跳到主要內容

臺灣博碩士論文加值系統

(3.229.142.104) 您好!臺灣時間:2021/07/27 03:52
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:許郁婷
研究生(外文):Yu-Ting Hsu
論文名稱:教師的教學行為與學生的英文自決學習
論文名稱(外文):Perceived Instructional Behaviors and students'' Slef-determination in English Learning
指導教授:王兆璋王兆璋引用關係
指導教授(外文):Chao-Chang Wang
學位類別:碩士
校院名稱:銘傳大學
系所名稱:應用英語學系碩士班
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:2008
畢業學年度:96
語文別:英文
論文頁數:76
中文關鍵詞:教學行為自決學習自主學習
外文關鍵詞:Instructinal behaviorsSelf-determined learningAutonomous learning
相關次數:
  • 被引用被引用:2
  • 點閱點閱:305
  • 評分評分:
  • 下載下載:83
  • 收藏至我的研究室書目清單書目收藏:2
自決理論(The Self-determination Theory)應用在教育上跟學習自主及內在動機息息相關。老師的教學行為則與學習的內在動機有緊密的關係。因此,老師的教學行為乃成為學生自主學習和自決學習重要的影響因素。文獻更證實老師的教學行為和學習內在動機存在正向的關係。本研究從學生及老師的角度探討其所認知到的英語教學行為以及學生在英語自決學習的關係。本研究對象為220位銘傳大學非英語系二年級的學生及5名以英語為母語的英語老師。在本研究中,老師的教學行為包含11項的自主學習支持(autonomy-supportive)行為和10項的控制性(controlling)行為。研究發現在11項的自主學習支持行為中,大多數的學生認同他們老師的教學行為是支持學習自主的;但是,在10項的控制性行為中,大多數的學生則不認同他們老師的教學行為是控制性的。相關研究中則發現學生認知到老師支持學習自主的教學行為和學生因為這些教學行為而產生的自決認知成正向相關。另一方面,學生認知到老師控制性的教學行為和學生因為這些教學行為而產生的自決認知成負向相關。此外,本研究更發現學生和老師都認同大多數的支持學習自主的教學行為;然而,對於大多數控制性的教學行為,學生跟老師則持有不同的看法。
The Self-determination Theory (SDT) is a motivational theory proposed by Deci and Ryan (1985). When applied to educational context, it is concerned with learner autonomy and intrinsic motivation. Teachers’ instructional behaviors, which have been associated with intrinsic motivation, are the crucial factors for students’ autonomous learning and self-determination in learning. Studies (Assor, Kaplan, & Roth, 2002; Noels, Clément, & Pelletier, 1999; Reeve, Bolt, & Cai, 1999; Reeve & Jang, 2006; Reeve, Jang, Carrell, Jeon, & Barch, 2004) have shown the positive and significant relationship between students’ perceived teaching styles and intrinsic motivation. This study aims at exploring English teachers’ instructional behaviors from both students’ and teachers’ perspectives and the relationship between students’ perceived instructional behaviors and their perceived self-determination in English learning. A total of 220 university students and 5 English teachers from Ming Chuan University participated in this study. Teachers’ instructional behaviors in this study were categorized as 11 autonomy-supportive behaviors and 10 controlling behaviors. The results showed that the majority of the students agreed that their teachers’ instructional behaviors were autonomy-supportive; meanwhile, they relatively disagreed that their teachers’ behaviors were controlling. The correlation results showed the significantly positive relationship between the students’ perceived autonomy-supportive instructional behaviors and their own self-determination toward those behaviors. On the other hand, the significant and negative correlation between the students’ perceived controlling instructional behaviors and their perceived self-determination was found. Moreover, there was a match between the students’ and the teachers’ views on the existence of the most autonomy-supportive instructional behaviors. On the other hand, there was a mismatch on the existence of the most controlling instructional behaviors. The findings of this study may have implications for teachers to develop their autonomy-supportive behaviors in order to enhance students’ intrinsic motivation and promote students’ autonomy and their self-determination in learning.
