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中文論文名稱 跨文化視訊會議影響外語學習的文化認知與動機之研究
英文論文名稱 Intercultural videoconferencing as a way of exploring cultural awareness and motivation to learn a foreign language
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 93
學期 2
出版年 94
研究生中文姓名 陳詩慧
研究生英文姓名 Shih-Hui Chen
學號 691010234
學位類別 碩士
語文別 英文
口試日期 2005-06-16
論文頁數 114頁
口試委員 指導教授-王藹玲
委員-林至誠
委員-范瑞玲
中文關鍵字 跨文化視訊會議  文化認知  英語學習動機 
英文關鍵字 Intercultural Videoconference  Culture Awareness  Motivation to Learn English 
學科別分類 學科別人文學語言文學
中文摘要 本研究旨在探討跨文化視訊會議影響英語學習者的文化認知與英語學習動機。此視訊會議是由美國Regent大學和台灣淡江大學合作完成。本研究以淡江大學英語系新生為例,主要目的是觀察跨文化視訊會議如何影響英語學習者的文化認知以及英語學習動機,以課堂觀察、錄影、問卷調查和訪談的方式進行。
本研究發現,在此視訊會議面對面的互動之後,使大部分參與本次視訊會議的英語學習者文化認知提高,對於英語的學習動機也提高,且是傾向於自發性的學習。根據本研究的結果,跨文化視訊會議提供英語學習者一個真實的,面對面的英語溝通和學習環境,並提高其文化認知與學習動機,因此,建議教學者亦可利用高科技的輔助,提供外語學習者一個真實的學習環境。
英文摘要 This study aims to investigate how intercultural videoconferencing may affect EFL learner’s culture awareness and their motivation to learn English. The videoconferencing project was conducted by Regent University, U.S.A. and Tamkang University, Taiwan, in 2004. Participants of this study were 24 freshmen, majoring in English, from Tamkang University. Data of this study were collected from DVD recordings of the videoconferences, classroom observation, questionnaire, interviews, and field-notes. The results revealed that the experiences of intercultural videoconferencing heightened EFL learners’ cultural awareness and motivated them to learn English integratively. Based on the findings of this study, it was suggested that because videoconferencing provides EFL learners an authentic face-to-face English speaking environment, learners can be easily aware of the culture differences and can integrative-orientedly motivate themselves to learn English as a foreign language.
論文目次 TABLE OF CONTENTS

ACKNOWLEDGMENTS i

CHINESE ABSTRACT ii

ENGLISH ABSTRACT iii

TABLE OF CONTENTS iv

CHAPTER ONE:INTRODUCTION
Research Background 1
Statement of the Problem 5
Research Questions 8
Assumptions of the Study 10
Definition of Terms 11

CHAPTER TWO:REVIEW OF THE LITERATURE
Videoconferencing 16
A historical overview of computer-assisted language learning (CALL) 17
Videoconferencing in the field of education 19
Culture Awareness in Second- and Foreign-Language Learning 24
The need of culture learning and cultural awareness 25
Culture shock 26
Increasing culture awareness 28
Perspectives on Motivation 30
Gardner’s motivation theory 30
Deci and Ryan’s self-determination theory 32
Schumann’s Acculturation theory 35


CHAPTER THREE:METHODOLOGY
Rationale of the Research Method 39
Participants 40
Tamkang University 42
Regent University 41
Research Site 42
Materials and Instruments 44
Textbooks 44
Questionnaire 45
Interview 45
Procedures 47
Videoconferencing setup 47
Traditional classroom 48
Questionnaire survey 49
Interview 50
Data Collections 50
DVD recording of videoconferences 51
Classroom observation 51
Questionnaire 52
Interviews 52
Field-notes 52
Data Analysis 53
Sensitivity 53
Validity 54

CHAPTER FOUR: FINDINGS
Classroom observations 57
On friends and family (the 1st videoconferencing) 57
On education (the 2nd videoconferencing) 59
On food (the 3rd videoconferencing) 60
On holidays (the 4th videoconferencing) 61
On unforgettable experiences (the 5th videoconferencing) 62
On working experiences (the 6th & 7th videoconferencing) 64
On movies (the 8th videoconferencing) 64
On music (the last videoconferencing) 65
Observations in the traditional classroom 66
Questionnaire Surveys 67
Results of integrative orientation 67
Results of instrumental orientation 68
Results of general motivational factors 69
Interviews 70
On culture Awareness 70
On motivation to learn English 73
Field-notes 77
Culture awareness 77
Motivation 78

CHAPTER FIVE:DISCUSSION, CONCLUSIONS, AND IMPLICATIONS
Discussion 81
Cultural awareness 81
Culture sensitivity 84
Motivation to learn English 86
Students’ perception of learning English 86
Students’ motivation to learn English 87
Students’ motivation shift 90
Conclusions 92
Suggestions for Further Research 94
Limitations of this study 95
Pedagogical Implications 96

REFERENCES 98

APPENDIX A Chinese Version of Students’ Motivation to English Learning……107
APPENDIX B English Version of Students’ Motivation to learn English 109
APPENDIX C Interview Questions 112
APPENDIX D Results of Questionnaire Surveys 113
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