跳到主要內容

臺灣博碩士論文加值系統

(100.28.227.63) 您好!臺灣時間:2024/06/22 01:36
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:余其穎
研究生(外文):Yu, Chi-Ying
論文名稱:老師的不適當行為造成以英語為第二外語的台灣學生學習動機下降之研究
論文名稱(外文):A Study on Teacher Misbehaviors as Learning Demotivation among EFL Students in Taiwan
指導教授:吳文琪吳文琪引用關係
指導教授(外文):Wu, Wen-Chi
口試委員:趙毓銓徐琍沂
口試委員(外文):Chao, Yu-ChuanHsu, Li-I
口試日期:2011-06-24
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系
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:2011
畢業學年度:99
語文別:英文
論文頁數:130
中文關鍵詞:動機下降老師的不適當行為怠慢的行為不勝任的行為冒犯的行為不適當的教學
外文關鍵詞:demotivationteacher misbehaviorsindolenceincompetenceoffensivenessinappropriate instruction
相關次數:
  • 被引用被引用:4
  • 點閱點閱:1081
  • 評分評分:
  • 下載下載:90
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在探討學生對於老師不適當的行為是否會造成學習動機下降的看法及其來源。研究重點包含: 科技大學及一般大學的學生對於老師的不適當行為造成動機下降之因素。
為完成上述之目的,本研究之研究對象為科技大學(193名)與一般大學(458名)之英文系大學生,共計651名。研究方法涵蓋量化以及質化的研究,資料收集採問卷調查和訪談,問卷量化的分析方法包含描述性統計、因素分析、t考驗、單因子變異數分析,以分類老師的不適當行為,並了解學校類型、性別、年級、英文能力這些變項是否影響學生對於教師的不適當行為而造成動機下降。
因素分析的結果顯示四種老師的不適當行為分別是: 怠慢的行為 (Indolence) 、 不勝任的行為 (Incompetence) 、冒犯的行為 (Offensiveness) 、不適當的教學 (Inappropriate Instruction)。主要的研究結果發現如下:(一)整體而言,本研究的學生認為老師的不適當行為造成動機下降的影響不大。(二)老師的「不適當的教學」是學生造成動機下降的最大的來源。(三)學校類型和年級變項中,學生對於老師的不適當行為而造成動機下降的看法有明顯的差異。(四) 老師強調文法學習、老師指定一些書籍卻沒有用到、老師的授課方式讓學生想睡覺,此三種老師的行為最為影響學生動機下降的因素。(五) 訪談的結果顯示出四種針對老師不適當行為,教學內容、老師的人格特質、老師的發音與英文能力、以及教科書的使用造成學習動機下降。最後,研究者為語言教育者提出如何避免學生的學習動機下降之產生,以及如何使學生重新獲得學習動機的相關建議以供學術理論。

