壹、中文部分
王素香(1995)。一位國小自然科教師班級氣氛形成因素之個案研究
(未出版之碩士論文)。國立高雄師範大學,高雄市。
王俊明(1980)。國小級任教師之領導行為對班級氣氛之影響(未出
版之碩士論文)。國立臺灣師範大學,台北市。
王為蜻(2014)。學習科技對國小學童自主學習態度與教師專業角色
認知之研究(未出版之碩士論文)。國立高雄師範大學,高雄。
行政院(2003)。挑戰2008年計劃。取自:
http://www.ey.gov.tw/Content_List.aspxn=D91B0214E3F6F056
呂美珠(2014)。情境學習與國小五年級學童英語學習興趣及學習成
就之相關研究──以新北市英速魔法學院闊瀨校區為例(未出版
之碩士論文)。臺北市立大學,台北市。
李介耀(2008)。國小校園英語生活環境對英語學習成就的影響:家
庭社經地位、城鄉別、合作學習與自我效能為干擾變項(未出版
之碩士論文)。國立彰化師範大學,彰化縣。
林秀芳(2012年6月)。視覺藝術結合英語教學對國小學童學習興趣
之影響。國立新竹教育大學藝術與設計學系2012 研究生論文研討會發表之論文,國立新竹教育大學。
吳武典(1971)。影響學生學習的因素。教育文摘,16(15),5。
余怡佳(2013)。國中生英語學習動機、自我效能、英語溝通意願及
英語學習成就之研究(未出版之碩士論文)。國立彰化師範大學,
彰化縣。
吳明清(2002)。教育研究-基本觀念與方法分析。台北:五南。
吳明隆 (2008)。 SPSS 統計運用學習與實務:問卷分析與應用統
計。台北:五南。
吳明隆、涂金堂(2005)。SPSS 與統計應用分析。台北: 五南圖書出
版股份有限公司。
吳怡親(2013)。運用聽說教學法提升台灣兒童英語溝通意願及口說
能力之研究(未出版之碩士論文)。南台科技大學,台南市。
李桂枝(2013)。多元智能英語教學模組對國小學童學習興趣及學習
成效之影響(未出版之碩士論文)。國立東華大學,花蓮縣。
林毓霜(2011)。行動電話輔助之任務型教學活動對國小學童英語溝
通意願的影響(未出版之碩士論文)。國立臺北教育大學,台北
市。
谷祖蕙(2013)。國小中、高年級學生知覺教室環境與快樂學習之關
聯性研究-以桃園縣為例(未出版之碩士論文)。銘傳大學,台北
市。
吳清山(2014年9月)。國際化潮流下的國小外語學習─專訪教育部
國民及學前教育署署長吳清山。語言之道,3,2-6。
吳福源(2000)。國民小學優良教師與一般教師之班級氣氛比較研究。
花蓮師院學報,10,171-195。
施如樺(2006)。國小學童英語學習環境及其學習動機之相關研究(未
出版之碩士論文)。國立臺北教育大學,台北市。
施佑賢(2014)。彰化縣國中英語科教師班級經營類型語學生學習興
趣之關係(未出版之碩士論文)。國立彰化師範大學,彰化縣。
徐貞美(1991)。英語課與教室管理。英語教學,16(2),35-44。項必蒂(1979)。高級中學教材、年級暨學生性別與班級氣氛的關係
(未出版之碩士論文)。國立政治大學,台北市。
教育部國民及學前教育署(2008)。國民中小學九年一貫課程綱要語
文學習領域(英語)。取自:
http://teach.eje.edu.tw/9CC2/9cc_97.php?header
陳芸珊(2007)。國中小學生自主學習策略之使用及其影響因素之研
究(未出版之碩士論文)。臺北市立教育大學,台北市。
陳奎憙(1980)。教育社會學。臺北市:三民。
張美雲、王新燕、趙成亮(2005)。自主學習。福建省:福建教育出
版社。
陳茜茹(1995)。班級氣氛與兒童生活適應和學業成就之關係研究(未
出版之碩士論文)。台北市立師範學院,台北市。
張純瑗(2007)。網路學習環境中自主學習策略與學習成效之相關研
究—以國小三年級自然科為例(未出版之碩士論文)。臺北市立
教育大學,台北市。
張修榕(2014)。臺灣學生在不同社群媒體中的英語溝通意願(未出
版之碩士論文)。國立臺灣師範大學,台北市。
陳密桃(1993)。班級氣氛之引導與塑造。南投文教,5,29-32。
郭瑞珍(2011)。國中生英語學習動機、英語使用、英語溝通意願及
英語學習成就之研究(未出版之碩士論文)。國立彰化師範大學,
彰化縣。
陳嬿伊(2008)。屏東縣國小六年級學童知覺班級氣氛與學習動機關
係之研究(未出版之碩士論文)。國立屏東教育大學,屏東縣。
黃幼君(2004)。台灣大一學生於大一英文課堂中英語學習動機、溝
通意願、溝通頻率之研究(未出版之碩士論文)。東海大學,台
中市。
邱姵瑜(2011)。國小學童學習環境與數學學業成就之研究(未出版
之碩士論文)。國立高雄師範大學,高雄市。
楊達和(2014)。科技人士英語學習動機、英語使用、英語溝通意願
及英語能力之研究(未出版之碩士論文)。國立彰化師範大學,
彰化縣。
楊榮祥(1997)。中小學科學教室環境影響之本質與其影響因素。臺
北市:國家科學委員會微縮小組。
蘇伊鈴(2007)。高雄縣國小學童英語學習環境與學習動機關係之研
究(未出版之碩士論文)。國立臺東大學,台東縣。
劉坤桐(2009)。宜蘭縣國小高年級導師領導風格、班級氣氛與學生
學習動機之相關研究(未出版之碩士論文)。佛光大學,宜蘭縣。
蔡怡萱(2015)。運用「國際教育文化學習課程主題」融入國小五年
級英語教學提升學生文化覺識與英語學習興趣之行動研究(未出
版之碩士論文)。國立臺中教育大學,台中市。
劉唯玉(2004)。多元智慧與原住民教育研究。臺北市:五南。
鄭瑞洲、洪振方、黃台珠(2011)。情境興趣--制式與非正式課程科學
學習的交會點。科學教育,340,2-10。
貳、英文部分
Asher, S. R. (1980). Topic interest and children's reading
