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題名：日語學習動機、學習態度與學習成效之研究
書刊名：東吳日語教育學報
作者：吳致秀 引用關係
作者(外文)：Wu, Chih-hsiu
出版日期：2003
卷期：26
頁次：頁1-34
主題關鍵詞：美國大學生；學習動機；學習態度；學習成效；アメリカの大学生；学習効果
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(2) 專書(0) 專書論文(0)
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  • 點閱點閱:141
本研究旨在探討美國中西部大學生日語學習動機、學習態度與學習成效的關係。其研究目的包括（1）瞭解美國大學生學習日語的動機；（2）瞭解美國大學生學習日語的態度；（3）瞭解美國大學生學習日語的成效；（4）探討日語學習動機、學習態度、學習成效與學習者個人背景變項的關係；（5）探討日語學習動機、學習態度與學習成效的關係。 本研究採用文獻分析、問卷調查及個案訪談等研究方法。在文獻分析方面，探討分析有關語言學習動機、學習態度及學習成效的相關文獻，作為編擬研究工具，歸納理論模式及討論研究結果的基礎。在問卷調查方面，以美國中西部二州立大學東方語言學系日文組195名學生為研究對象（128名學生完成問卷）來探討學生日語學習情況。在個案訪談方面，本研究又隨機選擇15名同學（8名女性及7名男性）於課餘時間進行面對面訪談，用以提供學習者學習經驗。 本研究所獲致的結果如下： （1）美國中西部大學生日語學習動機強烈，以『統合性的學習動機』影響力較強。 （2）美國中西部大學生抱持很正面的日語學習態度，學生認為『日語很有趣』，『學習日語文法很重要』。 （3）美國中西部大學生日語學習成效頗高，學生預期獲得『日語口語表達能力』及『日語書寫能力』。學生的自我達成效能中獲得最多的學習成效為對於『日本文化』及『日本現勢』的了解。 （4）學習者個人背景變項對於日語學習動機、學習態度及學習成效，無顯著差異。惟女性學習者學習動機較強，學習成效亦高些。非英語系統學習者學習動機較強，學習成效亦高些。有日語經驗的學習者學習動機、學習態度及學習成效均高於無經驗者。高級日語學習者動機較強，期許成效也較高，但是自我達成效能卻最低。 （5）日語學習動機、學習態度及學習成效有顯著相關。而在學習動機5個因子中，只有溝通交流因子、文化崇拜因子、工作利益因子及自我主義因子與學習成效有顯著相關。
This study was a field site investigation of student learning the Japanese language at two U.S. midwestern public universities. This study assessed peceptions of student motivation, attitudes, self-efficacy and desired learning outcomes. A total of 128 students studying Japanese at two universities participated in the study. Survey instrument and interview questions were adapted and modified by the research from the surveys of Jorden and Lambert (1991), Bruen (2001) and related research. This study produced five primary findings. First, the results presented a moderate high motivation related to Japanese learning (M=3.40). Factor analysis identified five factors impacting student motivation; integrative motivation (affinity for Japan and Japanese culture) had the highest mean score. Second, the results showed a fairly high attitude mean score (M=4.03) related to Japanese learning; students thought Japanese was interesting and enjoyable (M=4.66). Third, the results presented a high expectancy mean score (M=4.11) and a high self-efficacy mean score (M=3.95). Students valued “Ability in speaking Jap” Ability in speaking Japanese expectance factor (M=4.66), followed by “Ability in writing Japanese” (M=4.56). “Knowed-Know a different culture” was perceived as the self-efficacy factor (M=4.19), followed by “Knowledge about Japan” (M=4.16). Fourth, no significant differences were found among motivation, attitudes, expectancy, self-efficacy, and student personal characteristics. And, fifth, positive correlations existed among student motivation, attitudes, and learning outcomes (p＜ .01). This study concluded that language faculty who engage students in active dialogue about the culture of the language are more effective in enhancing positive learning attitudes and will lead to positive impact on student satisfaction.