The present study is an attempt to explore how student perceptions of teacher misbehaviors resulted in demotivation in Taiwan EFL classrooms. Specifically, the purpose of this study was to investigate demotivating factors which focused on teacher misbehaviors for technical-oriented and academic-oriented university students majoring in English in Central Taiwan in order to help better understand factors that demotivate students and to help teachers minimize the negative outcomes.
There were 651 English majors in both academic-oriented (n = 458) and technical-oriented (n = 193) universities in Taiwan who participated in this study. Both quantitative and qualitative approaches were employed for data collection which included a questionnaire survey and focus group interviews. Descriptive statistics, factor analysis, t-test and ANOVA were used to classify teacher misbehaviors into different factors and to compare means of the demographic variables for the students’ school type, gender, class year, and proficiency test completion.
Factor analysis was conducted and four factors were extracted, which were Teacher Indolence, Incompetence, Offensiveness, and Inappropriate Instruction. Based on this study, the major findings were: (1) Descriptive analysis indicated that the degree of student demotivation with regard to teacher misbehaviors was low. (2) Teachers’ inappropriate instruction was the greatest source of student demotivation. (3) There was a significant difference in teacher misbehavior, as perceived by students, with respect to students’ school type (academic-oriented and technical-oriented university) and class year (sophomore, junior, and senior). (4) The top three highest means of teacher misbehaviors were i) teachers like to focus on grammar, ii) teachers assign books without using them, iii) teacher’s lectures make students feel sleepy. (5) Four themes which describe the types of teachers misbehaviors were identified from the interviews: teaching context demotivators, teacher personality demotivators, teacher accent and English proficiency demotivators, and use of textbook demotivators. Finally, pedagogical implications were provided by the researchers on how language instructors could avoid being the source of demotivation. Suggestions for how to remotivate students were also discussed.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS i
CHINESE ABSTRACT. ii
ENGLISH ABSTRACT iv
LIST OF CONTENTS vi
LIST OF TABLES ix
CHAPTER 1 1
INTRODUCTION 1
Statement of the Problem 4
Purpose of the study 5
Research Questions 5
Significance of the Study 7
Definition of Terms 7
Organization of the Study 10
CHAPTER 2 11
REVIEW OF RELATED LITERATURE 11
Introduction 11
English Learning Environment in Taiwan 11
Differences between Academic-oriented and Technical-oriented Schools 12
The Teacher’s Role in Taiwan English learning 14
The Concept of “Demotivation” 15
Research on Demotivation 16
Teacher Behaviors as Learning Demotivators 21
CHAPTER 3 26
METHODOLOGY 26
Introduction 26
Research Design 27
Participants 29
Instrumentation 31
Quantitative Instrumentation 31
Qualitative Interview Protocol 31
Data Collection 33
Data Analysis 34
CHAPTER 4 37
FINDINGS 37
Development of the questionnaire 37
Demographics-Related Data 56
Descriptive Statistics 59
Inferential Statistics 68
Interview Findings 78
Teaching Context Demotivators 79
Teacher Personality Demotivators 82
Teacher Accent and English Proficiency Demotivators 83
Use of the Textbook Demotivators 84
Summary 86
CHAPTER 5 87
SUMMARY, DISCUSSION, AND RECOMMENDATIONS 87
Summary of the study 87
Purpose of the study 87
Review of Related Literature and Research 88
Methodology 89
Survey Findings 90
Interview Findings 91
Discussion 92
Pedagogical Implications 101
Limitations 105
Suggestions for Future Study 106
REFERENCES 108
APPENDICES 116
Appendix A: English Version of Teacher Misbehaviors Questionnaire 116
Appendix B: Chinese Version of Teacher Misbehaviors Questionnaire 120
Appendix C: Technical-oriented University—Transcript 123
Appendix D: Academic-oriented University—Transcript 127














REFERENCES
Andersen, P. (2000). Cues of culture: The basis of intercultural differences in nonverbal communication. In L. A. Samovar & R. E. Porter (Eds.). Intercultural communication: A reader (9th ed., pp.258-270). Belmont, CA: Wadsworth.

Arai, K. (2004). What ‘demotivates’ language learners?: Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12, 39–47.

Berg, B. L. (2009). Qualitative research methods (7th ed.). Boston: Pearson Education.

Brown, D. H. (2007). Principles of language learning & teaching (3rd ed.). New York: Longman.

Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: McGraw-Hill.

Brutt-Griffler, J. (2002). World English: A study of its development. Clevedon: Multilingual Matters.

Campbell, D., Ekniyom, P., Hague, A., & Smith, L. (1982). English in international settings: Problems and their causes. English World-Wide, 3(1), 66-76.

Campbell, K. P., & Zhao, Y. (1993). “The dilemma of English language instruction in the people’s republic of China.” TESOL Journal, 4, 4-6.

Candlin, C. N., & Mercer, N. (Eds.) (2001). English language teaching in its social context. London: Routledge.

Chambers, G. (1993). Taking the “de” out of demotivation. Language Learning Journal, 7, 13-16.

Chang, Y. P. (2003). Students should begin English in grade three. Taipei Times. Retrieved July 29, 2010, from http://www.taipeitimes.com/News/taiwan/archives/2003/03/17/198369

Chen, I. J. (2002). Language learning strategies used by high and low English
proficiency students in a technology college. Unpublished master’s thesis,
Changhua University of Education.

Chen, G. M., & Chung, J. (2000). The “Five Asian Dragons”: Management behaviors and organizational communication. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (9th ed., pp. 301-311). Belmont, CA: Wadsworth.

Chen, Y. T. (2006). Orientation, motivation, and demotivation of college students of southern Taiwan in foreign language acquisition: The effects of learner major and target language. Unpublished master’s thesis, Southern Taiwan University of Technology.

Cheng, T. J. (2008). A Study on English major attitudes toward self-directed learning at a technological university teacher roles. Unpublished master’s thesis, National Kaohsiung First University of Science and Technology.

Chiang, K. C. (2000). A case study of an elementary school English curriculum and teaching. Unpublished Master’s thesis, National Taichung University, Taiwan.

Chiou, H. J. (2008). Quantitative research and statistical analysis in social & behavioral sciences [量化研究與統計分析]. Taipei: WuNan.

Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292-306.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum, New York.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning.
Language Learning, 40, 45-78.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom.
The Modern Language Journal, 78, 273-284.

Dörnyei, Z. (2001). Teaching and Researching Motivation. Harlow, England: Pearson Education.

