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研究生:陳明芳
研究生(外文):Ming-Fang Chen
論文名稱:台灣小學生對其英語學習成就歸因之研究
論文名稱(外文):Elementary School Students'' Perceptions of their English Learning Performance
指導教授:王兆璋博士
指導教授(外文):Chaochang 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:2012
畢業學年度:100
語文別:英文
論文頁數:113
中文關鍵詞:歸因學習策略父母參與
外文關鍵詞:attributionlearning strategyparental involvement
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台灣小學生對其英語學習成就歸因之研究

摘要

學生之成敗歸因與其學習動機息息相關,在外語習得領域研究中頗受注目。 目前為止雖有許多有關學生歸因之研究 ,在台灣這方面的研究並不多 。有的也僅止於研究國中生及高中生之成敗歸因 。在小學生方面的歸因研究則有音樂、體育及自然等科。文化、情境會影響歸因,學生對於不同科目及學習活動也會有不同的歸因。

本研究利用歸因理論來探討國小學生對其英語學習成敗之歸因。 正式問卷內容根據小學生預試回答成敗歸因的理由分成八大類。 受試者是新北市某所國小的兩百八十四名五年級小學生, 研究結果顯示受試者傾向將英語學習的成敗歸因於努力及學習策略的運用。文中亦討論英語補習班、父母親的參與學童英語學習之相關性。最後,就本研究結果提出對英語教學及課程設計的建議。

關鍵字: 歸因、 學習策略、父母參與
Elementary School Students’ Perceptions of their English Learning Performance

Abstract

Students’ attributions for success and failure are highly related to motivation and have attracted great attention in second language acquisition research. Although many studies have been done on students’ attributions (Tse, 2000; Williams, Burden, Poulet & Maun, 2004), those carried out in Taiwan are sporadic and have focused on the attributional beliefs of senior and junior high school students (Lin, 2005; Cho, 2005) with a few on elementary school students’ attributions of their learning of music, PE and science (Hung & Chuang, 2006; Chen, 1996; Chen, 2004). As attributions are determined by culture and situation, students may make attributions differently depending on the subject matter and learning activities (Williams et al, 2004). Using attribution theory as a conceptual framework, the present study explores elementary school students’ attributions of their success and failure in learning English. Data were collected using a questionnaire that included categories emerging from a qualitative pilot study. Participants were 284 fifth graders from one elementary school in Taiwan. Results showed that students tended to attribute both success and failure to effort and strategy use. The roles of English cram school, parental involvement were also discussed. The findings of the study have implications for English teaching and program design.
Key words: Attribution, Learning Strategy, Parental Involvement
TABLE OF CONTENTS
Abstract (Chinese) ……………………………………………………………………..i

Abstract English) …………………………………………………………………….iii

Acknowledgements …………………………………………………………………..iv

Table of Contents……………………………………………………………………..v

List of Tables and Figures………………………………………………………….viii

CHAPTER ONE INTRODUCTION

Background of the Study …………………………………………………………….1

Statement of the Problem …………………………………………………………… 2

Purpose of the Study ………………………………………………………………….6

Significance of the Study ……………………………………………………………. 7

CHAPTER TWO LITERATURE REVIEW

Attribution Theory ……………………………………………………………………9

Early Work Concerning Individual Attribution ……………………………...9

Weiner’s Attribution Theory ………………………………………………..11

Attribution Research in Foreign and Second Language Learning ………………….21

Culture and Attribution ……………………………………………………..24

Gender and Attribution ……………………………………………………..27

Achievement and Attribution ……………………………………………….29


Attribution Research in EFL in China ………………………………………………30

Attribution Research in EFL in Taiwan ……………………………………………..32

CHAPTER THREE METHODOLOGY

Participants ………………………………………………………………………...36

Instruments ………………………………………………………………………...37

Procedures …………………………………………………………………………48

Data Analysis ………………………………………………………………………..50


CHAPTER FIVE RESULTS

Students’ Perceptions of their Own Performance ………………………………….51

Attributions for Success and Failure ……………………………………………….52

Success and Failure Group Comparison …………………………………………...54

Gender Difference in Attribution …………………………………………………..55

Attribution and English Achievement Score ………………………………………56


CHAPTER FIVE DISCUSSION & IMPLICATIONS

Perceived Level of Success ………………………………………………………...59

Attributions for Self-Perceived Success ……………………………………………61

Attributions for Self-Perceived Failure …………………………………………….65

Comparison of the Success and Failure Groups ……………………………………67

Attributions and Real English Achievement Score ………………………………68

Implications ………………………………………………………………………70

Limitations and Recommendations for Future Research …………………………..74

REFERENCES ........................................................................................................79

Chinese Reference ………………………………………………………………….79

English Reference …………………………………………………………………..79

APPENDICES ……………………………………………………………………..87
APPENDIX A: Questionnaire for Pilot Study ……………………………………..87
APPENDIX B: Formal Questionnaire (Chinese Version) …………………………92
APPENDIX C: Formal Questionnaire (English Version) ………………………….97
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