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研究生:曹渠鋌
研究生(外文):Chu-Ting Tsao
論文名稱:學習者教學活動偏好與其學習動機: 以台灣高職生為例
論文名稱(外文):Learners’ Preferred Instructional Activities and Their English Learning Motivation: A Study of EFL Vocational High School Students in Taiwan
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:應用英語學系碩士在職專班
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:2011
畢業學年度:100
語文別:英文
論文頁數:194
中文關鍵詞:學習動機語言自信教學活動偏好語言焦慮
外文關鍵詞:learning motivationlinguistic self-confidencelanguage anxietythe instructional activities&apos&apospreferences
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本研究旨在探討台灣高職生其英語學習動機與教學活動偏好之相關研究。研究者以便利抽樣方法,於北部某一高職學校抽取166名英語科學生與182非英語科學生。並以「個人背景資料調查表」、「外語學習動機量表」與「教學活動偏好量表」為研究工具。資料分析包括敘述統計、t 檢定、皮爾森積差相關以及單因子變異數分析。主要發現為:一、學生對外國語言與文化有高度之興趣。二、英語科與非英語科學生學習英文時,皆自信心不足且過於焦慮。三、受測學生所表現之語言自信心與其對溝通式教學之偏好程度產生異例現象。四、傳統教學法與語言焦慮之間並無相關性。五、文化教學之相關活動最為受測高職學生所喜好。五、學生對傳統教學法與溝通式教學法有相似的偏好程度。研究結果建議英語教師應有效提升學生學習動機,特別是非英語科學生。再者,英語教師亦應逐步建立學生學習外語的自信心,協助其減少學習過程中所產生的語言焦慮。課程設計亦須採納學生之建議,使其內容更實用與生動有趣。為培養學生之跨文化溝通能力,文化教學活動須納入英語課程。
Numerous attempts have been made to investigate either individual pedagogical activities or affective factors and their impact on learning motivation. However, little attention has been given to exploring the relationship between learners’ motivation and their preferences for instructional activities. This study aimed to examine vocational high school students’ preferred teaching activities and their relationship with students’ learning motivation. The research was conducted at a vocational high school in Taipei, Taiwan. The subjects consisted of 166 English-language majors and 182 non-English-language majors. Questionnaire data were collected and analyzed. Results of the study showed that: (a) all subjects were highly interested in foreign languages and cultures; (b) both groups of students were fairly unconfident and anxious while learning English; (c) an anomalous correlation was found between subjects’ linguistic confidence and their preference for communication-based approaches; (d) no correlation existed between traditional approaches and language anxiety; and (e) culture-teaching approaches were most preferred by the students. Moreover, subjects seemed to have had a similarly favorable attitude towards traditional approaches and communication-based approaches. This study has findings contributing to the relevant research line and provided implications for both teachers and program designers.
TABLE OF CONTENTS
ACKNOWLEDGEMENT…..…………………………………………………ⅰ
ABSTRACT……………………………...........….…........................................ⅲ
TABLE OF CONTENTS……………………….………….…………………..ⅴ
LIST OF TABLES…………………………………….……………….………ⅷ
LIST OF FIGURES………………………….……..……………………….…ⅹ
CHAPTER ONE INTRODUCTION…...........................................................1
Background and Motivation………………………….……………………...…….…..…1
Statement of the Problem………………………..…………………….………………....5
Purpose of the Study……………………………………….…….……………................7
Significance of the Study………………………….……………………….…..………...8
CHAPTER TWO LITERATURE REVIEW..............................….………...10
Introduction……………………………………….…….…......................……………..10
Motivation…………………………………………………………….…….…………..11
Gardner’s Motivation Theory……………………………...…………………...……….14
The Theories of Self-confidence and Anxiety…………………..…………………...….25
Deci and Ryan’s Self-determination Theory………………………………….………...31
Other Alternative Models of L2 Learning…………………..……………….………….43
Instructional Principles and Techniques in the language classroom………………........49
Previous related studies on motivation and instructional activities………………...…..70
Conclusion……………………………………………………………………..………..77
CHAPTER THREE METHODOLOGY…………………...…..….…..…...80
Research questions……………………………………….…………….………….81
Definition of terms………………………………………………………….……..82
Participants……………………………………………..……………………………….83
Instruments………………………………………………………….…………………..87
Questionnaires for the study…………………………………..…………………...87
Foreign language learning motivation scale (FLLMS)………………….………...88