comprehension. Theoretical Issues in Reading Comprehension,
525-534.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ:
Prentice-Hall.
Barkley, R. A. (2004). Adolescents with attention-deficit/hyperactivity
disorder: An overview of empirically based treatments. Journal of
Psychiatric Practice,10(1), 39-56.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable
distinction in social psychological research: Conceptual, strategic,
and statistical considerations. Journal of Personality and Social
Psychology, 51(6), 1173-1182.
Bekker, M. H. J., & Assen, M. A. L. M. (2008).
Autonomy-connectedness and gender. Sex Roles, 59(3), 532-544.
Benson, P. (1997). The philosophy and politics of learner
autonomy. Autonomy and Independence in Language Learning, 7,
18-34.
Benson, P. (2001). Teaching and Researching Autonomy in Language
Learning. Harlow, England: Longman/Pearson Education.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced
by researchers, policy makers, educators, teachers, and s tudents. Learning and Instruction, 7(2), 161-186.
Bull, S., Feldman, P., & Solity, J. (2013). Classroom management:
Principles to Practice. New York, NY: Routledge.
Burgoon, J. K. (1976). The unwillingness‐to‐communicate scale:
Development and validation. Communications Monographs, 43(1),
60-69.
Chen, H. I., & Pan, H. H. (2015). Learner Autonomy and the Use of
Language Learning Strategies in a Taiwanese Junior High
School. Journal of Studies in Education, 5(1), 52-64.
Combs, A. W. (1962). Motivation and the growth of self: In perceiving
behaving, and learning. Association for supervision and curriculum
development yearbook. Washington, D.C.: The Association.
Confessore, G. J., & Park, E. (2004). Factor validation of the Learner
Autonomy Profile, version 3.0 and extraction of the short form.
International Journal of Self-directed Learning, 1(1), 39–58.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner
beliefs.System, 23(2), 195-205.
Darom, E. & Rich, Y. (1988). Sex differences in attitudes toward school:
Student self-reports and teacher perceptions. British Journal of
Educational Psychology, 58, 350-355.
Dörnyei, Z. (2002). The motivational basis of language learning tasks. In
P. Robinson (Ed.), Individual Differences and Instructed Language
Learning (pp. 137-158). Amsterdam, Netherlands: John Benjamins
Publishing Company.
Dörnyei, Z., & Kormos, J. (2000). The role of individual and social
variables in oral task performance. Language Teaching Research, 4
(3), 275-300.
