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中文論文名稱 臺灣學生對語練課上課堂活動的觀感及其英語學習動機之研究: 以大一學生為例
英文論文名稱 TAIWAN EFL LEARNERS’ PERCEPTION OF CLASSROOM ACTIVITIES IN LANGUAGE DRILL COURSE AND MOTIVATION: A CASE STUDY OF UNIVERSITY FRESHMEN
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 95
學期 1
出版年 96
研究生中文姓名 黃立珺
研究生英文姓名 Li-Chun Huang
學號 692010555
學位類別 碩士
語文別 英文
口試日期 2007-01-08
論文頁數 147頁
口試委員 指導教授-范瑞玲
委員-陳純音
委員-陳秀潔
中文關鍵字 英語學習動機  內在動機強度  課堂活動 
英文關鍵字 English learning motivation  the intensity of intrinsic motivation  classroom activity 
學科別分類 學科別人文學語言文學
中文摘要 以英語為第二語言或外語的學習者,其學習過程中,會受到諸多原因影響,如學習者本身的年齡、母語、教學者的特質、外在環境等等。本研究旨在探討大一學生之英語學習動機與課堂活動之間的相關性,共包含三個主要方向: (1) 學生的英語學習動機,(2) 學生認為最能影響其學習動機的課堂活動, 及(3) 學生對語練課上課堂活動的看法與他們的學習動機之間的相關性。 課堂活動以大一語練課上所實施過的課堂活動為主。研究主要採用問卷調查及個別訪談的方式進行,對象為北部某私立大學1020名大一學生。問卷包含兩個部分,第一部分在調查學生的英語學習內在動機強度,第二部分在調查最能影響學生學習動機的課堂活動。訪談部分由1020名學生中隨機挑選12名學生,男女生各6名,分別代表三個學習成就(高、中、低), 以面對面方式進行。訪談的問題皆為開放性問題,針對本研究要調查的兩大方向,請訪談學生詳細說明回答。
研究結果發現如下: (一) 女學生、外語學院學生及高程度班學生較男學生、其他學院學生及中低程度班學生有較強烈的英語學習動機, (二) 根據1020名學生回答問卷中的第二部分,電影欣賞為最能影響學生學習動機的課堂活動,依序為聽英文歌曲或歌詞填空,及圖片、聽力內容配對; 而最不能影響學生學習動機的活動為用中文問同學問題, (三) 由學生的問卷結果分析得知,學生對課堂活動的看法及他們的學習動機之間有顯著相關性。意即學生如果對課堂活動感到有興趣,將可能提昇他們的學習動機。
根據本研究得到的結果,建議教師們應特別針對學習動機較弱的學生增強他們的學習興趣,例如實施較能正向影響學生學習動機的課堂活動,像看外國電影等等。此外,由於學生對課堂活動的看法及他們的學習動機之間有顯著相關性,本研究亦建議教師們在選用課堂活動時應特別注意,以期能使學生在活動中有效的提昇學習動機。
英文摘要 There are many factors that could influence students’ language learning achievement, and among them, motivation has been considered as an influential factor for learners’ language achievement since it provides the driving forces to initiate a second- or foreign- language learning (Warden, et. al 2000; Dörnyei, 1994; Gardner, 1985). This study aimed to investigate the intensity of English learning motivation among Taiwan EFL learners. 1020 freshmen who took Freshmen Language Drill Course in a private university, were recruited as subjects. Data were collected mainly from the quantitative study, a questionnaire survey, and the qualitative interview. Three statistical analyses: ANOVA, T-test, and regression, were implemented to investigate students’ English learning motivation and their perception toward classroom activities in Language Drill Course.
The results are summarized as follows. Firstly, females, students from the Foreign Language College, and high proficiency students were more highly motivated to learn English intrinsically in their groups. Secondly, the activity “film watching” was perceived as the most motivating classroom activity out of 15 activities, followed by “English song/ lyric blank” and “picture matching.” Thirdly, a significant correlation was found between students’ intensity of English learning motivation and their perceptions toward classroom activity.
Based on the present findings, it was suggested that more strategies and attention should be given to less motivated students, such as males, students from Science College, Management College, Engineering College and low proficiency students. Meanwhile, since there is a correlation between students’ intensity of English learning motivation and their perceptions toward classroom activity, it was suggested that language teachers ought to be more cautious while choosing the classroom activity. It is hoped that through the present study, more attention can be drawn on the curriculum design of the Freshman Language Drill Course, and classroom activities of the Language Drill course can be used in a more interesting way to enhance learners’ motivation.


