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研究生:林芯滿
研究生(外文):Sin-man Lin
論文名稱:科技大學非英語主修學生對英語專業科目教科書閱讀情感因素之相關研究
論文名稱(外文):Affective Factors of English Field-Specific Textbooks Reading in Relation to TVES Non-English Major Students'' Learning
指導教授:李麗秋李麗秋引用關係李延熹李延熹引用關係
指導教授(外文):Li-chiu LeeYen-hsi Lee
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:應用外語研究所
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:2008
畢業學年度:96
語文別:英文
論文頁數:142
中文關鍵詞:技職體系學生英語閱讀情惑因素
外文關鍵詞:English ReadingTVES StudentsAffective Factors
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本研究主要的目的是調查科技大學非英語主修學生在閱讀英語專業教科書上情感因素之間的相互關係。根據「情感過濾假說」,本研究者探討情感因素在非英語主修學生閱讀英語專業教科書時的相互關係。本研究建議: 雖然鼓勵學生在課堂上使用英語專業教科書對於他們的專業領域是一項很好的訓練,但是老師應該要時時刻刻去了解學生是否能夠適應學習英語專業教科書的內容。研究對象一共有293位,研究對象來自朝陽科技大學理工學院、管理學院以及資訊學院的大學部男女混合四年級生。本研究者設計有關英語專業教科書的問卷主要包含三個項目: 閱讀動機、閱讀能力的自信以及閱讀焦慮。在預試後,經由統計軟體SPSS.12.0版本的分析後,問卷的內在效度及信度皆達標準之上。實行正式問卷後,研究結果顯示: 英語專業教科書的閱讀動機和閱讀能力的自信呈現顯著性的正相關; 英語專業教科書的閱讀能力的自信和閱讀焦慮呈現顯著性的負相關; 英語專業教科書的閱讀焦慮和閱讀動機並無顯著相關。然而,閱讀動機和閱讀自信的正相關以及閱讀自信和閱讀焦慮的負相關是顯著的。也就是說,在英語閱讀能力上,愈有自信的學生,他們的閱讀焦慮就愈低且閱讀動機愈強。另一方面,雖然閱讀焦慮和閱讀動機沒有顯著相關,但是非英語主修學生在英語方面認知上的學習影響,需要更多深入的探究。數十年來,英語專業教科書一直都是專業課程上的教材,研究結果呈現學生們在閱讀英語原文書時的意見及想法。該研究發現將作為師生間彼此溝通英語學習與專業科目學習之橋梁。
The purpose of this study is to investigate the relationship among affective factors, including motivation, self-confidence and anxiety in English field-specific textbooks reading. According to affective filter hypothesis, the researcher explored affective factors in relation to undergraduate non-English major students’ reading of English field-specific textbook. This study suggested that to encourage students to use English field-specific textbooks is a good training for their studies in their professional field, but teachers should realize whether students can benefit from them or not. There were 293 participants recruited as male and female seniors in colleges of Science and Engineering, Informatics and Management at Chaoyang University of Technology. The questionnaires including three measurement scales as motivation, self-confidence and anxiety in English field-specific textbooks reading would be conducted in this study. The questionnaire developed by the researchers showed internal coefficients of .879, .824, and .912 as reading motivation scale, self-confidence of reading proficiency scale, and reading anxiety scale respectively after the pilot test. Therefore, the validity and the reliability of the questionnaire were effective after the result of pilot test analyzed by SPSS.12.0 version. After the formal study, a significant relationship among affective factors in English field-specific textbooks reading was found. The results of the study illustrate three relationships as one positive correlation between reading motivation and self-confidence of reading proficiency and one negative correlation between self-confidence of reading proficiency and reading anxiety. The third correlation between reading anxiety and reading motivation is not significantly related. That is, the more confidence students have, the less anxious they are; the more motivation students have, the more confident they are. Although the relationship between reading anxiety and reading motivation is not significantly correlated, further research is needed to identify the in-depth differences which have an impact on undergraduate non-English major students’ English cognitive learning. For decades, English field-specific textbooks were always the main materials in classroom. The finding of this study expressed the opinions from students reading English field-specific textbooks. It could be a bridge to those English teachers or subject teachers to realize their students’ thoughts and opinions when they read English field-specific textbooks.