Dörnyei, Z., & Schmidt, R. (Eds.) (2001). Motivation in second language acquisition. Honolulu, HI: University of Hawaii Press.

Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language
learners: Results of an empirical study. Language Teaching Research, 2, 203-229.

Ellis, R. (2001). The study of second language acquisition (8th ed.) Oxford: Oxford University Press.

Ellis, R. (2008). Second language acquisition. New York: Oxford University Press.

Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37, 403-417.

Falout, J., & Falout, M. (2005). The other side of motivation: Learner demotivation. JALT2004 Conference Proceedings. JALT, Tokyo, pp. 280-289.

Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28, 3-9.

Gable, R. K., & Wolf, M. B. (1993). Instrument development in the affective domain (2nd ed.). Boston: Kluwer Academic Publishers.

Gardner, R. C. (1985). Social Psychology and second language learning. London: Edward Arnold.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second
language learning. Rowley, MA: Newbury House.

Gorham, J., & Christophel, D. M. (1992). Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239-252.

Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245-261.

Hamada, Y., & Kito, K. (2008). Demotivation in Japanese high schools. JALT2007, Conference Proceedings. JALT , Tokyo, pp. 168-178.

Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119–136.

Ho, H. L. (2003). Effects of pre-junior high English learning experience on students’ English achievement: From the perspectives of the instructions in the private children language institute. Unpublished Master’s thesis, National Tsing Hua University, HsinChu City, Taiwan.

Ho, I. T. (2001). Are Chinese teachers authoritative? In D. A. Watkins, & J. B. Biggs (Eds.). Teaching the Chinese learner: Psychological and pedagogical perspectives (pp.99-114). Hong Kong: Comparative Education Research Centre.

Holloway, I. (1997) Basic Concepts for Qualitative Research. Oxford: Blackwell Science.

Hui, L. (1997). New bottles, old wine: Communicative language teaching in China. Forum, 35(4), 38-40.

Ikeno, O. (2002). Motivating and demotivating factors in foreign language learning: A preliminary investigation. Ehime University Journal of English Education Research, 2, 1-19.

Jou, R. S., & Wang, J. S. (2001). The future trend of Taiwan technological higher education admission [我國高等技職教育招生之未來趨勢]. The Forum of Vocational Education, 64, 46-51.

Kearney, P., Plax, T. G., Hays, E. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don’t like about what teachers say and do. Communication Quarterly, 39, 309-324.

Kikuchi, K. (2009). Listening to our learners’ voices: What demotivates EFL high school students? Language Teaching Research, 13, 453-471.

Kikuchi, K., & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31, 183-204.

Lambert, D., & Lines, D. (2000). Understanding assessment: Purposes, perceptions, practice. NY: RoutledgeFalmer.

Lantolf, J. P., & Genung, P. B. (2002). ”I’d rather switch than fight:” An activity-theoretic study of power, success, and failure in a foreign language. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspectives (pp. 171-196). London: Continuum.

Li, L. T. (2003). Carl Rogers and me: Revisiting Teaching. Thinking Classroom, 4, 34-42.

Lin, H. R. (1999). Controversy on children’s ideal age for learning English. Language News, 18, 23-31.

Mackey, A., & Gass, S. M. (2005). Research variables, validity, and reliability.
Second language research. NJ: Lawrence Erlbaum Associates.

Ministry Of Education. (2011a). Senior high school curriculum standards. Retrieved
January 5, 2011,http://www.edu.tw/files/site_content/B0037/第二科目與節數.doc, Taipei, Taiwan, Ministry Of Education, R.O.C.

Ministry Of Education. (2011b). White paper on vocational education. Retrieved April, 2011, http://english.moe.gov.tw/ct.asp?xItem=247&ctNode=504&mp=1

Nasr, A. R., Booth, E., & Gillett, M. (1996). Relationship between lectures’ language background and their teaching performance. Retrieved July 21, 2010, from University of Wollongong, Australia, Faculty of Education Web site: http://www.aare.edu.au/96pap/nasra96151.text

Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal, Retrieved January 17, 2011, from
http://iteslj.org/Articles/Norris-Motivation.html

Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the
theoretical framework. The Modern Language Journal, 78, 12-28.

Oxford, R. L., & Shearin, J. (1996). Language learning motivation in a new key. In R. Oxford (Ed.) Language Learning Motivation: Pathways to the New Century
(pp. 121-60). Manoa, HI: Second Language Teaching and Curriculum Center,
University of Hawaii.

Pallamt, J. (2001). SPSS Survival Manual. Buckingham: Open University Press.
Parsons, R., Hinson, S., & Sardo-Brown, D. (2001). Educational psychology, A
practitioner-researcher model of teaching. Belmont, CA: Wadsworth.