Egel, I. P. (2009). Learner autonomy in the language classroom: From
teacher dependency to learner independency. Procedia-Social and
Behavioral Sciences, 1(1), 2023-2026.
Fell, E. A. P. (1986). The relationship between teachers’ personality
preference types and fifth grade students’ perceptions of the
classroom psychosocial climate (behavior characteristics). The
university of Alabama Degree:EDD.(DAO:AAC 8600755).
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new era
of cognitive-developmental inquiry. American Psychologist, 34,
906-911.
Fraser, B. J. (1986). Classroom environment. London, England: Croom
Helm.
Fraser, B. J. (1998). Science learning environments: Assessment, effects
and determinants. In B.J. Fraser & K.G. Tobin (Eds.), International
handbook of science education (pp. 527–564). Dordrecht, The
Netherlands: Kluwer.
Fraser, B.J., Anderson, G.J. &Walberg, H.J. (1982). Assessment of
learning environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI) (3rd vers.). Perth, Australia: Western Australian Institute of Technology.
Fraser, B. J., & Fisher, D. L. (1986). Using short forms of classroom
climate instruments to assess and improve classroom psychosocial
environment. Journal of Research in Science Teaching, 23(5),
387-413.
Getzels, J. W., & Thelen, H. A. (1972). A conceptual framework for the
study of the classroom group as a social system. In A. Morrison, &
D. Mcintyre (Eds.), The social psychology of teaching. New York,
NY: Penguin.
Ghonsooly, B., Hosseini Fatemi, A., & Khajavy Fadafen, G. H. (2013).
Examining the relationship between willingness to communicate in English, communication confidence and classroom environment. International Journal of Research Studies in Educational Technology, 3(1), 63-71
Gökgöz, B. (2008). An Investigation of Learner Autonomy and Strategies
for Coping with Speaking Problems in Relation to Sucess in English
Speaking Classes (Doctoral dissertation, Middle East Technical
University, Turkish). Retrieved from
https://etd.lib.metu.edu.tr/upload/12609846/index.pdf
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical
considerations. Educational Psychology Review, 13(3), 191-209.
Hidi, S., & Baird, W. (1986). Interestingness-A neglected variable in
discourse processing. Cognitive Science, 10(2), 179-194.
Hidi, S., & Berndorff, D. (1998). Situational interest and learning. In L.
Hoffman, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest
and learning: Proceedings of the Seeon conference on interest and
gender (pp.74–90). Kiel, Germany: IPN.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically
unmotivated: A critical issue for the 21st century. Review of
Educational Research, 70(2), 151-179.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest
development. Educational Psychologist, 41(2), 111-127.
Holec, H. (1981). Autonomy and foreign language learning. Oxford
England: Pergamon.
Ikonen, A. (2013). Promotion of learner autonomy in the EFL classroom:
the students' view. (Matser’s thesis, University of Jyväskylä,
Finland). Retrieved from
http://urn.fi/URN:NBN:fi:jyu-201312102771
Insel, P. M., & Moos, R. H. (1974). Psychological environments:
Expanding the scope of human ecology. American
Psychologist, 29(3), 179.
Izard, C. E. (1977). Human emotions. New York, NY: Plenum Press
Izard, C. E., & Ackerman, B. P. (2000). Motivational, organizational, and
regulatory functions of discrete emotions. In M. Lewis & J. M.
Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253-
264). New York, NY: Guilford.
Khaki, S. (2013). The Relationship between Learner Autonomy and
Willingness to Communicate (WTC) in Iranian EFL
Learners. International Journal of Applied Linguistics and English
Literature, 2(5), 97-109.
Krapp, A. (1999). Interest, motivation and learning: An
educational-psychological perspective. European Journal of
Psychology in Education, 14, 23-40.
Krapp, A., Hidi, S., and Renninger, K. A. (1992). Interest, learning and
development. In Renninger, A., Hidi, S., and Krapp, A. (Eds.), The
Role of Interest in Learning and Development, Hillsdale,
NJ: Lawrence Erlbaum Associates.
Lewin,K.(1936). Principles of Topological Psychology, New York, NY:
McGrawHill.
Little, D. (1991). Learner autonomy: Definitions, issues and problems.
Dublin, Ireland: Authentik.
Little, D. (2007). Language learner autonomy: Some fundamental
considerations revisited. International Journal of Innovation in
Language Learning and Teaching, 1(1), 14-29.
