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研究生:林岱嫻
研究生(外文):Tai-hsien Lin
論文名稱:科技大學應用外語系學生英語學習動機與學習策略之研究—以中部地區為例
論文名稱(外文):A Study of Technology University Applied Foreign Language Students’ English Learning Motivation and Learning Strategy:A Case of Central Taiwan
指導教授:謝文英謝文英引用關係沈翠蓮沈翠蓮引用關係
指導教授(外文):Wen-ying HsiehTsui-lien Shen
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所碩士班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:226
中文關鍵詞:英語學習策略英語學習動機科技大學生
外文關鍵詞:technology university studentsEnglish learning motivationEnglish learning strategy
相關次數:
  • 被引用被引用:19
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  • 收藏至我的研究室書目清單書目收藏:7
本研究旨在探討科技大學應用外語系學生在英語學習動機與學習策略之關係之相關,以及分析不同背景變項的科技大學應用外語系學生英語學習動機與學習策略之差異情形,並進一步探討科技大學應用外語系學生之個人不同背景變項與英語學習動機對英語學習策略各層面之預測力。
本研究採文獻分析與問卷調查法,以中部地區七所公私立科技大學的應用外語系學生為研究對象,以「科技大學應用外語系學生英語學習動機與學習策略調查問卷」為研究工具,發出560份問卷,有效問卷為526份,有效回收率93%。所得資料以平均數、標準差及t考驗、單因子變異數分析及Scheff''e事後比較分析、積差相關分析及階層迴歸分析等統計方法,獲得主要結論如下:
一、科技大學應用外語系學生英語學習動機現況頗佳,其中對英語的學習需求最高,對學習英語的興趣最低。
二、科技大學應用外語系學生英語學習策略良好,其中認知策略的使用情形最佳,而使用情意策略的頻率最低。
三、科技大學應用外語系學生英語學習動機在個人背景變項各層面均達顯著差異,其中以性別最為顯著。
四、科技大學應用外語系學生英語學習策略在個人背景變項的性別、校外英語補習經驗、海外遊學經驗、對英語教材難易度之認知等層面有顯著差異。
五、科技大學應用外語系學生英語學習動機與學習策略均達正相關,英語學習動機愈好,愈能提升其英語學習策略之使用。
六、個人背景變項之性別、英語學習動機層面之自我效能及成就動機,對英語學習策略具有顯著的預測力。
本研究根據研究發現、結論,提出幾項建議,供科技大學、教師教學及學生學習之參考,並提出未來相關研究的建議。
The purpose of this study were to investigate the relationship between English learning motivations and English learning strategy among technology university applied foreign language students; and to analyze the differences from varied background variables in English learning motivations and learning strategy; further, to examine the prediction among technology university applied foreign language students’ background variables and English learning motivations on learning strategy.
The methods applied to this study were literature review and questionnaire investigation. The subjects were seven public and private technology university applied foreign language students from central Taiwan. A total of 560 questionnaires were mailed, and 526 were completed and considered as valid questionnaires. The return rate of the completed questionnaires was 93%. Data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation and hierarchical multiple regression.
The findings of this study are in the following:
1. Students’ learning motivation is in great condition, among which, the demand of English learning reflects the best condition, whereas, the indication of English learning interest is much lower.
2. Students’ learning strategy is in good condition, among which, the use situation of cognitive strategy is the best, whereas, affective strategy has the lower use frequency.
3. All the background variables affected each of the five English motivations. Gender is the most significant variable.
4. The background variables affecting students’ English learning strategy are gender, experiences of cram school, experiences of travel aboard and the cognition of English material.
5. Positive correlation is shown between students’ learning motivation and learning strategy. The stronger the motivation is, the better the strategy will be used.
6. Gender, achievement motivation and self-efficiency have significant prediction on students’ learning strategy.
According to the conclusions of this study, suggestions will be provided to technology university, educational administrative authorities, teachers and students. Moreover, recommendations for further studies are offered in this thesis.
謝誌 ------------------------------------------------------------------- i
中文摘要 --------------------------------------------------------------- ii
英文摘要 --------------------------------------------------------------- iii
目次 --------------------------------------------------------------- v
表目次 --------------------------------------------------------------- vii
圖目次 -------------------------------------------------------------- x
第一章 緒論---------------------------------------------------------- 1
第一節 研究背景與動機------------------------------------------------- 1
第二節 研究目的與待答問題----------------------------------------------8
第三節 名詞解釋--------------------------------------------------------9
第四節 研究範圍與限制------------------------------------------------- 12
第二章 文獻探討--------------------------------------------------------15
第一節 英語學習動機之理論與研究----------------------------------------15
第二節 英語學習策略之理論與研究----------------------------------------34
第三節 英語學習動機與學習策略的相關研究--------------------------------60
第三章 研究設計與實施--------------------------------------------------83
第一節 研究架構--------------------------------------------------------83
第二節 研究假設--------------------------------------------------------85
第三節 研究對象--------------------------------------------------------88
第四節 研究工具--------------------------------------------------------90
第五節 實施程序--------------------------------------------------------102
第六節 資料處理--------------------------------------------------------105
第四章 研究結果與討論--------------------------------------------------107
第一節 科技大學應用外語系學生基本資料、英語學習動機與英語學習策略之現況---107
第二節 科技大學應用外語系學生個人背景變項在英語學習動機之差異分析---------112
第三節 科技大學生應用外語系學生個人背景變項在英語學習策略之差異分析-------125
第四節 科技大學應用外語系學生英語學習動機與英語學習策略之相關分析與討論---138
第五節 探討科技大學應用外語系學生個人背景變項與英語學習動機對英語學習策略之預測情形------------140
第五章 結論與建議----------------------------------------------------- 162
第一節 主要發現------------------------------------------------------- 162
第二節 結論----------------------------------------------------------- 170
第三節 建議----------------------------------------------------------- 176
參考文獻 --------------------------------------------------------------- 184
壹、中文部分------------------------------------------------------------ 187
貳、英文部分------------------------------------------------------------ 191
附錄 -------------------------------------------------------------- 205
附錄一 科技大學應用外語系學生英語學習動機與學習策略調查表(預試用問卷)---205
附錄二 科技大學應用外語系學生英語學習動機與學習策略調查表-----------------210
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