臺灣博碩士論文加值系統

本研究主要目的在探討台灣國中生英語學習動機、英語學習成就與知覺教師風格之關係。本研究同時採行質與量的方法，研究工具包括問卷、學生訪談、教室觀察。
研究對象為彰化縣某國中234位一年級學生，參與學生所填寫的問卷分成三部份，分別用來測量台灣國中生英語學習動機、學生知覺教師風格以及英文學習成就。問卷調查結束後，研究者進行個別學生訪談及教室觀察以取得更多相關資訊。
　　研究結果發現如下：第一、國中生認為英文老師同時具有控制教學風格與自主性支持教學風格。第二、學生的認同規範動機 (Identified Regulation)為最高。第三、控制教學風格與自主性支持教學風格分別與內在動機與外在動機皆達顯著正相關。第四、英語成就與內在動機與其中兩種外在動機 – 反射規制動機、認同規範動機皆達顯著正相關。
根據本研究的發現提出以下建議以供教學之參考，英語老師可以同時採用適度的控制教學風格與自主性支持教學風格以提升學生的英語學習動機，老師也需同時注重學生的內在動機與外在動機，如此能增進學生的英語學習成就。

The purpose of the present study aimed at exploring the relationships among EFL junior high school students’ perceived teaching styles, types of motivation, and English achievement. Two hundred thirty-four first-year junior high school students participated in the study and completed one questionnaire which assessed the students’ perceived teachers’ teaching styles, types of motivation, and their English achievement. After the questionnaire survey was completed, in-depth interviews and observations were further adopted in the present study in order to collect more information about students’ perceived teachers’ teaching styles and motivation.
The major findings of the study are summarized as follows. First, both of students’ perceived autonomy-supportive teaching styles and controlling teaching styles received moderate mean scores respectively. Second, the highest mean scores of students’ motivational types was identified regulation. Thirdly, both controlling teaching styles and autonomy-supportive teaching styles were significantly related to all types of motivation, including external regulation, introjected regulation, identified regulation, and intrinsic motivation. Fourth, students’ English achievement was significantly correlated with intrinsic motivation and other two kinds of extrinsic motivation – introjected regulation, identified regulation.
In view of the findings of the study, some pedagogical implications are provided as follows. English teachers are suggested to adopt appropriate autonomy-supportive and controlling teaching styles to facilitate students’ motivation. Also, English teachers should emphasize the importance of both intrinsic motivation and extrinsic motivation because both of them play important roles in EFL junior high school students’ English learning processes.

ABSTRACT (ENGLISH)…………………………………i
ABSTRACT (CHINESE)………………………………iii
ACKNOWLEGMENTS………………………………………iv
TABLE OF CONTENTS …………………………………v
LIST OF TABLES………………………………………viii
LIST OF FIGURES………………………………………ix

CHAPTER ONE INTRODUCTION………………………1
Background of the Study……………….……… 1
Statement of the Problems………………………2
Purpose of the Study…………………………… 5
Research Questions……………………………...5
Definition of Terms………………………………6
Significance of the Study ……………………11

CHAPTER TWO REVIEW OF THE LITERATURE...13
Definition of Motivation……….…………… 13
Motivation and Language Achievement……16
Self-Determination Theory………………….18
Gardner’s Socio-Educational Model…..21
Intrinsic Motivation and Extrinsic Motivation..26
Characteristics of Autonomy-supportive and Controlling Teaching Styles………...…… 29
Teachers’ Teaching Styles and Self-Determination……34

CHAPTER THREE METHOD……………………………37
Participants…………………………………………37
Instruments…………………………...……………38
Data Collection Procedure……………..….41
Data Analysis………………………………….…45

CHAPTER FOUR RESULTS AND DISCUSSIONS……46
Descriptive Statistical Analysis………….46
Means and Standard Deviations of Students’ Perceived Teaching Styles...46
Means and Standard Deviations of Motivational Types…49
Correlation Between Students’ Perceived Teaching Styles and Motivation Subtypes……………52
Social-Cultural Perspective............54
Socio-Educational Perspectives……..…..57
Classroom Atmosphere……………………………59
Correlation between Motivation Subtypes and English Achievement………….61

CHAPTER FIVE CONCLUSIONS…………………64
Summary of the Major Findings of the Study…………64
Pedagogical Implications…. …………..…………...…66
Limitation and Suggestions for Further Research…67

REFERENCES…………………………………………………………69

APPENDICES…………………………………………………………86
Appendix A Questionnaire (Chinese Version).....86
Appendix B Questionnaire (English Version).....89
Appendix C Interview Questions (Chinese Version)……92
Appendix D Interview Questions (English Version)……93
Appendix E Interview Transcription.................94

LIST OF TABLES

Table 2.1 Motivational Types in Self-Determination Theory…...21
Table 2.2 Characteristics and Operational Definition of Autonomy-Supportive Teaching styles……………………31
Table 2.3 Characteristics and Operational Definition of Controlling Teaching styles………………………………33
Table 3.1 Reliability Analysis for Students’ Perceived Teachers’ Teaching Styles...39
Table 3.2 Reliability Analysis for Students’ Motivational Types…………………..41
Table 4.1 Means and Standard Deviations of Students’ Perceived Teaching Styles...47
Table 4.2 Means and Standard Deviations of Motivational Types..52
Table 4.3 Correlation between and Students’ Perceived Teaching Styles and Motivation Subtypes……..……53
Table 4.4 Correlation between Motivation Subtypes and English Achievement…..61

LIST OF FIGURES
Figure 2.1 Revised Socio-Educational Model……………25
Figure 3.1. Data Collection Procedure Flow Chart… 44

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