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研究生:李玫儀
研究生(外文):Lee, Mei-I
論文名稱:國民中學英語教師內外在動機 與創意教學關係之研究: 以新竹市為例
論文名稱(外文):A Study of the Relationship between Junior High School English Teachers’ Intrinsic and Extrinsic Motivation and Creative Teaching:A Case Study of Hsinchu City
指導教授:鄧佳恩鄧佳恩引用關係
口試委員:林啟超呂文惠
口試日期:2015-06-24
學位類別:碩士
校院名稱:東海大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:英文
論文頁數:70
中文關鍵詞:內在動機外在動機創意教學第二外語教學
外文關鍵詞:intrinsic motivationextrinsic motivationcreative teachingsecond language instruction
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本研究的目的在瞭解國民中學英語教師內外在動機與創意教學的關係。第二語言學習強調創意教學的重要性,許多英文老師也將創意英語教學使用於課堂中。但是,驅使老師採用英語創意教學的原因卻少有人探究。本研究從內、外在動機的觀點來瞭解其與創意英語教學的關係。
本研究採用調查研究法來進行。研究者以問卷調查新竹市國民中學101位英語教師教師內外在動機與其創意教學的關係、以及教師將創意教學運用在英文教學的哪些方面。研究發現:
1. 教師的內外在動機與創意英語教學顯著正相關
2. 教師的內在動機中,「挑戰」的平均數較高;外在動機則是「報酬」平均數較高。
3. 48位英語教師較常在教學策略上有所變化。而教師使用的創意教學方式包括:小組任務、不同教學形式、多媒體應用、日常生活議題、以及遊戲。
4. 51位英語教師在創意教學所面臨的問題有:進度壓力、學生參與度、學生以及程度差異。

The purpose of this study was to investigate the relationship between teachers’ motivation and creative English teaching. Creative teaching has been emphasized in second language instruction. Many English teachers have adopted or attempted to adopt creative strategies in their classroom teaching. However, it was not clear what drove teachers to change their original teaching approaches and take a different one. The study also investigated possible reasons based on motivation theories.
One hundred and one junior high English teachers from Hsinchu City were participated in this study. A questionnaire was designed and developed to understand teachers’ intrinsic and extrinsic motivation to adopt creative teaching, and what approaches had they employed in teaching different language skills.
The findings of this study included that (1) teachers’ intrinsic and extrinsic motivation is significantly correlated with creative English teaching. (2) The most important factor of intrinsic motivation was challenge, and that of extrinsic motivation was compensation. (3) Teachers adopted creative English teaching with an attempt to raise students’ learning interest. (4) Forty-eight out of 101 teachers responded that they varied the format of English teaching, including designing group tasks, differing teaching approaches, integrating multimedia, applying authentic materials, and playing games. (5) The difficulties that fifty-one out of 101 teachers encountered were course schedule, students’ participation, and students’ proficiency.

摘要 i
Abstract ii
Table of Contents v
List of Tables vii
List of Figures viii
Chapter 1 Introduction 1
1.1 Background of the Study 1
1.2 Purpose of the Study 3
1.3 Research Questions 4
1.4 Significance of the Study 4
1.5 Definition of Terms 5
1.6 Organization of the Study 6
Chapter 2 Literature Review 7
2.1 Motivation 7
2.1.1 Theoretical Framework of Motivation 7
2.1.2 Amabile’s Work Preference Inventory 8
2.1.3 Relevant Studies on Teachers’ Intrinsic and Extrinsic Motivation 9
2.2 Creative English Teaching 12
2.2.1 Empirical Studies on Creative English Teaching 15
2.3 The Relationship between Motivation and Creative English Teaching 16
Chapter 3 Methodology 19
3.1 Research Design 19
3.2 Participants 20
3.3 Instruments 21
3.4 Procedure 23
3.5 Data Collection 24
3.6 Data Analysis 25
Chapter 4 Results 27
4.1 Results of Participants’ Demographic Information 27
4.2 Teachers’ Motivation and Creative English Teaching 28
4.3 Sub-scales in Intrinsic Motivation and Extrinsic Motivation 30
4.4 Teachers’ Creative English Teaching 32
4.5 Teachers’ Difficulties 35
4.6 Summary 38
Chapter 5 Discussion, Conclusion, and Suggestion 41
5.1 Summary and Discussion of Research Findings 41
5.1.1 The Relationship among Intrinsic Motivation, Extrinsic Motivation, and Creative English Teaching 41
5.1.2 Intrinsic and Extrinsic Motivation Subscales Teachers Concerned the most 41
5.1.3 The Way Teachers Perceived Their Creative English Teaching 42
5.1.4 Difficulties Teachers Encountered in Adopting Creative English Teaching 43
5.2 Conclusion 44
5.3 Pedagogical Implications 45
5.4 Limitations of the Study and Suggestions for Future Studies 45
References 49
Appendix A: Questionnaire (Chinese Version) 55
Appendix B: Questionnaire (English Version) 61
Appendix C: Results of Intrinsic Motivation from the Questionnaire 66
Appendix D: Results of Extrinsic Motivation from the Questionnaire 68
Appendix E: Results of Creative English Teaching from the Questionnaire 70

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