TABLE OF CONTENTS
Page
ABSTRACT…………………………………………………………………..……...……i
AKNOWLEDGEMNETS…………………………………………………………..…….iv
TABLE OF CONTENTS……………………………………………………..……..........vi
LIST OF TABLES…………………………………………………………….……….…xi
LIST OF FIGURES………………………………………………………………….… xiii
CHAPTER ONE INTRODUCTION……………………………………………………….1
Background of the Study……………………………………………..……..….……..1
Statement of the Research Problems………………………………………....….……2
Purposes of the Study…………………………………………….………..……..…...6
Theoretical Perspective…………………………………………………..……….......6
Research Questions…………………………………………………………..…...…..7
Research Hypotheses…………………………………………………….……...……8
Significance of the Study…………………………………...…………………………..9
Definition of Terms………………………………………………………….....……..9
Interference……………………………………………………….…..….…….9
Anxiety……………………………………………………………...…….…..10
GES Universities and TVES Universities…………...……………..…….....10
Page
English as Special Purposes (ESP)………………………..……………….….10
Language is Purposeful…………………………………..……..……..………..10
CHAPTER TWO LITERATURE REVIEW………………..……………………....…..…..11
The Affective Filter Hypotheses………………...……………………………….….12
Motivation……………………………………………………………….….…….…13
Types of Motivation………………………………...………..……….………..14
Foreign Language Learning Motivation…………………..………………..…..15
Reading Motivation………………………………………....…………….……19
Self-confidence………………………………………………………............………19
Anxiety……………………………………………………………………...……….20
Types of Anxiety……………………………………...…….................……….23
Foreign Language Classroom Anxiety……………..…………..…..……...…..23
Foreign Language Reading Anxiety…………………..………………..….…..25
Correlation among Affective Factors…………………….……………….….…..…26
EAP/ESP Reading……………………………………………………..……..……..27
The Nature of Reading…………………………………………..…..…..…...…27
Academic Reading……………………………………..…………...….………28
Page
Reading for Specific Purpose…………………………………...…..…………30
Specific Purpose Language Ability…………………………………………….31
The English Reading Issues of Technological University Students.……..…..….…33
English Environment………………………………………………......…..……33
English Proficiency…………………………..…..……………….…….……..33
English Reading Proficiency……………………………..…….……......…….34
English Reading Strategies……….………………….…...…….……….…..…36
The Role of English Textbooks……………………….……..……......………..37
The Perspectives from the Instructors………………………..………….…….38
The instructor from college of informatics…………………………………39
The instructor from college of science and engineering……………………40
The instructor from college of management………………………………42
CHAPTER THREE RESEARCH METHODOLOGY….………………….……….44
Research Design…………………………………….……………………….…...…44
Participants …….………………………………….…..……….…….…….………44
Instruments…….……………………………………………….…….…….………46
Data Collection Procedure………………...………………………………..….……47
Data Analysis …………………..……………………………….………...……...…48
Page
Research Procedures of the Study………………………………………...….…..…50
Pilot Study…………………………………………………….……….…...……….51
Participants…………………………………………..……………...…....……51
Item Analysis………………………………………..………...….…..……….52
Factor Analysis……………………………………..…………...…..…...……58
Reliability Analysis……………………………….....………….…………...…62
Results……………………………………………..……………...……..……..63
Formal Survey………………………………...…..…………...………....……67
CHAPTER FOUR RESULTS…………………………………..…………………………68
Results and Analyses …………………………………………….……....….….….…68
Results for Research Question 1…………………..……….……….……...…….68
Results for Research Question 2…………………..……….………....………….71
Results for Research Question 3……………………..…….…...…….....….……73
Results for Research Question 4……………………..…….…...…….....….……74
Results for Research Question 5……………………..…….…...……..........……93
