臺灣博碩士論文加值系統

本研究旨在探討以下五個面向。第一、台灣國中生英語學習動機取向。第二、台灣國中生對英語學習動機策略效果之觀感。第三、台灣英文老師上課使用英語學習動機策略的頻率以及探討哪些英語學習動機策略是學生認為有幫助但卻鮮少被老師使用的。第四、不同年級的學生對英語學習動機策略效果的觀感是否有差異。第五、學生英語學習動機取向和對英語學習動機策略效果之觀感兩者間的關係。研究對象為屏東市一所國中的270位國一和國二學生。研究工具包含兩份問卷:英語學習動機取向問卷和英語學習動機策略效果之觀感問卷。資料分析主要採用t考驗以及皮爾森相關分析。研究結果顯示:第一、學生最顯著的英語學習動機取向是「工具性英語學習動機取向」。而國一國二的學生在英語學習動機取向部分沒有顯著差異。第二、學生認為對於增進他們英語學習動機最有幫助的策略是「老師認可學生的努力」。第三、老師最常使用的英語學習動機策略為「建立合宜的師生關係」。學生認為若老師幫助他們「增進對第二語言文化、價值觀的了解」可以增加他們的英語學習動機，但結果顯示老師並不常這麼做。第四、國一和國二的學生一致認為「老師認可學生的努力」、「老師增進學生學習方面的自信心」以及「建立合宜的師生關係」，對於增加他們的英語學習動機最有幫助。第五、學生的「工具性學習動機取向」、「內在學習動機取向」和他們對每一項英語學習動機策略效果之觀感呈現顯著的正相關(工具性動機取向的r值介於.18到.38之間;內在動機取向的r值介於.25到.50之間)。而學生的「整合性學習動機取向」、「外在學習動機取向」也和大部分英語學習動機策略效果呈現顯著正相關(整合性學習動機取向的r值介於.19到.40之間;外在學習動機取向的r值介於.19到.31之間)。另一方面，學生的「要求學習動機取向」與兩項英語學習動機策略效果之觀感呈現顯著負相關:「增進學生目標導向的程度」(r = -.19)和「增進學生對第二語言文化、價值觀的了解」(r = -.20)。

學生的「無學習動機取向」與五項(共10項)英語學習動機策略效果之觀感呈現顯著的負相關(r值介於-.30到-.07之間)。本研究最後提出對英語教學及未來研究的建議。

The purpose of the present study was fivefold: (a) to explore Taiwanese junior high school students’ motivational orientations, (b) to examine Taiwanese junior high school students’ perceptions regarding various motivational strategies, (c) to investigate the frequency of teachers’ use of motivational strategies and the strategies being underused, (d) to examine whether students at different grade levels perceive motivational strategies differently, and (e) to explore how Taiwanese junior high school students’ motivational orientations relate to their perceptions concerning various motivational strategies. The participants of the present study were 270 junior high school students in Pingtung. The instruments used in this study included two sets of questionnaires: (1) a motivational orientation questionnaire and (2) a questionnaire investigating students’ perceptions on the effectiveness and the frequency of different motivational strategies. The collected data were analyzed mainly through a series of t-tests (one-sample, independent-sample, and paired-samples) and Pearson’s product-moment correlations. The results showed that the participants’ instrumental motivational orientation was the highest among the six motivational orientations. In addition, there was no significant difference between the 7th and the 8th graders with respect to the six types of motivational orientations. Recognizing students’ effort in learning was considered as the most effective motivational macrostrategy by the participants. The results also revealed that proper teacher behavior was the most frequently used motivational macrostrategy and familiarizing learners with L2-related values was the most underused motivational macrostrategy. Additionally, both the 7th and the 8th graders held similarly positive perceptions on three macrostrategies: proper teacher behavior, recognizing students’ effort in learning, and promoting learners’ self-confidence. The results of Pearson’s correlations showed that instrumental and intrinsic orientations were significantly positively correlated with all of the motivational macrostrategies (instrumental orientation: r ranging from .18 to .38; intrinsic orientation: r ranging from .25 to .50). Integrative orientation and extrinsic orientation were also significantly positively correlated with most of the motivational macrostrategies (integrative orientation: r ranging from .19 to .40; extrinsic orientation: r ranging from .19 to .31). On the other hand, requirement orientation had significantly negative and weak correlations with two of the macrostrategies: increasing learners’ goal-orientedness (r = -.19) and familiarizing learners with L2-related values (r = -.20). Amotivation orientation was significantly negatively correlated with five out of the 10 macrostrategies, with r ranging from -.30 to -.07. Discussion includes pedagogical implications and directions for future research.

Table of Contents
Acknowledgement iii
Tabel of Contents iv
List of Tables viii
List of Figures xv
Chinese Abstract xvii
English Abstract xix
Chapter 1 Introduction 1
Background of the Study 1
Statement of the Problems 2
Taiwanese Junior High School Students’ EFL
Learning Motivation 2
Students’ Perceptions of Motivational Strategies 4
Purpose of the Study 5
Significance of the Study 7
Organization of the Study 8
Definition of Terms 9
Motivational Orientation 9
Motivational Strategy 9
Chapter 2 Literature Review 11
Theoretical Construct of Second Language
Learning Motivation 11
Gardner’s Motivation Theory 12
Process-oriented Model 15
Self-determination Theory 19
Types of Motivational Orientations 20
Intrinsic and Extrinsic Motivational Orientations 21
Integrative and Instrumental Motivational Orientations 21
Amotivation Motivational Orientation 22
Requirement Motivational Orientation 22
Empirical Studies of Language Learning Motivational
Orientations and Motivation 23
Motivational Strategies 25
Significance of Motivational Strategies 25
Studies about Motivational Strategies in ESL/EFL Contexts 29
Chapter 3 Method 33
Participants 33
Instrument 34
Procedure of Data Collection 34
Part I of the Questionnaire 35
Part II of the Questionnaire 36
Pilot Study 38
Data Analysis 39
Chapter 4 Results 43
Taiwanese Junior High School Students’ EFL Learning
Motivational Orientations 43
Differences between the Seventh and the Eighth graders’
Motivational Orientations 52
English Teachers’ Use of Motivational Strategies Perceived
Effective by Taiwanese Junior High Students 53
The Frequency of Teachers Motivational Strategies Perceived by
Taiwanese Junior High Students 68
Underused motivational strategies 83
Differences in the Perceived Effectiveness of Motivational
Strategies between the Seventh and the Eighth Graders 94
Correlation between Students’ Motivational Orientations and the
Perceived Effectiveness of Motivational Strategies 106
Chapter 5 Discussion and Conclusion 111
Discussion 111
Conclusion 118
Pedagogical Implications 118
Limitations 120
Directions for Future Research 121
References 123
Appendix A 131
Appendix B 133
Appendix C 139
Appendix D 143

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