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研究生:王雅卉
研究生(外文):Ya-hui Wang
論文名稱:國二學生的英語閱讀動機,英語閱讀態度及英語閱讀成就之研究
論文名稱(外文):EFL Eighth Graders' Englisg Reading Motivation, English Reading Attitude, and English Reading Achievement
指導教授:張善貿張善貿引用關係
指導教授(外文):Shan-mao Chang
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:兒童英語研究所
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:2011
畢業學年度:99
語文別:英文
論文頁數:213
中文關鍵詞:英語閱讀動機英語閱讀態度英語閱讀成就
外文關鍵詞:English reading motivationEnglish reading attitudeEnglish reading achievement
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本研究為了瞭解國二學生在台灣以英語為外國語的情境中所表現的英語閱
讀態度與英語閱讀動機,以及英語閱讀成就三者之間的關係。假設在台灣的情境中,國二學生所表現的英語閱讀動機和英語閱讀態度是和英語為母語的學生是有差異的,因此本研究欲瞭解以英語為外國語的情境中,國二學生所表現的英語閱讀態度與英語閱讀動機的成份。除此之外,性別在英語閱讀態度與英語閱讀動機,以及英語閱讀成就的差異也是研究的重點。
本研究的受試者為202 位來自南投縣的國二學生,分別為89 位男生和113
位女生。所有的受試者接需要完成英語閱讀動機問卷和英語閱讀態度問卷。問卷題目的來源分別是:1)過去研究現有的問卷;2)專家所給的建議。因此閱讀態度問卷修訂McKenna and Kear (1990)和Yamashita (2004)所提出的閱讀態度問卷;閱讀動機問卷則修訂了Mori (2002)以及 Wigfield & Guthrie (1995)。閱讀動機問卷包含兩部份:學生背景資料和12 個面向的閱讀動機;閱讀態度問卷涵蓋了三個部份:學生背景資料、三面向的閱讀態度和對與課外有關及與學業相關讀物的態度。
本研究使用統計軟體SPSS 19.0 版進行資料整理與分析。採用項目分析和信
效度分析以確定英語閱讀動機與英語閱讀態度的成份,在經由建構效度所確定的問卷將在主要研究時實施。本研究也透過探索性因素分析(EFA)、描述性分析、皮爾遜相關分析、T 檢定、複迴歸等統計方法進行分析。
研究結果萃取出,英語閱讀動機包括12 個面向,分別是:閱讀效能、閱讀
挑戰、閱讀好奇、閱讀投入、閱讀的重要性、成績、順從、逃避閱讀、認可、競爭、閱讀英文的社會目的和融合性動機。閱讀動機僅有競爭有性別上的顯著差異。除了閱讀效能之外,英語閱讀動機與英語閱讀成就皆有顯著相關。競爭可有效預測受試者的英語閱讀成就。英語閱讀態度包含了情意、行為、認知和對不同讀物有不同的態度。英語閱讀態度也僅有情意成份有性別上的顯著差異。閱讀態度與閱讀成就並無顯著相關,且在本研究中閱讀態度無法有效的預測受試者的英語閱讀成就。
This study aimed to explore the eighth graders’ English reading motivation and English reading attitude in Taiwan and investigate the relationships between English
reading motivation, English reading attitude, and English reading achievement.
Gender differences in English reading achievement, English reading motivation, and English reading attitude were also examined. Hypothesizing that the constructs of
English reading motivation and English reading attitude may be different from the constructs in L1 contexts, the present study attempted to reveal the constructs of
English reading motivation and English reading attitude in an EFL context. The researcher further investigated the relationships between English reading motivation,
English reading attitude, and English reading achievement.
Participants in this study were 202 eighth graders, containing 89 males and 113 females, in Nantou County. All the participants completed an English reading
motivation questionnaire and an English reading attitude questionnaire modified by the researcher of the study. The items of the questionnaires came from the following
two sources: 1) a number of published questionnaires and 2) an expert’s suggestions.
The English reading motivation questionnaire contained two parts, namely student background information and twelve cimponents of English reading motivation. The English reading attitude questionnaire included three sections, namely students background information, the three-component model of attitude, and attitude toward different reading materials. All the participants took the English reading
comprehension test.
The data were processed using statistical package SPSS19.0 for Windows version. Item analysis and reliability analysis were carried out to validate the underlying variables of English reading motivation questionnaire and English reading
attitude questionnaire, which were conducted in the main study, and to delete items that were not reliable and valid. Cronbach’s α and construct reliability were calculated to confirm the reliabilities of the two instruments. The collected data were analyzed using exploratory factor analysis (EFA), descriptive stastics, t-tests, correlation analysis, and multiple regressions.
Twelve factors were extracted from English reading motivation: reading efficacy,reading challenge, reading curiosity, reading involvement, importance of reading in
English, reading for grades, reading compliance, reading avoidance, reading for recognition, social purposes of reading English, competition, and integrative
orientation. With regard to English reading motivation, the gender difference only was found in the dimension of competition. English reading attitude involved affective,
behavioral, and cognitive components. Moreover, attitude toward recreational and academic reading also can be included in the questionnaire to reveal the participants’
English reading attitude. For attitude toward reading English, the gender difference was found in the affective component. Attitudinal components have no significant
relationship with the English reading achievement. Except for reading efficacy, the relationship between other components of English reading motivation and English
reading achievement were found. Futhermore, results revealed no attitudinal components could significant predict English reading achievement and competition is
the greatest predictor of English reading achievement.
CHAPTER ONE INTRODUCTION 1
Background and Rationale of the Study 1
Statement of the Problems 3
Purposes of the Study 7
Research Questions 8
Significance of the Study 8
Definition of Terms 10
Organization of the Thesis 13
CHAPTER TWO LITERATURE REVIEW 14
English Reading Attitude 14
Concept of Reading Attitude 14
Relevant English Reading Attitude Studies 18
English Reading Motivation 21
Concept of Reading Motivation 21
Studies on English Reading Motivation 28
English Reading Attitude and English Reading Achievement 35
English Reading Motivation and English Reading Achievement 38

