臺灣博碩士論文加值系統

語言學習是一項需要激化個人認知能力和社交互動的複雜活動，語言學習策略是語言學習中特別重要的變數，它有助於學習也助於提高學習效率。不同程度的學習者都有其學習策略，只是每個人會使用的策略不盡相同，或是以不同的方式來使用某個策略。雖然許多研究已經對語言策略做了分門別類，但是這些分類通常是針對普羅大眾以及所有語言學習者，它並沒有區分這個語言是以學習母語亦或是其文化為目的，因此迄今還沒有專門為台灣英語學習者所創建的語言學習策略量表。
由於對英語文化的了解和文化變數會影響語言學習策略的應用，以及在語言學習策略理論家許多不同社會背景問卷調查中回應的驅使，本究主要的研究目的為製定一套台灣語言學習策略量表(TILLS)，以替代或補充語言學習策略量表(SILL)之不足。這種橫斷面混合型方法研究先收集質性數據，分析數據並將其作為調查的基礎，然後用於收集量性數據以進行探索性因素分析。
問卷的文字提示是從台灣南部、中部和北部共五所大學，共574位受訪者以及其中30位進行一對一訪談的受訪者中所收集來的資料，然後使用紮根理論研究法進行編碼。該分析產出了45種語言學習策略，涵蓋閱讀、寫作、聽力和口說以及詞彙和語法等技能。這些策略大多是直接策略，加上SILL量表中的21個間接學習策略，向來自台灣南部、中部和北部共9所學校的英語學習者進行含有66題語言策略與使用的問卷調查。
在完成的802份問卷中再針對其中575份歸類為中級熟練程度或以上之英語學習者做信度分析並進行探索性因子分析(EFA)。從SILL的項目分析出三種間接策略因素，分別是問題解決策略、社會情感策略和後設認知策略。經研究者分析還從學習者提出的策略中找到五個直接策略因素，分別是生產策略、面對面溝通策略、技術使用策略、多媒體使用策略和閱讀策略；由此產生了46項策略，其中有22項是在先前所提之問卷中尚未呈現的，而且許多策略與現代科技的發展與使用有關，例如網際網路和智慧手機的程式應用。
本研究發現台灣大學生確實在學習和使用英語上具獨特策略和策略因子，這些發現在台灣大學生如何使用和學習英語之議題上提供了更深入的了解。調查結果亦產出了第一版台灣語言學習策略量表(TILLS)，這是一份更全面，並對特定文化更適切的策略調查問卷，可補充或替代其他策略量表，包含SILL量表。

Language learning is a complex activity that requires an individual to both activate his/her cognition and interact socially. Language learning strategies are a particularly important variable in language learning; they both facilitate learning and make learning more effective. Learners of all levels use strategies, but they may use different strategies or use strategies in different ways. While much research has categorized and classified taxonomies of language learning strategies, these have often been drawn from generalized populations and aimed at all language learners regardless of L1 or culture. Thus, there is to date no language learning strategy inventory that was created specifically for Taiwanese learners of English.
Driven by the understanding that culture and cultural variables determine language learning strategy use and answering the call by language learning strategy theorists for more questionnaires based on different sociocultural backgrounds, the purpose of this research is to develop the Taiwanese Inventory of Language Learning Strategies (TILLS), which can act as either a replacement for or complement to the Strategy Inventory of Language Learning (SILL). This cross-sectional mixed-methods study began by collecting qualitative data, analyzing that data, and using it as the basis for a survey which was then used to collect quantitative data to perform an exploratory factor analysis (EFA).
Writing prompt data collected from 574 respondents and one-on-one interviews with an additional 30 respondents, all Taiwanese university students from five schools in southern, central, and northern Taiwan, were coded using a grounded theory approach. The analysis resulted in 45 language learning strategies across the four skills of reading, writing, listening, and speaking, as well as vocabulary and grammar. These strategies, which were mostly direct, were supplemented with the 21 indirect strategies from the SILL. A combined questionnaire of the 66 items was then given to English language learners at nine universities from southern, central, and northern Taiwan.
The resulting 802 completed questionnaires were refined to a dataset of 575 completed surveys from learners who self-rated their proficiency as intermediate or better. This dataset was tested for reliability and subjected to an exploratory factor analysis (EFA). The EFA resulted in three indirect strategy factors from the SILL items: Problem-solving strategies, Socio-affective strategies, and Metacognitive strategies. The EFA also found support for five direct strategy factors from the learner-generated strategies: Production strategies, Face-to-face Communication strategies, Technology Use strategies, Multimedia Use strategies, and Reading strategies. The resulting 46 strategies also revealed 22 unique strategies that are not represented on previous questionnaires, many of them pertaining to the use of modern technologies, such as the Internet and smartphone apps.
The research findings showed that Taiwanese university students do have unique strategies and strategy factors for learning and using the English language. These findings provide a more in-depth understanding of how Taiwanese university students use and learn English. The findings have also resulted in the first version of the Taiwanese Inventory of Language Learning Strategies (TILLS), which is a more robust and socioculturally-valid questionnaire that can be used in addition to or as a replacement for other strategy inventories, including the SILL.

