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研究生:蔡宗廷
研究生(外文):Tsung-ting Tsai
論文名稱:商英課程中學習者之認知學習風格,學習動機,及學習策略之關係探討: 南台科技大學應英系與國企系之對比分析研究
論文名稱(外文):Investigating the relationship between cognitive learningstyles, motivation and strategy use in Business English course:A comparison between English majors and Business majors ofSouthern Taiwan University
指導教授:蔡雅茹蔡雅茹引用關係傅玉慧
學位類別:碩士
校院名稱:南台科技大學
系所名稱:應用英語系
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:2010
畢業學年度:98
語文別:英文
論文頁數:100
外文關鍵詞:Cognitive learning styleLearning strategy useLearning motivationApplied English majorsInternational Trade majors
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本研究的目的主要調查科技大學應用英語系與國際企業系學生主修商用英語
課程時較為偏好的認知學習風格、普遍使用的學習策略、及其學習動機並探索
這三者之間的關係。共有203 位應用英語系主修生及179 位國際企業系主修生
完成問卷調查。在問卷調查中所使用的研究工具由四部份組成:(1)「學生背景
資料問卷」以蒐集學生的基本資料。(2)「認知學習風格」(Kolb,1985 ; Dunn
&Dunn, 1989)用來評量受測者較為偏好的學習風格。(3)「語言學習策略問卷」
(Oxford, 1989)以評量受測者普遍使用的學習策略。(4)「語言學習動機」(Gardner,
2003) 以評量受測者的語言學習動機。
此研究中所有資料均以SPSS 軟體作處理分析並比較。主要使用的統計分析
方法包括描述性統計、獨立樣本T 檢定、相依樣本T 考驗、變異數分析及皮爾
遜積差相關。本研究主要發現如下:
一、在認知學習風格方面,應用英語系與國際企業主修生在商用英語課程中,
比較傾向「情緒風格偏好」;而「社會風格偏好」在這三類中最不受這兩學系學
生的青睞。此外,各年級的商用英語主修生主要以「情緒風格偏好」為主。
二、在學習策略部份,應用英語系與國際企業系主修生最常使用「後設認知策
略」來學習商用英語課程;相反地,「社會策略」卻是最少為使用的策略。而在
這三個年級的受試者也以「後設認知策略」的使用為主。
三、在學習動機方面,應用英語系主修生較偏向以「工具性動機」來學習商用
英語課程。相反地,國際企業系主修生在「工具性動機」與「融入性動機」並無明顯差別。另一方面,比起大二、大三學生而言,大四學生較以「融入性動
機」學習商用英語課程。
四、根據皮爾遜積差相關的分析,整體認知學習風格、整體語言學習策略、及
整體學習動機相互影響之關係顯示正相關。然而,在認知風格偏好類別中,「社
會風格偏好」與「工具性動機」並無相互關係。語言學習策略六大類型中,只
有「補償策略」及「情意策略」與「工具動機」沒有相互關係。
The purpose of this study aimed to investigate Applied English and International
Trade majors’ separately preferred cognitive learning style, learning strategy use,
learning motivation and to explore the relationship among the three factors in
Business English courses in a university of technology. 203 Applied English majors
and 197 International Trade majors completed the survey. This survey used in this
study was composed of four sections: (1) The first section was used to gather the
subjects’ background information; (2) Cognitive Style Survey (Kolb, 1985; Dunn &
Dunn, 1989) was employed to discover the subjects’ cognitive learning style
preferences; (3) Strategy Inventory for Language Learning (Oxford, 1989) was used
to assess the subjects’ language learning strategies and (4) Attitude/ Motivation Test
Battery (Gardner, 2004) was used to assess the subjects’ learning motivation.
In this study, the data were calculated and analyzed by means of descriptive
analyses, Independent Samples T test, Paired Samples T test, One-Way ANOVA and
Pearson product-moment correlation. The findings of this study were as follows:
1. Applied English and International Trade majors in Business English courses
preferred emotion style more than the other two styles; social style was the least
preferred while learning Business English. Besides, subjects in different
academic levels were inclined to emotion style.