TABLE OF CONTENTS
Acknowledgements------------------------------------------------------------i
Chinese Abstract-----------------------------------------------------------ii
English Abstract----------------------------------------------------------iii
Table of Contents--------------------------------------------------------- iv
List of Figure-------------------------------------------------------------vi
List of Tables------------------------------------------------------------vii
Introduction----------------------------------------------------------------1
Background-----------------------------------------------------------------1
Research problems and hypothesis-------------------------------------------1
Definition of terms--------------------------------------------------------4
Literature Review-----------------------------------------------------------6
Motivation and language learning-------------------------------------------6
A brief history of autonomy in language learning---------------------------8
An overview of Self-determination Theory----------------------------------10
Autonomy and motivation---------------------------------------------------14
Learner autonomy and motivation within Self-determination Theory----------16
Teachers’ instructional behaviors: autonomy-supportive and controlling---18
Relevant research---------------------------------------------------------19
Summary-------------------------------------------------------------------23
Methodology----------------------------------------------------------------25
Participants--------------------------------------------------------------25
Instruments---------------------------------------------------------------25
Questionnaire on Perceived Teachers’ Instructional Behaviors------------26
Self-determination Scale-------------------------------------------------27
Classroom observation----------------------------------------------------27
Checklist of 21 teachers'' instructional behaviors------------------------27
Procedures----------------------------------------------------------------27
Data analysis-------------------------------------------------------------28
Results--------------------------------------------------------------------30
Analyses on students------------------------------------------------------30
Analysis of students’ perceived teachers’ instructional behaviors------30
Analysis of students’ perceived self-determination----------------------40
Analysis of Correlations between Students’ Perceived Instructional
Behaviors and Perceived Self-determination-------------------------------41
Analyses on teachers------------------------------------------------------42
Analysis of teachers’ perceptions of their instructional behaviors------42
Contrast of teachers’ and students’ perceived instructional behaviors--43
Summary-------------------------------------------------------------------48
Discussion-----------------------------------------------------------------50
Discussion of research questions------------------------------------------50
Pedagogical implication---------------------------------------------------52
Limitations and suggestions for the future research-----------------------53
Conclusion----------------------------------------------------------------54