Rudnai, Z. (1996). Demotivation in learning English among secondary school students in Budapest. Unpublished master thesis. Budapest, Hungary: Eötvös Loránd University.

Sakai, K., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37, 57-69.

Savignon, S. J., & Wang, C. C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. IRAL, 41, 223-249.

Tanaka, T. (2005). Teacher influence on learner motivation. Osaka Jogakuin College Kiyo,35, 49-58.

The Department of Technological and Vocational Education. (2010). Ministry of
Education, Taipei, Taiwan, Retrieved August 08, 2010, from
http://www.tve.edu.tw/eng/Programs_Organization/highschool.htm

The Language Training & Testing Center. (2010). General English Proficiency Test.
Retrieved October 25, 2010, from
https://www.gept.org.tw/Resource/gept_03_03.asp.

The Language Training & Testing Center. (2011). General English Proficiency Test.
Retrieved May 10, 2011, from http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT.htm

Trang, T. T. T., & Baldauf, R. B. (2007). Demotivation: understanding resistance to English language learning—The case of Vietnamese students. The journal of Asia TEFL, 4 (1), 79-105.

Tsuchiya, M. (2006). Profiling of lower achievement English learners at college in terms of demotivating factors. Annual Review of English Language Education in Japan, 17, 171-180.

Ushioda, E. (1998). The role of motivational thinking in autonomous language learning. In Soler, E.A. and Espurz, V.C. (Eds.). Current issues in English language methodology (pp. 77-89). Universitat Jaume I, Castelló de la Plana, Spain.

Wang, T., & Malderez, A. (2006). Demotivation: A Qualitative Study of Chinese
English Learners at the Tertiary Level. Journal of Macao Polytechnic Institute, 2, 134-147.

Warden, C. A., & Lin, H. J. (2000). Existence of intergrative motivation in an Asian EFL setting. Foreign Language Annals, 35 (5), 535-547.

Wen, W. P., & Clément, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16, 18-38.

Wu, M. L. (2007). SPSS tong ji ying yong siao si shih wu [SPSS 統計應用學習實務]. Taipei: Jhih Cheng.

Wu, W. C. (2006). EFL Optimal Learning Environments: Perspectives of Faculty and Students in a Taiwanese Technical University. Unpublished doctoral dissertation, University of South Dakota.

Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in china, Germany, Japan, and the United States. Communication Education, 56, 209-227.

Zhuang, L. Z., & Yang, Y. F. (1995). The viewpoint of research for retaking English curriculums of junior college students. Humanities and Social Sciences
Newsletter, 6(4), 96-112.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 9. 林玫玫(2005)。服務品質與顧客滿意度關係之研究,經營管理論叢,學術研討會特刊,287-294。
2. 15. 徐立德(1996)。 政府領航, 人人參與— 談擴大運用志工參與公共事務,人事月刊,22(3),12-15。
3. 15. 徐立德(1996)。 政府領航, 人人參與— 談擴大運用志工參與公共事務,人事月刊,22(3),12-15。
4. 9. 林玫玫(2005)。服務品質與顧客滿意度關係之研究,經營管理論叢,學術研討會特刊,287-294。
5. 7. 周泰華、黃俊英、郭德賓(1999)。服務品質與顧客滿意評量模式之比較研究。輔仁管理評論,6(1)。
6. 7. 周泰華、黃俊英、郭德賓(1999)。服務品質與顧客滿意評量模式之比較研究。輔仁管理評論,6(1)。
7. 14. 凌儀玲(2005)。服務補救二次滿意之研究,管理學報,22(4),449-465。
8. 14. 凌儀玲(2005)。服務補救二次滿意之研究,管理學報,22(4),449-465。
9. 12. 林嘉誠(2002)。創新服務與政策改造,研考雙月刊,26(5),11-19。
10. 12. 林嘉誠(2002)。創新服務與政策改造,研考雙月刊,26(5),11-19。
11. 18. 莫季雍(2006)。民意調查與為民服務:精緻的年代需要創新的作為。研考雙月刊,30(4),29-37。
12. 18. 莫季雍(2006)。民意調查與為民服務:精緻的年代需要創新的作為。研考雙月刊,30(4),29-37。
13. 朱政騏(2007)‧假面天使-護理人員的政治認同‧女學學誌,21,113-184。
14. 朱政騏(2007)‧假面天使-護理人員的政治認同‧女學學誌,21,113-184。
15. 伍麗珠、劉長安(2000)‧探討白班護理人員之工作內容及時數分配‧榮總護理,17(1),63-71。