Preferences for instructional activities scale (PIAS)…………………..…………. 89
Procedures………………………………………………………………….…………...94
Data analysis……………………………………………………………..………...…...95
CHAPTER FOUR RESULTS………………………………………………97
Research Question 1……………………………………………………...……………..97
Research Question 2…………………………………………………………………...100
Research Question 3………………………………………………..………………….105
Research Question 4…………………………………………………..……………….112
Research Question 5……………………………..…………………………………….115
CHAPTER FIVE DISCUSSION AND CONCLUSIONS………….…......121
Summary and Discussion of the Major Findings……………………………………...121
Pedagogical Implications……………………………………………………….……..132
Limitations of the Study………………………………………………………….……137
Suggestions for Future Study……………………………………………………….…138
REFERENCES………………………………………………….………….....141
APPENDICES
APPENDIX 1 Questionnaires for the pilot study (Chinese version)………………..…172
APPENDIX 2 Questionnaires for the formal study (Chinese version)………………...176
APPENDIX 3 Questionnaires for the formal study (English version)………………....180













LIST OF TABLES
Table 2.1: Studies on the relationship between motivation and instructional activities…....72
Table 3.1: The descriptive statistics for subjects’ demographic background data……..…..85
Table 3.2: Rephrased and added items……………….…………..………………………...92
Table 3.3: The reliability statistics for the FLLMS….………..………………….………...93
Table 3.4: The reliability statistics for the PIAS…….………..…………………………....94
Table 4.1: Analysis of the FLLMS for all subjects……...…………………………..……..98
Table 4.2: Analysis of the FLLMS for ELMs and NELMs……………………..……....…99
Table 4.3: Analysis of the PIAS for all subjects….…………………….…........................101
Table 4.4: Analysis of the PIAS for ELMs and NELMs……………...…..........................102
Table 4.5: Separate preferences for instructional activities of ELMs and NELMs…….....104
Table 4.6: Summary of t-test for the FLLMS between ELMs and NELMs………………106
Table 4.7: Summary of t-test for the FLLMS among all subjects of different genders..…106
Table 4.8: Summary of t-test for the FLLMS among ELMs of different genders……..…107
Table 4.9: Summary of t-test for the FLLMS among NELMs of different genders……...107
Table 4.10: Summary of one-way ANOVA for the FLLMS among all subjects based on time invested per week in learning English……………………………….…109
Table 4.11: Summary of one-way ANOVA for the FLLMS among English-language majors based on time invested per week in learning English…………………….…110
Table 4.12: Summary of one-way ANOVA for the FLLMS among non-English majors based on time invested per week in learning English……………………….111
Table 4.13: Summary of t-test for the PIAS between ELMs and NELMs………………..113
Table 4.14: Summary of t-test for the PIAS among all subjects of different genders….…113
Table 4.15: Summary of t-test for the PIAS among English-language majors of different genders………………………………………………………………..………114
Table 4.16: Summary of t-test for the PIAS among non-English-language majors of different genders…………………………………...........................................114
Table 4.17: Correlations between FLLMS scores and PIAS scores among all subjects….116
Table 4.18: Correlations between FLLMS scores and PIAS scores among English-language majors………………………………………………………………………...118
Table 4.19: Correlations between FLLMS scores and PIAS scores among non-English-language majors………………………………………………...119










LIST OF FIGURES
Figure 2.1: Schematic representation of the Socio-Educational model of second-language acquisition……….……………………………………………….……..……..18
Figure 2.2: Basic model of the role of aptitude and motivation in second language learning………………..…………………………………….…………………19
Figure 2.3: The model with the Indicators……………………………………….......…….21
Figure 2.4: A taxonomy of human motivation…………..……………………..…………..37
Figure 3.1: The analytic framework…………..…………………………..……….……….80
Figure 3.2: Flow diagram of research procedures……………..…….…………………..…94
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