References-----------------------------------------------------------------56
Appendixes
Appendix A The Questionnaire on Teachers’ Instructional Behaviors
(for students)------------------------------------------------------------62
Appendix B The Self-determination Scale----------------------------------63
Appendix C 老師教學行為問卷----------------------------------------------64
Appendix D 自我決定程度量表----------------------------------------------65
Appendix E The Questionnaire on Teachers’ Instructional Behaviors
(for teachers)------------------------------------------------------------66
Appendix F Checklist of teachers’ instructional behaviors---------------68

LIST OF FIGURE
1. The Self-determination ContinuumLIST OF FIGURE--------------------------12

LISTS OF TABLES
1. Percentages and t-test results of overall students’ perceived autonomy-
supportive instructional behavior---------------------------------------31
2. Percentages and t-test results of overall students’ perceived controlling
instructional behaviors-------------------------------------------------32
3. Percentages and t-test results of overall students’ perceived teachers’
instructional behaviors-------------------------------------------------32
4. Percentages and t-test results of Class 1 students’ perceived autonomy-
supportive instructional behaviors--------------------------------------33
5. Percentages and t-test results of Class 1 students’ perceived
controlling instructional behaviors-------------------------------------33
6. Percentages and t-test results of Class 2 students’ perceived autonomy-
supportive instructional behaviors--------------------------------------34
7. Percentages and t-test results of Class 2 students’ perceived controlling
instructional behaviors-------------------------------------------------35
8. Percentages and t-test results of Class 3 students’ perceived autonomy-
supportive instructional behaviors--------------------------------------36
9. Percentages and t-test results of Class 3 students’ perceived controlling
instructional behaviors-------------------------------------------------36
10. Percentages and t-test results of Class 4 students’ perceived autonomy-
supportive instructional behaviors-------------------------------------37
11. Percentages and t-test results of Class 4 students’ perceived controlling
instructional behaviors------------------------------------------------38
12. Percentages and t-test results of Class 5 students’ perceived autonomy-
supportive instructional behaviors-------------------------------------39
13. Percentages and t-test results of Class 5 students’ perceived controlling
instructional behaviors------------------------------------------------39
14. T-test results of students’ perceived self-determination--------------40
15. Correlation matrix of overall students’ perceived autonomy-supportive
behaviors and their self-determination---------------------------------41
16. Correlation matrix of overall students’ perceived controlling behaviors
and their self-determination-------------------------------------------42
17. Mean scores and standard deviations of teachers’ perceptions of their
instructional behaviors------------------------------------------------43
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students'' self-determination: Effects on students'' analytic problem-solving skills. Motivation and Emotion, 17, 319-336.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. Adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618-635.
deCharm, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
Deci, E. L., Egheari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of personality, 62, 119-142.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Deci, E. L. & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237-288). Lincoln, NE: University of Nebraska Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (1996). “The Self-determination Scale” on the Worldwide Website: http://www.psych.rochester.edu/SDT/.
Deci, E.L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp.59-85). New York: Academic Press.
Deci, E. L., Spiegel, H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). Effects of Performance Standards on Teaching Styles: Behaviors of controlling Teachers. Journal of Educational Psychology, 74(6), 852-859.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
Dickinson, Leslie. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press. p154.
Dickinson, L. (1995). Autonomy and Motivation: A Literature Review. System, 23(2), 165-174.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
Dörnyei, Z. & Csizér L. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2.3, 203-229.
Ellis, R. (1985). Understanding Second Language Acquisition. New York: Oxford University Press.
Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children''s self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.
Flink, C., Boggiano, A. K., Main, D. S., Barrett, M., & Katz, P. A. (1992). Children’s achievement-related behaviors: The role of extrinsic and intrinsic motivational orientation. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 189-214). New York: Cambridge University Press.
Gardner, R.C. (1985). Social Psychology and Language Learning: the Role of
Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
Kohonen, V. (1992). Experiential language learning in foreign language education. London: Longman.
Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal, 52, 282-289.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (1996). Freedom to learn and compulsion to interact: promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton et al. (eds.) Taking control: autonomy in language learning. Hong Kong University Press, 203-218.
Littlewood, W. (1996). “Autonomy”: an anatomy and a framework. System, 24, 427-435.
Maslow, A. H. (1970). Motivation and Personality, (2nd. ed.), New York, Harper & Row, 1970.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83, 1, 23-34.
Noels, K. A., Clément, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424-442.
Oxford, R. L., & Shearin, J. (1996). Language learning motivation in a new key. In theoretical framework. Modern Language Journal, 78, 12-28.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’
Autonomy During a Learning Activity. Journal of Educational Psychology,
98(1), 209-218.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support. Motivation and Education, 28(2).
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a Rationale in an Autonomy-Supportive Way as a Strategy to Motivate Others During an Uninteresting Activity. Motivation and Emotion, 26(3).
Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419-435.
Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave MacMillan.
Rigby, C. S., Deci, E. L., Patrick, B. P. Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Schafer, R. (1968). Aspects of internalization. New York: International Universities Press.
Self-Determination Theory on Worldwide Website:
http://www.psych.rochester.edu/SDT/
Skinner, B. F. (1974). About Behaviorism. New York, NY: Vintage.
Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589-604.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: which comes first? Language Teaching Research, 6, 3, 245-266.
Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A Self-determination Theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of Sport & Exercise Psychology, 30, 75-94.
Tremblay, P. F. & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 505-518.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology, 29, 271-360. San Diego, CA: Academic Press.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in Self-determination Theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.
Vansteenkiste, M., Simon, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the impact of extrinsic versus intrinsic goal framing and internally controlling versus autonomy-supportive communication style upon early adolescents’ academic achievement. Child Development, 76, 483-501.
Wang, M. C., & Peverly, S. T. (1986). The self-instructive process in classroom learning contexts. Contemporary Educational Psychology, 11, 370-404.
Woods, P. (1985). Conversations with teachers: some aspects of life-history method. British Educational Research Journal, 11, 1, 13-26.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top