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研究生:奈皮魯
研究生(外文):Andi Pangihutan Napitupulu
論文名稱:英語學習動機與需求之分析:以在台灣的印尼外籍勞工為研究對象
論文名稱(外文):An Analysis of English-Learning Motivation and Needs:Focusing on Indonesian Migrant Workers in Taiwan
指導教授:陳怡蓁陳怡蓁引用關係
指導教授(外文):Yi-Chen Chen
口試委員:柯宜中林和蕙
口試委員(外文):I-Chung KeHo-Hui Lin
口試日期:June 9th, 2017
學位類別:碩士
校院名稱:元智大學
系所名稱:應用外語學系
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:2017
畢業學年度:105
語文別:英文
論文頁數:83
中文關鍵詞:學習動機工具性學習動機整合性學習動機需求以英語為外語移民勞工
外文關鍵詞:motivationinstrumental motivationintegrative motivationneedsEFLmigrant workers
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在印尼,英語已由官方認定為第一外語。有鑑於英語在國際間的重要性,印尼政府將英語列為小學至大專院校的必修課程。然而,有許多印尼人由於一些因素而無法升上大學,必須就職海外。而移居各國的印尼勞工中,人數最多的地區為台灣。為了因應這樣的情形,印尼公開大學(IOU)在台灣為沒時間到教室和老師面對面上課的印尼公民提供高等教育機會。為了使該大學之課程越來越進步,並協助在台工作之印尼勞工,本研究分析在台工作之印尼勞工的英語學習動機與需求。研究對象為20名在印尼公開大學台灣分校學習英語的印尼勞工;研究方法則包括兩份問卷以及各別訪談。其中一份問卷改編自1985年Gardner的態度與動機測試量表(AMTB);另一份英語課程需求的問卷則是改編自曹氏教授的研究(2008)。所有參與問卷調查者皆要求要完成兩份問卷。有10位參與者自願參與訪談,訪談問題根據Yuet 教授的研究(2008)再稍做修改而成。兩份問卷的結果是用量化研究方法去做分析;至於各別訪談則是用質化分析進行探討。研究結果顯示多數印尼勞工其學習英語的動力為工具性學習動機;若要改善並提升印尼公開大學台灣分校之英語課程品質,了解學習者的學習動機是很重要的一環。此外,尤其是在這個英語為全球共同語言的社會中,這項研究結果也能對全球所有移民勞工有所裨益。

關鍵字:學習動機、工具性學習動機、整合性學習動機、需求、以英語為外語、移民勞工。
English has been officially considered to be the first foreign language in Indonesia (Dardjowidjojo as citied in Rini, 2014). Since English is important, therefore English has been a required subject from primary school to university in Indonesia. However, many Indonesians could not continue their study to the university and go overseas to work to meet ends. The first largest number of Indonesian migrant workers is employed in Taiwan (http://focustaiwan.tw, 2016). In response to this situation, Indonesia Open University (IOU) in Taiwan provided opportunities to get the tertiary education for Indonesian citizens who did not have time for the traditional face-to-face classroom learning. For the purpose of improving the curriculum of IOU and assisting Indonesian migrant workers in Taiwan, the present study was to analyze the English-learning motivation and needs of Indonesian migrant workers in Taiwan. The participants were 20 Indonesian migrant workers who are learning English in IOU in Taiwan. The instruments of this study included two questionnaires and an interview. One questionnaire was adapted from Gardner (1985)’s Attitude Motivation Test Battery (AMTB), and the other questionnaire of needs for English curriculum was adopted from Tsao’s study (2008). All the participants were asked to complete both questionnaires; as for interview, ten out of the 20 participants answered the interview questions that were modified based on Yuet’s study (2008). The results of the two questionnaires were analyzed by quantitative approach, while the qualitative analysis is conducted through the interview. The findings indicate that majority of the Indonesian migrant workers’ motivation in learning English is instrumental motivation. It is also found that identifying the participants’ motivation is a crucial step to enhance and improve the English curriculum in Indonesia Open University in Taiwan. Moreover, the results can be contributed for migrant workers in globalized world where English is the lingua franca.

Keywords: motivation, instrumental motivation, integrative motivation, needs, EFL, migrant workers.
CHINESE ABSTRACT i
ENGLISH ABSTRACT iii
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vii
LIST OF TABLES x
CHAPTER ONE INTRODUCTION 1
1.1 Background of Research 1
1.2 The Research Questions 6
1.3 The Significance of Study 6
1.4 Operational Definitions 7
1.4.1 Motivation 7
1.4.2 Migrant Workers 7
CHAPTER TWO LITERATURE REVIEW 9
2.1 Motivation 9
2.1.1 Motivation Models 10
2.1.1.1 Gardner Model 10
2.1.1.2 Deci and Ryan Model 11
2.1.2 Sources of Motivation 11
2.1.3 Factors Motivation 12
2.1.3.1 Internal Factors 12
2.1.3.2 External Factors 13
2.1.4 Summary 15
2.2 English as Global Language 15
2.2.1 English as Lingua Franca 16
2.2.2 English in Indonesia 16
2.3 Indonesian migrant Workers in Taiwan 17
2.3.1 Summary 18
CHAPTER THREE METHODOLOGY 20
3.1 Research Design 20
3.2 Participants 20
3.3 Instruments 22
3.3.1 Questionnaires 22
3.3.2 Interview 23
3.4 Procedure 23
3.5 Technique of Analyzing Data 24
CHAPTER FOUR RESULTS AND FINDINGS 26
4.1 Participants’ Information 26
4.2 Participants’ Motivation in Learning English as a Foreign Language 27
4.2.1 Instrumental Motivation Frequencies Statistics 27
4.2.2 Integrative Motivation Frequencies Statistics 31
4.3 Participants’ Needs in Learning English as a Foreign Language 35
4.4 Reasons and Needs in Learning English 36
4.4.1 Reasons of the Participants in Learning English 37
4.4.1.1 Reason to enjoy learning English 37
4.4.1.2 Reason of choosing English Department 39
4.4.1.3 Reason that English is a useful language for migrant workers in Taiwan 42
4.4.1.4 Reason that the participants do not affect their motivation about people opinion who do not get a job after you graduate from English Department 45
4.4.1.5 Reason that people encourage the participants in learning English 48
4.4.1.6 Reason that English movie or song can improve their English 50
4.4.1.7 Reason that the participants did not have enough opportunities in learning English outside of Indonesia Open University in Taiwan 51
4.4.1.8 Reason that the participants wanted to continue their education in an English speaking country, e.g., America, Australia, New Zealand, USA or Canada 53
4.4.2 Needs in Learning English 56
4.4.2.1 Curriculum in Indonesia Open University in Taiwan 56
4.4.2.2 English teacher in Indonesia Open University 59
4.4.2.3 Language skill in learning English 60
4.4.2.4 Preparation in learning English to live and work in English speaking country 62
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS 64
5.1 Discussion of Research Findings 64
5.2 The Limitation of Study 66
5.3 Pedagogical Implications 66
5.4 Suggestion for Future Research 67
REFERENCES 69
APPENDIXES 75
Appendix 1: Questionnaire 75
Appendix 2: Interview section 81
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