期刊論文
1.Gou, J. H.、Okita, Y.(2001)。Chinese-Singaporean University students' motivation for learning Japanese。Japanese Education，110，130-141。  new window
2.Mantle-Bromley, Corinne(1995)。Positive attitudes and realistic beliefs: Links to proficiency。The Modern Language Journal，79(3)，372-386。  new window
3.Clement, R.、Kruidenier, B.(1983)。Orientations in Second Language Acquisition: The Effects of Ethnicity, Milieu, and Target Language on Their Emergence。Language Learning，33(3)，273-291。  new window
4.Pajares, F.、Valiante, G.(2001)。Gender differences in writing motivation and achievement of middle school students: A function of gender orientation?。Contemporary Educational Psychology，26(3)，366-381。  new window
5.Pajares, F.(2002)。Gender and perceived self-efficacy in self regulated learning。Theory into Practice，41(2)，116-125。  new window
6.Foss, K.、Reitzel, A.(1988)。A relational model for managing L2 anxiety。TESOL Quarterly，22，437-454。  new window
7.Cortes, K. H.(2002)。Youth and the study of foreign language: An investigation of attitudes。Foreign Language Annals，35(3)，320-332。  new window
8.Samimy, K. K(1994)。Teaching Japanese: Consideration of Learners' Affective Variables。Theory into Practice，33(1)，29-33。  new window
9.Koizumi, R.(1993)。A longitudinal study of attitudes and motivation in learning English among Japanese seventh-grade students。Japanese Psychological Research，35(1)，1-11。  new window
10.Sung, H.、Padilla, A. M.(1998)。Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools。Modern Language Journal，82(2)，205-216。  new window
11.Politzer, R. L.、McGroarty, M.(1985)。An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence。TESOL Quarterly，19(1)，103-123。  new window
12.Chastain, K.(1975)。Affective and ability factors in second language acquisition。Language Learning，25(1)，153-161。  new window
13.Gardner, R.、Smythe, R C.(1977)。Intensive second language study: Effects of attitudes, motivation and French achievement。Language Learning，27(2)，243-261。  new window
14.Glisan, E.、Foltz, D.(1997)。Assessing student's oral proficiency in an outcome-based curriculum: Student performance and teacher intuitions。The Modem Language Journal，82，1-18。  new window
15.Machida, S.(2002)。Japanese text comprehension by Chinese and non-Chinese background learners。System，29，103-118。  new window
16.O'Malley, J. M.(1985)。Learning strategy applications with students of ESL。TESOL Quarterly，19(3)，557-584。  new window
17.Pajares, F.、Valiante, G.(1999)。Grade level and gender differences in writing self-beliefs of middle school students。Contemporary Educational Psychology，24，390-405。  new window
18.Rodd, L. R.(2002)。Language curricula in university: The case of Japanese, a "More commonly taught less commonly taught language."。The Modern Language Journal，86，249-250。  new window
19.Brod, R.、Welles, E. B.(2000)。Foreign language enrollments in United States institutions of higher education。ADFL Bulletin，31(2)，22-29。  new window
20.Samimy, K. K.、Tabuse, M.(1992)。Affective variables and a less commonly taught language: A study in beginning classes。Language Learning Journal，42，377-398。  new window
21.Wen, X.(1997)。Motivation and language learning with Chinese。Foreign language Annals，30(2)，343-351。  new window
22.Whipple, C.(1999)。Learning Japanese。Look Japan，45，519-538。  new window
23.Oxford, Rebecca L.、Nyikos, Martha(1989)。Variables affecting choice of language learning strategies by university students。Modern Language Journal，73(3)，291-300。  new window
24.Ehrman, M. E.、Oxford, Rebecca L.(1989)。Effects of sex differences, career choice, and psychological type on adult language learning strategies。Modern Language Journal，73(1)，1-13。  new window
25.Hsiao, T. Y.、Oxford, R. L.(2002)。Comparing theories of language learning strategies: A confirmatory factor analysis。The Modern Language Journal，86，365-383。  new window
26.Oxford, Rebecca L.、Shearin, Jill(1994)。Language Learning Motivation: Expanding the Theoretical Framework。The Modern Language Journal，78(1)，12-28。  new window
27.Mori, Yoshiko(1999)。Epistemological beliefs and language learning beliefs: What do language learners believe about their learning?。Language Learning，49(3)，377-415。  new window
研究報告
1.(1999)。Japanese language Statistics in 1998。The Japan Foundation & Language Center in Los Angeles。  new window
圖書
1.Hatcher, J. A.(2000)。Motivation, instructional preferences, and learning strategies among Japanese university EFL students。University of Hawaii Press。  new window
2.Hinson, D. W.(1999)。Japanese as a second language: Individual differences in a Japanese Language program for Adult missionaries。The Florida State University Press。  new window
3.Oxford, Rebecca L.(1996)。Language Learning Motivation: Pathways to the New Century。Honolulu：Second Language Teaching & Curriculum Center at the University of Hawaii。  new window
4.Matsumoto, H.(1998)。The relationship between various types of teachers' language and comprehension in the acquisition of intermediate。Lanham, MA：University Press of America, Inc。  new window
5.Ellis, Rod(1994)。The Study of Second Language Acquisition。Oxford University Press。  new window
6.Baker, Colin(1992)。Attitudes and Language。Multilingual Matters。  new window
7.Gardner, R.、Lambert, W.(1972)。Attitudes and motivation in second language learning。Rowley, MA：Newbury House。  new window
8.Majima, J.(1994)。A Study of Field Independence and Achievement among Amreican College Students Learning Japanese。The University of Georgia Press。  new window
9.Jorden, E. H.、Lambert, Richard D.(1991)。Japanese Language Instruction in the United States: Resources, Practice, and Investment Strategy。Washington, DC：National Foreign Language Center。  new window
單篇論文
1.Boykin, A.，Trungamphai, A.(1987)。Attitude and attained English language proficiency of university students in Thailand: A sociolingusitic study(ED219421)。  new window
2.Coleman, J. A.(1995)。Progress, Proficiency, and Motivation among British University Language Learners，Educational Resources Information Center。(ED 383221)。  new window
其他
1.Clancy, P. M.(2002)。Japanese/Korean linguistics，http://csli-publications.standford.edu/site/1575863669.html.， 2002/11/15。  new window
圖書論文
1.McGroarty, M.(1996)。Language attitudes, motivation, and standards。Sociolinguistics and Language Teaching。New York：Cambridge University Press。  new window
 
 
 
 
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