論文目次 TABLE OF CONTENTS

CHINESE ABSTRACT …….i
ENGLISH ABSTRACT …….iii
ACKNOWLEDGEMENTS …….v
TABLE OF CONTENTS …….vi
LIST OF TABLES …….viii
LIST OF FIGURES ….x

CHAPTER ONE: INTRODUCTION
1.1 Research Background .1
1.2 Statement of the Problem .4
1.3 Purpose of the Study .7
1.4 Research Questions .9
1.5 Significance of the Study .10
1.6 Definition of Terms .12
1.7 Organization of the Study .13

CHAPTER TWO: LITERATURE REVIEW
2.1 Theories and Perspectives on Motivation .15
2.1.1 Gardner’s socio-educational model .. .16
2.1.2 Self-determination theory ….. .24
2.2 The Role of Motivation in Second- and Foreign- language Learning .28
2.3 The Role of Classroom Activity in Language Learning.32
2.4 Summary .39

CHAPTER THREE: METHODOLOGY
3.1 Subjects .41
3.2 Instruments .43
3.3 Procedures .46
3.3.1 Pilot study .46
3.3.2 Formal study .49
3.4 Variables .51
3.4.1 Independent variables .52
3.4.2 Dependent variables .53
3.5 Data Analysis .54
3.6 Summary .55

CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Results of the Questionnaire .56
4.1.1 Students’ Intensity of English Learning Motivation.56
4.1.1.1 Students’ Motivation Intensity in terms of Gender .57
4.1.1.2 Students’ Motivation Intensity in terms of College .57
4.1.1.3 Students’ Motivation Intensity in terms of Proficiency Level .62
4.1.1.4 Discussion of Students’ Motivation Intensity .64
4.1.2 Students’ Perception toward Classroom Activities .66
4.1.2.1 Motivating Classroom Activities according to Gender .69
4.1.2.2 Motivating Classroom Activities according to College .70
4.1.2.3 Motivating Classroom Activities according to Proficiency Level … .77
4.1.2.4 Students’ Expectation toward the Language Drill Course .80
4.1.2.5 Discussion of Students’ Perception of Classroom Activity .81
4.1.3 Result of Research Question 3 .86
4.2 Results and Discussion of the Interview .89
4.2.1 Results of the Interview .90
4.2.2 Discussion of the Interview .96
4.3 Summary .98

CHAPTER FIVE: CONCLUSION
5.1 Summary of the Study .100
5.2 Pedagogical Implications .103
5.3 Limitations of the Study and Suggestions for Further Research .107

REFERENCES .110

APPENDIX .120

LIST OF TABLES

Table Page

3.1 T-test of motivation intensity by gender in the pilot study .47
3.2 One-way ANOVA of students’ motivation by proficiency level in the pilot study .47
3.3 T-test of motivation intensity by low and intermediate in the pilot study .48
3.4 T-test of motivation intensity by high and intermediate in the pilot study .48
3.5 Subjects’ ranking of classroom activities in the pilot study .49
3.6 Regression of students’ intensity motivation and their attitudes toward
classroom activities in the pilot study .49
4.1 T-test of motivation intensity by gender .57
4.2 One-way ANOVA of students’ motivation by college ….58
4.3 T-test of motivation intensity by Science and Management College .58
4.4 T-test of motivation intensity by Management and Engineering College .58
4.5 T-test of motivation intensity by Engineering and Liberal Arts College .59
4.6 T-test of motivation intensity by Business and Liberal Arts College .59
4.7 T-test of motivation intensity by Education and Business College .60
4.8 T-test of motivation intensity by Foreign Languages and Education College .60
4.9 One-way ANOVA of students’ motivation by proficiency level .62
4.10 T-test of motivation intensity between Intermediate and High level .62
4.11 T-test of motivation intensity between Intermediate and Low level .63
4.12 Subjects’ ranking of classroom activities .67
4.13 Two genders’ ranking of classroom activities .69
4.14 Foreign Language major students’ ranking of classroom activities .70
4.15 Education- major students’ ranking of classroom activities .71
4.16 Business-major students’ ranking of classroom activities .72
4.17 Liberal Arts- major students’ ranking of classroom activities .73
4.18 Engineering-major students’ ranking of classroom activities .74
4.19 Science-major students’ ranking of classroom activities .75
4.20 Management-major students’ ranking of classroom activities .76
4.21 Subjects’ ranking of classroom activities by proficiency levels .77
4.22 Subjects’ ranking of classroom activities in part III .79
4.23 Regression between students’ intensity of English learning motivation and their perceptions of classroom activities .86
4.24 Subjects’ ranking of classroom activities by motivation intensity level .87


LIST OF FIGURES

Figure Page

2.1 The socio-educational model .20

3.1 Distribution of subjects by college .43

4.1 Students’ motivation intensity in terms of colleges .61

4.2 Students’ motivation intensity in terms of proficiency level .63






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