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS………………..…………….94
Summary and Discussion of the Findings……………………...……………………..94
Conclusions……………………………………………...…………………...….…97
Page
Pedagogical Implications……………………………………………..……………...….99
Limitations of the Study………………………………………..…...…………....……101
Suggestions for Further Research..…………..………………………………..…..102
REFERENCES……………………………………..……………......……………..……104
APPENDICES……………………………………………………………………………111
Appendix A: Questionnaire of Pilot Study in Chinese Version.…………..……….111
Appendix B: Questionnaire of Formal Study in Chinese Version………….......…117
Appendix C: Questionnaire of Formal Study in English Version……………...… 123
Appendix D: Questionnaire with Percentages of Participants Selecting Each Alternative…………………………..………………………...…......129
Appendix E: Course Schedule of Prof. Liao for the First Semester in 2006………137
Appendix F: Course Schedule of Prof. Cheng for the First Semester in 2006….…139
Appendix G: Course Schedule of Prof. Huang for the First Semester in 2006……141





LIST OF TABLES
Page
Table 1: Dörnyei’s Components of Foreign Language Learning Motivation…….…..17
Table 2: Lin’s Summary of Results…………………………………………….......….22
Table 3: The Sum of Non-English Major Seniors of Day School in Chaoyang
University of Technology……...…………………………………………...…45
Table 4: The Frequency of Participants…………………………………………….…46
Table 5: The Result of Item Analysis………………………………….……….………53
Table 6: The Result of Factor Analysis in Reading Motivation…………….….…..….59
Table 7: The Result of Factor Analysis in Self-confidence of Reading Proficiency.... 60
Table 8: The Result of Factor Analysis in Reading Anxiety…………………..…...…61
Table 9: The Result of Reliability Analysis……………………………………..….…63
Table 10: Correlation between Reading Motivation and Self-confidence of Reading
Proficiency of Pilot Study………………………….…………………………..65
Table 11: Correlation between Self-confidence of Reading Proficiency and Reading
Anxiety of Pilot Study……………………………..………………….…..……66
Table 12: Correlation between Reading Anxiety and Reading Motivation of Pilot Study……………………………………….…………….……………...……..67

Page
Table 13: Correlation between Reading Motivation and Self-confidence of Reading
Proficiency of Formal Study………………….…………………….……….…70
Table 14: Correlation between Self-confidence of Reading Proficiency and Reading
Anxiety of Formal Study………………………………………...…………..…72
Table 15: Correlation between Reading Anxiety and Reading Motivation of Formal Study……………………………………………………..………………..…...74
Table 16: Reading Motivation of English Field-specific Textbook Scale Items with
Percentages of Participants Selecting Each Alternative………………………………………………….………………......78
Table 17: Self-confidence of Reading Proficiency of English Field-specific Textbook
Scale Items with Percentages of Participants Selecting Each Alternative…………………………………………………………..………….83
Table 18: Reading Anxiety of English Field-specific Textbook Scale Items with
Percentages of Participants Selecting Each Alternative………………………………….…………………………………..89
Table 19: T-test Result for Female Students’ and Male Students’ Reading Motivation,
Self-confidence of Reading Proficiency, and Reading Anxiety……...……………………………………………………………….…93
LIST OF FIGURES
Page
Figure 1: Dörnyei’s (1990) schematic representation of the conceptualized
construct of motivation in FLL………………………………..….....………......16
Figure 2: Data collection procedure…………………….........……………..………..…48
Figure 3: Procedures of data analysis………………………………….………………..49
Figure 4: Research procedures of the study as a flowchart of the research processing…………………………………………..….……………………..….51
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