Littlewood, W. (1996). “Autonomy”: An anatomy and a
framework. System, 24(4), 427-435.
Littlewood, W. (1999). Defining and developing autonomy in East Asian
contexts. Applied linguistics, 20(1), 71-94.
Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus
design. TESOL Quarterly, 26, 27-56.
Long, M., & Robinson, P. (1998). Focus on form: Theory, research,
practice. In C. Doughty & J. Williams (Eds.), Focus on form in
classroom second language acquisition (pp. 15-41). New York, NY:
Cambridge: Cambridge University Press.
MacIntyre, P. (1994). Variables underlying willingness to communicate –
A causal analysis. Communication Research Reports, 11(2),
135-142.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001).
Willingness to communicate, social support, and languagelearning
orientations of immersion students. Studies in Second Language
Acquisition, 23, 369-388.
MacIntyre, P., Baker, S., Clément, R., & Donovan, L. (2003). Talking in
order to learn: Willingness to communicate and intensive language
programs.Canadian Modern Language Review, 59(4), 589-608.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as
predictors of second language communication. Journal of Language
and Social Psychology, 15(1), 3-26.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998).
Conceptualizing willingness to communicate in a L2: A situational
model of L2 confidence and affiliation. The Modern Language
Journal, 82(4), 545-562.
McCroskey, J. C. (1992). Reliability and validity of the willingness to
communicate scale. Communication Quarterly, 40(1), 16-25.
McCroskey, J. C., & Baer, J. E. (1985, November). Willingness to
communicate: The construct and its measurement. Paper presented
at the Annual Meeting of the Speech Communication Association,
Denver, CO.
McCroskey, J. C., & Richmond, V. P. (1982). Communication
apprehension and shyness: Conceptual and operational
distinctions. Communication Studies, 33(3), 458-468.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to
communicate: A cognitive view. Journal of Social Behavior and
Personality,5(2), 19 - 44.
Mitchell, M. (1993). Situational Interest: Its multifaceted structure in the
secondary school mathematics classroom. Journal of Educational
Psychology, 85(3) , 424–436.
Moos, R. H. (1973). Conceptualizations of human environments.
American Psychologist, 28(8), 652-665.
Moos, R. H. (1979). Evaluating educational environments. SanFrancisco,
CA: Jossey Bass Publishers.
Mortensen, C. D., Arntson, P. H., & Lustig, M. (1977). The measurement
of verbal predispositions: Scale development and
application. Human Communication Research, 3(2), 146-158.
Murray, H. A. (1938). Explorations in personality: A clinical and
experimental study of fifty men of college age. New York, NY:
Oxford University Press.
Nunan, D. (1993). Task-based syllabus design: Selecting, grading and
sequencing of tasks. In G. Crookes & S. Gass (Eds.), Tasks in
pedagogical context (pp. 55-68). Clevedon, England: Multilingual
Matters.
Nunan, D. (1995). Closing the gap between learning and
instruction. TESOL Quarterly, 29(1), 133-158.
Peng, J. (2007). Willingness to communicate in the Chinese EFL
classroom: A cultural perspective. In J. Liu (Ed.), English language
teaching in China: New approaches, perspectives, and standards.
London, England: Continuum.
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in
English: A model in the Chinese EFL classroom context. Language
Learning, 60(4), 834-876.
Reinders, H. (2010). Towards a classroom pedagogy for learner
autonomy: A framework of independent language learning skills.
Australian Journal of Teacher Education, 35(5), 40-55.
Renninger, K. A. (1989). Individual differences in children’s play interest.
In L. T.Winegar (Ed.), Social interaction and the development of
children’s understanding (pp. 147-172). Norwood, NJ: Ablex.
Renninger, K. A. (1990). Children’s play interests, representation, and
activity. In R. Fivush&K. Hudson (Eds.), Knowing and
remembering in young children (pp. 127-165). New York, NY:
Cambridge University Press.
Renninger, K. A. (2000). Individual interest and its implications for
understanding intrinsic motivation. In C. Sansone & J.M.
Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search
for optimal motivation and performance (pp. 375-407). New York,
NY: Academic.
Renninger, K. A., & Hidi, S. (2002). Student interest and achievement:
Developmental issues raised by a case study. In A. Wigfield & J. S.
Eccles (Eds.), Development of achievement motivation (pp.
173-195). New York, NY: Academic.
