臺灣博碩士論文加值系統

　　國小英語教育在台灣已推行超過十年了，卻少有文獻探究城鄉國小學生學習英語過程的內在知覺之差異。本研究觀察並比較屏東城市國小學生與鄉間國小學生的英語學習動機與自我調整策略學習。本研究總共採取128位來自城鄉地區的國小六年級學生。受試者們將需填寫問卷，並訪談分別來自城市與鄉間地區的6位國小學生。研究者使用量化和質性的研究工具去探討不同學習背景的城鄉國小學生之英語學習動機與自我調整策略使用的差異。本研究發現四個主要結果:第一，城鄉國小學生在自我學習評價的英語水平上有顯著差異；第二，小學生們普遍擁有較高的外在動機去學習英語，且城鄉國小學生在整體動機和內在動機上有統計學上的顯著差異，但在外在動機上沒有顯著的差異；第三，認知策略最常被小學生們使用，且城鄉國小學生在認知策略上有統計學上的顯著差異，然而，在自律學習上較沒有顯著的差異；第四，只有內在動機與自律學習有正相關影響，外在動機、認知策略與自律學習三者間彼此較無顯著影響。最後，根據本研究的結果，提供對未來研究的教學意義與建議。

　　English education at elementary schools has been carried out for more than 10 years in Taiwan, yet few studies have explored the differences between urban and rural elementary school students’ inner perceptions of the English learning process. This study thus investigates and compares English learning motivation and self-regulated learning strategies of both urban and rural elementary school students in Pingtung. The study recruited a total of one hundred and twenty-eight 6th graders from urban and rural elementary schools. The participants were invited to fill out a questionnaire, and six students each from urban and rural schools were then interviewed individually. The researcher utilized both qualitative and quantitative instruments to explore the differences between urban and rural students’ English learning motivation and self-regulated learning strategy use during the English learning process resulting from their different studying backgrounds. We discover four major findings. 1) The students from urban and rural schools differ in the level of self-evaluated English proficiency. 2) The students are in general extrinsically motivated to learn English, and there are significant differences between the two groups of students for general motivation and intrinsic motivation, whereas there is no significant effect of different regions on extrinsic motivation. 3) Cognitive learning strategies are used most often by the students, but there is a statistically significant difference between urban and rural students in such strategies. However, there is no statistically significant difference between urban and rural students in their self-regulation. 4) Only intrinsic motivation and self-regulation have a positively significant correlation, while there are no significant differences among cognitive strategy, intrinsic motivation, and extrinsic motivation. Finally, based on the results herein, the study offers pedagogical implications and suggestions for future research.

Acknowledgements　i
Abstract(Chinese)　ii
Abstract(English)　iii
Table of Contents　v
Tables　vii

CHAPTER 1　1
　Introduction　1
　　Problem Statement　5
　　Purpose of the study　6
　　Research Questions　7
　　Definitions of Terms　7
CHAPTER 2　10
　Review of the Literature　10
　　Motivation　10
　　Self-regulated Learning Strategy　14
　　Relationship Between Motivation and Self-regulated Learning Strategies　18
　　Differences in Academic Performance Between Urban and Rural Areas　22
　Summary　28
CHAPTER 3　29
　Methodology　29
　　Subjects　29
　　Instruments　30
　　Pilot Study　35
　　Procedures　36
　　Data Analysis　38
CHAPTER 4　40
　Results and Discussion　40
　　Research Question One　40
　　　Discussion　42
　　Research Question Two　42
　　　Discussion　52
　　Research Question Three　53
　　　Discussion　66
　　Research Question Four　68
　　　Discussion　68
CHAPTER 5　71
　Conclusions　71
　　Summary of the Major Findings　71
　　Pedagogical Implications　74
　　Limitation of the Study and Suggestion for Future Research　77
References　79
Appendix　88
　Appendix A: Questionnaire (Chinese)　88
　Appendix B: Questionnaire (English)　93
　Appendix C: Questions for Interviews　98

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