臺灣博碩士論文加值系統

在臺灣，對於將英語視為外語來學習的年輕初學者(小學生)來說，缺乏動機是個關鍵因素。本研究的目的是要探究，用動機理論當中DMCs方法的架構來設計英語的學習活動，看這樣的活動是否可以引起小學生學習英語的動機。在這個架構之下，研究者設計與外國同儕進行社會互動做為主要的學習活動，試圖來激發他們學習英語的動機。研究對象為在臺灣的15位三年級國小學生，讓他們透過寫信或卡片的方式，與一所位在美國小學裡而且同樣是15位三年級的學生交朋友。為了讓美國的朋友知道自己寫的內容，那些三年級的學生被激勵著盡力去學習英語，並在信件中與卡片上寫出關於自己日常生活的英文句子。在這個研究中，研究者除了進行一對一訪談以及研究者的觀察日記之外，還在學生寫給外國朋友的英語內容中，選取前稿以及後稿作質性的比較分析，以瞭解學生在英語學習上的改善程度。研究分析採用質性演繹式內容分析，結果顯示學生的英語學習動機普遍都有提升；另外，從指標性的學生的前後稿比較後，我們也可以發現他們英語程度上的進步。

Lacking motivation is the key factor for young beginners (primary school students) to learn English as a foreign language (EFL) in Taiwan. The purpose of this study was to investigate if Directed Motivational Currents (DMCs) model could trigger EFL learners’ motivation on EFL learning. In this model, social interaction with foreign peers was designed as the main strategy to trigger young EFL learner’ motivation. A sample of 15 3rd graders in Taiwan was motivated to make friends with 15 native speakers of English from a primary school in the U.S.A. To make foreign peers understand what they wrote, the 3rd graders were motivated and tried their best to learn the target language, English, and write English sentences on the letters and cards about their daily life experiences. Data was collected not only from one-on-one interviews and observation journeys, but also the first drafts and the last drafts of these primary school students’ letter writing for the understanding of the students’ progress in English learning. Deductive content analysis was used for analyzing the data and the results indicated that learning activities of “directed motivational currents” (DCMs) model could raise the motivation of these primary school students. In addition, the improvement in their EFL learning could be found after the comparison between the first and the last drafts.

摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES v
LIST OF FIGURES vi
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 3
1.3 Purposes of the Study and Research Questions 3
1.4 Significance of the Study 4
1.5 Definition of Terms 5
CHAPTER TWO LITERATURE REVIEW 6
2.1 Developmental Trends in Motivation of Language Learning 6
2.1.1 Social-psychological Motivational Study 6
2.1.2 Directed Motivational Currents 9
2.1.3 Other Related Studies on EFL Primary School Students’ Motivation 12
2.2 Peer Interaction and Motivation 15
CHAPTER THREE METHODOLOGY 17
3.1 Participants 17
3.2 The Design of the Study 19
3.2.1 Writing English Cards and Letters to Foreign Peers 22
3.2.2 Receiving English Cards and Letters from Foreign Peers 24
3.2.3 Making an English Film for Foreign Peers 24
3.3 Procedure of Data Collection 25
3.4 Procedure of Data Analysis 27
3.5 Assessing Trustworthiness 29
CHAPTER FOUR RESULTS AND DISCUSSIONS 30
4.1 Introduction 30
4.2 Background Information 30
4.3 The Dimensions of DMCs 35
4.4 The Effects of Social Interaction with Foreign Peers on Young EFL Primary Students’ EFL Learning 37
4.5 The Improvement of Young EFL Primary School Students’ Learning after Social Interaction with Foreign Peers 38
4.5.1 The Contents of EFL Primary Students’ drafts 38
4.5.2 The EFL Primary School Students’ Reflection from the Interview and Observation Journey 43
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS 45
5.1 Discussion and Conclusion 45
5.1.1 Interaction with Foreign Peers Triggered EFL Primary School Students’ Motivation in Learning 45
5.2 Limitation of the Study 49
5.3 Suggestions for the Future Study 49
REFERENCES 52

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