中文摘要......................................................................................................................... i
Abstract ........................................................................................................................ iii
Acknowledgements ........................................................................................................ v
Table of Contents ......................................................................................................... vii
List of Tables ................................................................................................................ xi
List of Figures .............................................................................................................. xii
Chapter One Introduction .............................................................................................. 1
Background and Research Rationale ............................................................................. 3
Purpose of the Study ...................................................................................................... 5
Research Questions ........................................................................................................ 6
Significance of the Study ............................................................................................... 6
Definition of Terms........................................................................................................ 8
1. Language learning strategies.............................................................................. 8
2. Grounded theory approach ................................................................................. 8
3. Open coding ....................................................................................................... 9
4. Axial coding ....................................................................................................... 9
5. Selective coding ................................................................................................. 9
Overview of the Dissertation ....................................................................................... 10
Chapter Two Review of the Literature ........................................................................ 11
First Language Acquisition .......................................................................................... 11
Second and Foreign Language Learning ..................................................................... 13
Definitions of Language Learning Strategies .............................................................. 17
Alternate Definitions of Language Learning Strategies .............................................. 21

Taxonomies of Language Learning Strategies ............................................................ 22
Carton’s Taxonomy of Learning Strategies ............................................................. 22
Naiman et al.’s Taxonomy of Learning Strategies ................................................... 22
Bialystok’s Taxonomy of Learning Strategies ......................................................... 23
Rubin’s Taxonomy of Learning Strategies .............................................................. 23
Chamot and O’Malley’s Taxonomy of Learning Strategies .................................... 24
O’Malley et al.’s Taxonomy of Learning Strategies ................................................ 24
Oxford’s Taxonomy of Learning Strategies ............................................................. 25
Stern’s Taxonomy of Language Learning Strategies ............................................... 26
Cohen’s Taxonomy of Learner Strategies for Acquiring Speech Acts .................... 26
Oxford’s Reclassification of Language Learning Strategies ................................... 27
Summary of Language Learning Strategy Taxonomies .......................................... 28
Shortcomings of the SILL ............................................................................................ 28
Current Learning Strategy Assessment Scales ............................................................ 31
Studies of EFL Learners’ Learning Strategies in Taiwan ............................................ 34
Culture and Learning Strategies................................................................................... 38
Chapter Three Methodology ........................................................................................ 41
Participants ................................................................................................................... 41
Instruments ................................................................................................................... 42
Questionnaire Construction ..................................................................................... 42
Writing prompts. .................................................................................................. 42
Interviews. ............................................................................................................ 43
Scale design. ........................................................................................................ 44

Data Collection Procedures .......................................................................................... 45
Data Analysis ............................................................................................................... 46
Qualitative Coding ................................................................................................... 46
Quantitative Data Analysis ...................................................................................... 48
Pilot study .................................................................................................................... 49
Chapter Four Results and Discussion .......................................................................... 51
Preliminary Analysis .................................................................................................... 51
Data Screening ......................................................................................................... 51
Descriptive Statistics ................................................................................................ 52
Subject demographics. ......................................................................................... 52
Reliability. ............................................................................................................ 53
Scale item means.................................................................................................. 54
Exploratory Factor Analysis ........................................................................................ 55
Indirect Factors ........................................................................................................ 55
Direct Factors ........................................................................................................... 58
Discussion of the Results ............................................................................................. 63
Discussion of Indirect Factors ................................................................................. 63
Discussion of Direct Factors .................................................................................... 65
Discussion of The TILLS......................................................................................... 68
Chapter Five Conclusion.............................................................................................. 73
Overview and Summary .............................................................................................. 73
Implications of the Findings ........................................................................................ 75
Limitations of the Current Study ................................................................................. 77

Recommendations for Future Research ....................................................................... 78
Concluding Remarks .................................................................................................... 82
References .................................................................................................................... 83
Appendix A Writing Prompts ...................................................................................... 99
Appendix B Writing Prompts (Chinese version) ....................................................... 101
Appendix C Interview Guide ..................................................................................... 103
Appendix D Interview Guide (Chinese Version)....................................................... 105
Appendix E Qualitatively Elicited Strategies ............................................................ 107
Appendix F The Survey Distributed to Gather EFA Data ......................................... 114
Appendix G Additional Survey Items........................................................................ 116
Appendix H Informed Consent Sheet ........................................................................ 117
Appendix I The TILLS version 1.0 (Chinese) ........................................................... 118
Appendix J The TILLS version 1.0 (English) ........................................................... 120

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