淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-1407201718383000
中文論文名稱 台灣成人英文寫作動機之研究
英文論文名稱 English Writing Motivation of Taiwanese Adult Learners
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 105
學期 2
出版年 106
研究生中文姓名 李偉華
研究生英文姓名 Wei-Hua Lee
學號 699110127
學位類別 碩士
語文別 英文
口試日期 2017-06-15
論文頁數 78頁
口試委員 指導教授-王藹玲
委員-蔡麗娟
委員-林怡弟
中文關鍵字 外在動機  工具性動機  成人學習  教室氣氛 
英文關鍵字 Intrinsic Motivation  Instrumental Motivation  Adult Learning  Classroom Atmosphere 
學科別分類 學科別人文學語言文學
中文摘要 動機被視為一項影響第二語言習得之重要因素。因此本研究主要目的為探討台灣成人對於英語寫作之動機為何。此外,學習者對於英語寫作的觀感不容忽視,因其亦影響學習者對於英語寫作的慾望與否。為了實施本項研究,研究者針對六位學習者進行調查,且其研究對象為大學時期非英語相關學系之學習者。調查方式分為兩階段:第一階段發送開放式問卷供研究對象填答,並將其問卷回收後另安排時間訪談。第二階段藉由第一階段所回收之問卷填答內容進行更深入的個別訪談。經研究分析後所得結果顯示,台灣成人對於英語寫作之動機大部分為外在動機。為了滿足工作上的需求亦或是獲得理想的薪資,故報名參加英語學習機構的寫作班,此類動機也被歸類為工具性動機。再者,寫作教師亦是主要影響學習者對於寫作觀感的因素之一。具體上來說,教師的人格特質以及能否創造出愉悅上課氣氛的能力,將影響學習者的寫作意願。最後,本研究最重要之價值為提供英語寫作教師及英語學習機構參考,並從本研究結果中受益。對於英語寫作教師來說,可更有效地參閱研究結果來設計與規劃課程內容。而就英語學習機構而言,可因學習者之個別需求編制出更有價值的學習課程。
英文摘要 Motivation has been considered as an important factor that influences a learner on L2 acquisition. Accordingly, the present study aims at exploring how Taiwanese adult learners’ motivation is lifted to learn English writing. Besides, learners’ perception towards English writing cannot be neglected because it also affects their desire to learn it. To implement the study, the researcher investigates six adults who were non-English majors in college by gathering data from a set of open-ended questionnaire given to them as well as by forming in-depth individual interviews based on the responses from the questionnaire. The findings indicate that Taiwanese adult learners’ motivation to English writing is mostly extrinsic. To meet a job requirement or to get an ideal salary pay, they are instrumentally motivated to enroll an English writing class in an institution. Moreover, a teacher could primarily influence their perceptions to English writing. To be more specific, a teacher’s personalities or his/her ability to create a pleasure-learning classroom atmosphere could possibly affect their willingness to learn writing. Lastly, the significant of the paper is that both English writing teachers and English centers or institutions can benefit from it in that the teachers are more able to plan a lesson efficiently; and the centers or institutions can provide valuable courses based on to the learners’ need.
論文目次 Acknowledgement…………………..………………………………………………...i
Abstract (Chinese)…………………………………………………………..……......ii
Abstract (English)………………………………..………………………………….iii
Table of Contents……………………………………………..……………………..iv
Chapter 1 INTRODUCTION……………………………………………………….1
Background……………………………………………………………………….1
Motivation………………………………………………………………………...1
Statement of the Problem………………………………….…………….………..3
Purpose of this Study and Research Questions……….………………….……….4
Significance of the Study………………….………………………………..…….5
Chapter 2 REVIEW OF THE LITERATURE………………………..….………..6
Definition of Adult and Their Learning Motivation…………...….……………...6
Theory of Adult Learning Motivation……………………………………………8
Theory of Intrinsic and Extrinsic Motivation……………………………………12
Chapter 3 METHODOLOGY……………………………………………………..16
Context of the Study………………………………………………………….….16
Theoretical Framework……………….…………………………………………16
Participants…………………..…………………………………………………..17
Procedures……..…………………...……………………………………………22
Instrument………………………………………………………………………..23
Data Collection and Analysis……………………………………………………24
Chapter 4 FINDINGS……………………………………………………………...26
Research Question 1: How Adult Learners Are Motivated to Learn English Writing…..………………………………………………..……………………..26
Research Question 2: Is Taiwanese Adult Learners’ Motivation to Learn English Writing Mostly Intrinsic or Extrinsic……………………………………………34
Research Question 3: What Personal Factors Can Influence Adult Learners’ Motivation for Writing ………………………………………………………….36
Sociocultural Influence……………………………………………………..36
Teacher Influences………………………………………………………….38
Chapter 5 DISCUSSION………………………………….……….……………….53
Overview…………………………………………………………….…………..53
Discussion……………………………………………………………….………54
Chapter 6 CONCLUSION……………….………………………………….……..62
Major Findings…………………………………………………………….…….62
Limitation of The Study…………………………………………………………64
Pedagogical Implication…………………………………………………………65
Recommendations for Future Research…………………………………………67
References………………………...…………………………………………………68
Appendix A Open-ended Questionnaire (Chinese)……………………...………..73
Appendix B Open-ended Questionnaire (English)…………………...…………...76
參考文獻 Armstrong, T. (2006). The best schools: How human development research should inform educational practice (pp.121-129). Alexandria, VA: ASCD.
