臺灣博碩士論文加值系統

學習策略被證實能夠促進學生的外語習得，先前文獻研究指出學生的學習策略使用和他們的多元智能可能有相關，Howard Gardner提出的多元智能理論也主張每個學生都擁有不同的智能，老師們應該尋求最適合學生的方式來教學，因此，本研究旨在探討不同學術領域的高中生的多元智能以及語言學習策略的不同，研究對象為191位臺灣高中生，研究工具為兩份問卷：分別為多元智能量表丙式(CMIDAS-C)以及中文版語言學習策略問卷(SILL)。
研究結果證實來自不同學術領域的高中生有不同的多元智能發展以及語言學習策略使用，臺灣高中生普遍在音樂智能和內省智能發展較好，自然智能發展則較弱，此外自然組學生在邏輯數學智能以及空間智能上和社會組學生有明顯差異。在語言學習策略的使用上，臺灣高中生普遍使用較多的補償策略但是使用較少的情意策略，而自然組和社會組的學生在社交策略使用上有顯著性的不同，另外，從訪談中也發現，自然組和社會組的學生在學習英文時使用不同的記憶策略。根據上述結果，本研究建議教學者應考量來自不同學術領域學生的個別差異，設計出各式各樣符合學習者需求的活動及教材。

The language learning strategies are believed to facilitate foreign language acquisition. Researchers proposed that students’ use of learning strategies and their multiple intelligences (MI) may be related. Howard Gardner also claimed that each student owns different intelligences in learning. Teachers may seek suitable ways to help learners in accordance with their intelligences. This research aimed to investigate the differences of MI and language learning strategies use between the students of social science group and natural science group. The participants were 191 senior high school students in Taiwan. The Chinese Version of Multiple Intelligence Developmental Assessment Scales Form-C (CMIDAS-C) and the Chinese version of Strategy Inventory for Language Learning (SILL) were used for data collection.
The results showed that the senior high students with different academic groups have different types of intelligences and different language learning strategies preferences. In terms of their MI, both academic groups developed stronger intrapersonal and musical intelligences and weaker naturalist intelligence. However, the mathematical and spatial intelligences were significantly different between these two groups. As for their language learning strategy use, both groups of students used more compensation strategies and less affective strategies. However, the use of social strategies was significantly different between natural science and social science groups. From the interview, the results also indicated that students from different academic groups used different types of memory strategies. To sum up, the senior high students of different academic groups tended to develop different intelligences and apply different language learning strategies. Teachers are suggested to design more activities that cater to students of different academic groups.

TABLE OF CONTENTS

ABSTRACT………………………………………………………………………….. i
ACKNOWLEDGEMENTS………………………………………………………….iv
TABLE OF CONTENTS……………………………………………………………… vi
LIST OF TABLES…………………………………………………………………….. ix
CHAPTER ONE INTRODUCTION………………………………………………… 1
Background and Rationale………………………………………..…………… 1
Purpose of the Present Study and Research Questions……………………….. 7
Significance of the Study……………………………………………………… 8
Definitions of Terms…………………………………………………………. 10
CHAPTER TWO LITERATURE REVIEW............................................................. 15
Multiple Intelligences (MI)………………………………………………………. 15
The Development of Theory of Multiple Intelligences………………………15
The Nine Intelligences………………………………………………………...19
Application of Multiple Intelligences in the Language Classroom…………..22
Previous Research on Multiple Intelligences in Taiwan…………………...…24
Language Learning Strategies………………………………………………………28
Definition of Language Learning Strategies…………………………………..28
Classification of Language Learning Strategies………………………………31
Previous Studies of EFL Learners’ Learning Strategies in Taiwan…………...37
Learning Strategy Use of Learners from Different Academic Majors………..40
Research on the Relationship between Multiple Intelligences and Learning Strategies………………………………………………………………………..44
CHAPTER THREE METHOD......................................................................................47
Participants……………………………………………………………………...47
Instruments……………………………………………………………………...48
Pilot study……………………………………………………………………….52
Data Collection Procedures……………………………………………………..54
Data analysis……………………………………………………………………55
CHAPTER FOUR RESULTS AND DISCUSSION………………………………57
Multiple Intelligences of Senior High Students from Different Academic Groups
…………………………………………………………………………………..57
Discussion on multiple intelligences of senior high students from different academic groups………………………………………………………………..59
Language Learning Strategy Use of Senior High Students from Different Academic Groups ………………………………………………………………62
Results from SILL questionnaire………………………………………….62
Results from semi-structured interview…………………………………...66
Discussion on language learning strategy use of senior high students from different academic groups………………………………..……………………..68
CHAPTER FIVE CONCLUSION…………………………………………………72
Summary of Major Findings……………………………………...…………….72
Pedagogical Implications……………………………………………………….73
Limitations of the Study………………………………………………………...75
Suggestions for Further Study…………………………………………………..76
REFERENCES.................................................................................................................77
APPENDIXES..................................................................................................................89
Appendix A Strategy Inventory for Language Learning (SILL)…………………....89
Appendix B The Chinese version of SILL…………………………………….........91
Appendix C Interview Guide…………………………………………………….....94
Appendix D Example of Interview Transcription ………………………………….95


 
LIST OF TABLES

Table 2.1 A Comparison between Traditional Views and Current Views of Intelligence……………………………………………………………….19
Table 2.2 Multiple Intelligences’ Instructional Strategies and Activities for Language Learners…………………………………………………………………..23
Table 2.3 Oxford’s Taxonomy of Learning Strategies……………………………...37
Table 2.4 Differences of Learning Strategy Use among Eight Majors in Peacock and Ho’s (2003) Research…………………………………………………….41
Table 2.5 Significant Differences of Learning Strategy Use Mentioned by Social Science Students and Natural Science Students in Rao and Liu (2010)…43
Table 3.1 The SILL Sample Questions……………………………………………..49
Table 3.2 Examples of the Related Activities of Multiple Intelligences……………51
Table 4.1 Descriptive Statistics of Nine Intelligences in CMIDAS-C……………..58
Table 4.2 Independent t-Test of Nine Intelligences in CMIDAS-C between Natural Science and Social Science Groups………………………………………59
Table 4.3 Descriptive Statistics of SILL Categories……………………………….63
Table 4.4 Independent Sample t-test of SILL Categories between Natural Science and Social Science Groups………………………………………………64

Table 4.5 Independent Sample t-test of Memory Strategies between Natural Science and Social Science Groups………………………………………...…….65
Table 4.6 Independent Sample t-test of Social Strategies between Natural Science and Social Science Groups………………………………………………65
Table 4.7 Different Language Learning Strategies Use Reported by the Interviewees………..…………………………………………………….67

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