Renninger, K. A., & Shumar, W. (2002). Community building with and
for teachers: The Math Forum as a resource for teacher professional
development. In K. A. Renninger&W. Shumar (Eds.), Building
virtual communities: Learning and change in cyberspace (pp.
60-95). New York, NY: Cambridge University Press.
Renninger, K. A., Sinclair, N., Hand, V. M., Stohl, H., Alejandre, S., &
Underwood, J. S. (2004, June). Students’ interest for and work with
appletenhanced word problems. In Proceedings of the 6th
international conference on Learning sciences (pp. 629-629).
International Society of the Learning Sciences, Los Angeles, CA.
Sallinen- Kuparinen, A., McCroskey, L. E., & Richmond V. P. (1991).
Willingness to communicate, communication apprehension,
introversion and self-reported communication competence: Finish
and American comparisons. Communication Research Reports, 8,
55-64.
Schiefele, U. (1991). Interest, learning, and motivation. Educational
Psychologist, 26, 299–323.
Schiefele, U. (1999). Interest and learning from text. Scientific Studies
Reading, 3, 257–280.
Schiefele, U., & Krapp, A. (1996). Topic interest and free recall of
expository test. Learning and Individual Differences, 8, 141-160.
Schiefele, U., Krapp, A., & Winteler, A. (1988, April). Conceptualization
and Measurement of Interest. Paper presented at the Annual Meeting
of the American Educational Research Association, New Orleans,
USA.
Schraw, G., & Lehman, S. (2001). Situational interest: A review of the
literature and directions for future research. Educational Psychology
Review, 13(1), 23-52.
Simic, M., Tanaka, T., & 田中共子. (2008). Language context in the
willingness to communicate research works: A review. 岡山大学大
学院社会文化科学研究科紀要, 26(1), 71-88.
Smith, R. (2008). Learner autonomy. Elt Journal, 62(4), 395-397.
Stern, H. H. (1975). What can we learn from the good language
learner? Canadian Modern Language Review, 31,304-318.
Trickett, E. J., & Moos, R. H. (1973). Social environment of junior high
and high school classrooms. Journal of Educational
Psychology, 65(1), 93-102.
Vancouver, J. B. (2005). The depth of history and explanation as benefit
and bane for psychological control theories. Journal of Applied
Psychology, 90(1), 38-52.
Varol, B., & Yilmaz, S. (2010). Similarities and differences between
female and male learners: Inside and outside class autonomous
language learning activities. Procedia Social and Behavioral
Sciences, 3, 237-344.
Walberg, H.J., & Anderson, G.J. (1968). Classroom climate and
individual learning. Journal of Educational Psychology, 59,
414–419.
Weaver, C. (2005). Using the Rasch Model to Develop a Measure of
Second Language Learners’ Willingness to Communicate within a
Language Classroom. Journal of Applied Measurement, 6(4),
396–415.
Weaver, C. (2009). Willingness to Communicate: A Mediating Factor in
the Interaction between Learners and Tasks. In Van den Branden, K.,
Van Gorp, K., & Verhelst, M. (Eds.). Tasks in action: Task-based
language education from a classroom-based perspective (pp.
153-187). Newcastle upon Tyne, England: Cambridge Scholars
Publishing.
Weaver, S. J., & Cohen, A. D. (1994). Making learning strategy
instruction a reality in the foreign language curriculum. Faces in a
crowd: The individual learner in multisection courses, 285-323.
Welch, W. W., & Walberg, H. J. (1968). A design for curriculum
evaluation. Science Education, 52(1), 10-16.
Wen, W. P., & Clément, R. (2003). A Chinese conceptualisation of
willingness to communicate in ESL. Language Culture and
Curriculum, 16(1), 18-38.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. New
York, NY: Prentice Hall.
Wilson, B. G. (1995). Metaphors for instruction: Why we talk about
learning environments. Educational Technology-Saddle Brook
NJ-, 35, 25-25.
Yashima, T. (2002). Willingness to communicate in a second language:
The Japanese EFL context. The Modern Language Journal, 86(1),
54-66.
Zeng, Y., & Tan, H. (2014, May). A Review of WTC Research in L2 and
its Pedagogical Implications. Paper presented in International
Conference on Education, Language, Art and Intercultural
Communication , Zhengzhou, China.
Zhang, L. X., & Li, X. X. (2004). A comparative study on learner
autonomy between Chinese students and West European students.
Foreign Language World, 4(2), 15-23.