2. Applied English and International Trade majors employed metacognitive
strategies in learning Business English whereas social strategy was the least
used strategy. Moreover, subjects in different academic levels used metacognitive strategies more frequently than the others.
3. As for learning motivation, Applied English majors were possibly
instrumentally motivated in Business English courses. Integrative motivation
and instrumental motivation were equivalent importance for International Trade
majors. In addition, sophomore and junior students were possibly instrumentally
oriented, while senior students held integrative motivation in Business English
learning.
4. As reported Pearson’s analysis, it indicated that overall cognitive style
preference, overall learning strategy use and overall learning motivation
achieved significantly positive correlation. Social style preference, however, had
no correlation with Instrumental motivation. Compensation and Affective
strategies are found to have no significant correlation with Instrumental
motivation.
Abstract (Chinese)…………………………………………………………………….i
Abstract (English)……………………………………………………………………iii
Acknowledgments……………………………………………………………………v
Table of Contents……………………………………………………..………………vi
List of Tables…………………………………………………………………...……ix
List of Figures…………………………………..…………………………………….x
Appendix……………………………………………………………………………xi
Chapter 1: Introduction………………………………………………………………1
1.1 Background………………...………………………………………………….1
1.2 Purposes of the Study………………………………………………………..3
1.3 Research Questions………………………...…………………………………4
1.4 Significance of the Study……………..…..………………………………….4
1.5 Definition of Terms………………….…..…………………………………...5
Chapter 2: Literature Review……………………………………………………….8
2.1 Learning Style…………………………………………………………………8
2.1.1 Identifying Learning Styles………………………………………………8
2.1.2 Cognitive Learning Styles………………………………………………10
2.1.3 Kolb’s Learning Style Inventory……………………………………….12
2.1.4 Dunn & Dunn’s Model………………………………………………….14
2.2 Learning Strategy……………………………………………………………16
2.2.1 What is Learning Strategy………………………………...……………17
2.3 Learning Motivation…………………………………………………………20
2.3.1 What is Learning Motivation…………………………………………...20
2.3.2 Integrative & Instrumental Motivation………………………………..20
2.4 The Relationship among Cognitive Styles, Language Learning Strategy
and Learning Motivation……………………………………………...……24
2.5 Relevant Studies……………………………………………………………..26
Chapter 3: Methodology……………………………………………………………29
3.1 Methodology……………………………………………………...………….29
3.2 Subjects………………………………………………………...…………….30
3.3 Description of Business English Courses…………………………………31
3.4 Instruments…………………………………………………………………32
3.4.1 Cognitive Style Analysis……………………………………………...33
3.4.2 Language Strategy Use Inventory………………………………………35
3.4.3 Attitude/ Motivation Test Battery………………………………………36
3.5 Procedures………………..………………………………………………….37
3.6 Data Analysis……………………………………………………………...39
Chapter 4: Results and Discussions………………………………………………40
4.1 Analysis of Background Information………….…………………………..41
4.2 Participants’ Cognitive Style Preference…………………………..………42
4.3 Participants’ Use of Learning Strategy……………………………………45
4.4 Participants’ Learning Motivation…………….………………………...…..50
4.5 The Relationship among Cognitive Style, Learning Strategy, and Learning
Motivation……………………….………………………………………….54
4.6 Discussions of the Results…………………………………………………58
Chapter 5: Conclusions……………………………………………………………..64
5.1 Summary of Findings……………………………………………………….64
5.2 Pedagogical Implication……………………………………………………66
5.3 Limitations of the Study……………………………………………………68
5.4 Suggestions for Further Studies………………………………………...…69
5.5 Conclusions………………………………………………………………...69
Reference…………………………………………………………………………….71
Appendix A………………………………………………………………………….82
Appendix B………………………………………………………………………….86
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