CHAPTER THREE METHOD 44
Research Design 44
Participants 46
Instruments 47
English Reading Motivation Questionnaire 48
English Reading Attitude Questionnaire 51
English Reading Achievement 53
Data Collection Procedure 54
Data Analysis 54
Pilot Study 56
CHAPTER FOUR RESULTS AND DISCUSSIONS 65
Factors Analysis of English Reading Motivation 66
Factors Analysis of English Reading Attitude 71
Descriptive Statistical Analysis of the English Reading Attitude Questionnaire 73
Descriptive Statistical Analysis of the English Reading Motivation Questionnaire 78
The Results of Gender Differences in English Reading Achievement 86
The Results of Gender Differences in English Reading Motivation 86
The Results of Gender Differences in English Reading Attitude 88
Pearson Correlation Analysis 90
The Correlation of English Reading Attitude and English Reading Achievement 90
The Correlation of English reading Motivation and English Reading Achievement 90
The Correlation of English Reading Attitude and English Reading Motivation 91
Multiple Regression Analysis 93
The Multiple Regression Analysis of English Reading Attitude and English Reading Achievement 93
The Multiple Regression Analysis of English Reading Motivation and English Reading Achievement 94
CHAPTER FIVE CONCLUSIONS 96
Summary of the Study 96
Pedagogical Implications 105
Limitations of the Study 106
Suggestions for Future Research 107
REFERENCES 109
APPENDICES 123
Appendix A 123
Appendix B 128
Appendix C 133
Appendix D 146
Appendix E 157
Appendix F 163
Appendix G 169
Appendix H 174
Appendix I 179
Appendix J 187
Appendix K 190
Appendix L 195
Appendix M 201

LIST OF TABLES
Table 2.1 Eleven Dimensions of Reading Motivation Proposed by Wigfield and Gutherie (1995) 28
Table 4.1 The Factor Analysis of English Reading Motivation “Competence and Reading Efficacy” 67
Table 4.2 The Factor Analysis of English Reading Motivation “Intrinsic Motivation” 68
Table 4.3 The Factor Analysis of English Reading Motivation “Extrinsic Motivation” 69
Table 4.4 The Factor Analysis of English Reading Motivation “Social Aspect of Reading” 70
Table 4.5 The Factor Analysis of English Reading Attitude Section 1 72
Table 4.6 The Factor Analysis of English Reading Attitude Section 2 73
Table 4.7 T-test Analysis of English Reading Achievement 86
Table 4.8 T-test Analysis of English Reading Motivation Questionnaire 88
Table 4.9 T-test Analysis of English Reading Attitude Questionnaire 89

Table 4.10 The Correlation of English Reading Attitude and English Reading Achievement 90
Table 4.11 The Correlation of English Reading Motivation and English Reading Achievement 91
Table 4.12 The Correlation of English Reading Attitude and English Reading Motivation 92
Table 4.13 The Multiple Regression Analysis of English Reading Attitude and English Reading Achievement 94
Table 4.14 The Multiple Regression Analysis of English Reading Motivation and English Reading Achievement 95



LIST OF FIGURES
Figure 3.1 The Research Design 45

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