中文摘要
本研究的主要目的是調查六年級學生的英語學習動機，經由量的分析及面對面訪談的方式分析學習動機的四個面向，此四個面向為內在動機、外在動機、與父母相關的動機及與教師相關的動機。此研究調查(一)男學生與女學生的英語學習內在動機和外在動機有無差異，(二)學生的學業成就和這四個面向的相關性。
本研究以屏東縣某國小120位學生為研究樣本，以自編的「國小學童英語科學習動機量表」為研究工具，在資料分析上，從問卷上得來的數據是採用獨立樣本T測驗及皮爾森相關係數來分析，在分析結果出來後，為更進一步了解影響學生英語學習動機的因素，研究者面談了六位高、低成就學生。
根據研究問題，經由量的統計資料分析及質的訪談方式，共有六點主要發現：
一、 男、女學生在內在動機上並無明顯差異。
二、 男、女學生在外在動機上並無明顯差異。
三、 學生的課業成就及其內在動機有著顯著的關聯。
四、 學生的課業成就與其外在動機有著顯著的關聯。
五、 學生的課業成就與父母相關方面動機有著顯著的關聯。
六、 學生的課業成就與教師相關方面動機無顯著的關聯。
最後，根據以上研究發現提出教育相關建議以及未來研究建議。

Abstract
The purpose of this study was to investigate the motivation of sixth graders towards learning English. Four aspects of motivation including intrinsic motivation, extrinsic motivation, parent-specific motivation and teacher-specific motivation were analyzed through quantitative analysis and face-to-face interviews. The study examined (a) the difference of intrinsic motivation and extrinsic motivation between male and female students, and (b) the correlations between these four aspects of motivation and students’ academic performances.
This study chose 120 sixth graders as participants from an elementary school in Ping-Tung County. The instrument used in this study was a self-edited “English Learning Motivation Scale”. The data collected from the questionnaires was then analyzed using T-test and PPMC (Person’s Product Moment Correlation). After the statistical results were analyzed, six students were interviewed to seek further understanding of the factors affecting the motivation of these students in relation to learning English.
The major findings were as follows:
1. The difference between the intrinsic motivation of male and female students was not significant.
ii
2. The difference between the extrinsic motivation of male and female students was not significant.
3. The correlation between intrinsic motivation and students’ academic success was found to be significant.
4. The correlation between extrinsic motivation and students’ academic success was found to be significant.
5. The correlation between parent-specific motivation and students’ academic success was found to be significant.
6. The correlation between teacher-specific motivation and students’ academic success was found not to be significant.
Finally, according to the findings, some recommendations for educational guidance and further studies were proposed.

Table of Contents
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Motivation in the Classroom 2
Purpose of the Study and Research Questions 3
Significant of the Study 4
Limitation of the Study 4
Definitions of the Study 5
CHPATER TWO LITERATURE REVIEW 7
Learning Related Theories 8
Motivation Theories 10
Expectancy-Value Theory 11
Achievement Goal Theory 12
Self-efficacy Theory 14
Motivation Theories in Second Language Learning 16
The Social-Psychology Stage 16
The Cognition Stage 17
Self-Determination Theory 17
Attribution Theory 19
Goal Theory 20
Process-Orientation Theory 21
Motivational Self-System Theory 21
Types of Motivation in Learning Second Language 22
iv
Intrinsic Motivation
24
Extrinsic Motivation 27
Parent-Specific Motivation 28
Teacher-Specific Motivation 29
Second Language Academic Success 31
Gender Differences in Motivation 33
The Relationship between Motivation and L2 Academic
Success 35
Intrinsic Motivation and L2 Academic Success 35
Extrinsic Motivation and L2 Academic Success 36
Parent-Specific Motivation and L2 Academic Success 37
Teacher-Specific Motivation and L2 Academic Success 38
Theoretical Framework 39
CHAPTER THREE METHODOLOGY 41
Introduction 41
Research Design 41
Selection of Participants 41
Instrumentation 42
Procedures 45
Data Processing and Analysis 47
CHAPTER FOUR RESULTS AND DISCUSSION 50
Data Description 50
Descriptive Analyses 51
Data Quality Testing 57
v
T-test Analysis
64
Correlation Analysis 66
Summary 69
Face-to-Face Interview 73
CHAPTER FIVE CONCLUSIONS, IMPLICATION AND SUGGESTION 87
Conclusions 87
Implications 88
Suggestions 91
REFERENCES 94
APPENDICES 107
Appendix A-1 A Questionnaire on Elementary School Students’ Motivation towards Learning English 107
AppendixA-2 The Interview Questions on Elementary School Students’ Motivation towards Learning English 109
Appendix B-1 A Chinese Version of the Questionnaire on Elementary School Students’ Motivation towards Learning English 110
Appendix B-2 A Chinese Version of the Interview Questions on the Elementary School Students’ Motivation towards Learning English 112

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