence. The reliable and valid MIIELL provides a measurement to both teachers and students. Teachers can understand student’s intelligences during his/her learning process as well as develop various language-teaching activities concerning the seven intelligences. Students can understand themselves more to find the proper methods to learn language.
ABSTRACT (CHINESE) 4
ABSTRACT (ENGLISH) 5
ACKNOWLEDGEMENTS 7
LIST OF TABLES 8
LIST OF FIGURES 9
CHAPTER ONE INTRODUCTION 10
THEORETICAL BACKGROUND 10
STATEMENT OF THE PROBLEM 11
PURPOSE OF THE STUDY 12
SIGNIFICANCE OF THE STUDY 13
DEFINITION OF THE TERM 14
ORGANIZATION OF THE STUDY 15
CHAPTER TWO LITERATURE REVIEW 16
INTRODUCTION 16
MULTIPLE INTELLIGENCES THEORY 16
GARDNER’S BELIEF OF INTELLIGENCES 21
MULTIPLE INTELLIGENCES THEORY & LEARNING STYLES 23
MULTIPLE INTELLIGENCES THEORY & LANGUAGE LEARNING 26
OTHER RELATED MI RESEARCH 28
SUMMARY OF CHAPTER TWO 32
CHAPTER THREE METHODOLOGY 34
INTRODUCTION 34
HYPOTHESES 34
RESEARCH DESIGN 35
SUBJECTS AND SETTING 36
Subjects 36
Setting 40
INSTRUMENTATION AND PROCEDURE 40
Phase 1: The prototype of the MIIELL 40
Phase 2: A review of previous studies 41
Phase 3: Categorization of performances 41
Phase 4: The principles of developing theMIIELL 41
Phase 5: The production of the MIIELL 45
Phase 6: Two reviewers of the MIIELL 46
Phase 7: A focus group 46
Phase 8: The evaluation of the MIIELL’s reliability and validity 47
Phase 9: Reorganization of revision of the MIIELL 48
Phase 10: The use of the final MIIELL 48
SCORING 50
STATISTICAL INSTRUMENT 50
Descriptive statistics 50
Reliability analysis 50
Item analysis 51
Validity analysis 51
Two-way analysis of variance ( two-way ANOVA) 51
SUMMARY OF CHAPTER THREE 52
CHAPTER FOUR RESULTS 53
INTRODUCTION 53
RESULTS 53
The format of the MIIELL 53
Reliability 55
Validity 62
Construct validity 63
The comparison between Wong’s MI inventory and the MIIELL 71
SUMMARY OF CHAPTER FOUR 81
CHAPTER FIVE DISCUSSION 82
INTRODUCTION 82
INTERPRETATION OF DATA 82
The format of the MIIELL 82
Reliability 83
Validity 84
The comparison between Wong’s MI inventory and the MIIELL 88
SUMMARY OF CHAPTER FIVE 89
CHAPTER SIX CONCLUSION 91
INTRODUCTION 91
SUMMARY 91
IMPLICATIONS 91
LIMITATIONS OF THE STUDY 93
SUGGESTIONS FOR FURTHER STUDIES 94
REFERENCES 96
APPENDIX A 102
APPENDIX B 106
APPENDIX C 110
APPENDIX D 114
APPENDIX E 123
APPENDIX F 129
APPENDIX G 135
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