Bandura, A. (1986). Social foundations of thought and culture: A social
Cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Blackburn, B. (2005). Classroom Motivation from A to Z: How to Engage Your Students in Learning (pp. 16-64). Larchmont, NY: Eye On Education.
Brophy, J. (1998). Motivating students to learn. Boston: The McGraw—Hill.
Brown, H. D. (1980). Principles in language learning and teaching. Englewood Cliffs, NJ: Prentice-Hall.
Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22, 5-16.
Butler, A. (2001). “Preservice Music Teacher’s Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance.” Journal of Research in Music Education, 49 (3), 258-272.
Chang, M. Y. (1985). A study of adult learners’ foreign language learning. Unpublished Master’s Thesis: Fu Hsing Kang College.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Dinkmeyer, D., & Losoncy, L. (1980). The encouragement book: Becoming a positive person. Englesood Cliffs, NJ: Prentice-Hall.
Dörnyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25, 65-81.
Ehrman, M. E., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: Sage.
Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Gardner, R.C, & Lambert, W. E. (1972). Attitudes and motivation in second Language Learning. Rowley, Massachusetts: Newbury House Publishers
Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45, 83-93.
Gregory, G., & Kaufeldt, M. (2015). The Motivated Brain: Improving Student Attention, Engagement, and Perseverance (p.25). Alexandria, VA: ASCD.
Huang, T. L. (1988). Performance analysis and teaching EFL composition: A general teaching model. Taipei: Crane.
Juvonen, Y., & Wentzel, K. R. (Eds.). (1996). Social motivation: Understanding
children’s school adjustment. New York, NY: Cambridge University Press.
Kormos, J., & Lukóczky, O. (2004). A demotivált nyelvtanuló, azaz a motiváció
hiánya az angol nyelvtanulásban. In E. Kontráné Hegybíró & J. Kormos (Eds.), A nyelvtanuló (pp. 109-124). Budapest: OKKER.
Leachman, G., & Victor, D. (2003). Student-led class meetings. Educational Leadership, 60(6), 64–68.
Marzano, R., & Marzano, J. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Maslow, A. H. (1970). Motivation and personality. New York, NY: John Wiley and Sons.
Mcleod, S. (2014). The Interview Method. SimplePsychology. Retrieved May 28, 2017, from https://www.simplypsychology.org.
Merriam, S. & Caffarella, R. (1991). Learning in Adulthood. San Francisco, CA:
Jossey-Bass.
Nelson, R., & Jakobovits, L. (1970). Motivation in foreign language learning. In J. Tursi (Ed.), Foreign Language and the New Student: Reports of the Working Committees (pp.189-195). New York: Northeast Conference on the Teaching of Foreign Languages.
Ngeow, K. (2007). “IF I DON’T DO, I LOSE”: A grounded theory study of Chinese adult learners’ writing motivation. Unpublished Doctoral Thesis: Indiana University.
Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory. Boston, MA: Houghton Mifflin.
Ryan, R.M., Connell, J.P., & Deci, E.L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames, & R.E. Ames (Eds.), Research on motivation in education: The classroom milieu (pp.13-51). New York, NY: Academic Press.
Schaps, E. (2003). Creating a school community. Educational Leadership, 60(6), 31–33.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Sullo, R. (2007). Activating the desire to learn. Alexandria, VA: ASCD.
Sullo, B. (2009). The motivated student: Unlocking the enthusiasm for learning (pp. 72-86). Alexandria, VA: ASCD.
Tate, M. (2004). Sit and get won’t grow dendrites: Twenty learning strategies that engage the adult brain. Thousand Oaks, CA: Corwin Press.
Tomlinson, C., & McTighe, J. (2006) Integrating differentiated instruction and Understanding by Design. Alexandria, VA: ASCD
Westwater, A., & Wolfe, P. (2000). The brain-compatible curriculum. Educational Leadership, 58(3), 49-52
White, R. W. (1959). Motivation reconsidered. Psychological Review, 66, 297–333.
Wu, X. P., & Zhang, G. L. (2008). A study on adult learning motivation. Journal of Jiangsu Teachers University of Technology, 45, 38-41.
Zhang, L. (2012). A Study of Teachers' Influence on Vocational College Students' Motivation for Learning English. Unpublished Master’s Thesis, Zhejiang University.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2017-07-18公開。
  • 同意授權瀏覽/列印電子全文服務,於2017-07-18起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2486 或 來信