臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：知情意整合的語言學習策略對國中生英語學習表現影響之研究
書刊名：國立臺北師範學院學報. 教育類
作者：吳青蓉 引用關係
作者(外文)：Wu, Ching-jung
出版日期：2004
卷期：17:1
頁次：頁227-249
主題關鍵詞：知情意整合的語言學習策略；意志控制；後設認知；情感；動機；學習成就；Affection；Motivation；Cognitive-affective-volitional integrated language learning strategies；Learning achievement；Metacognition；Volitional control
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(10) 博士論文(7) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:333
  • 點閱點閱:69
　　　　　本研究主要目的是探討知情意整合的語言學習策略教學對國中生英語學習表現之影響。針對上述研究目的，本研究以77名國二學生為對象，其中實驗組38名與控制組39名，藉由情感/動機量表、意志控制量表、後設認知量表、以及英語成就測驗等工具的實施，以單因子多變量共變數分析的方法進行統計處理。結果發現，實驗組與控制組學生在英語情感/動機、英語意志控制、英語後設認知、與英語學習成就等方面皆有差異存在。最後，研究者根據研究結果，提出幾項建議做為英語教學及未來進一步研究的參考。
　　　　　The study aims to examine the effects of the CILLS (Cognitive-affective- volitional Integrated Language Learning Strategies) developed by the researcher. In order to achieve this purpose, 77 eighth-graders participate in the experiment, including 38 students in the experimental group and 39 students in the control group. With the application of such means as the Affection/Motivation Inventory, the Volitional Control Inventory, the Metacognition Inventory, and the English Achievement Tests (both as the pretest and protest), the data thus obtained were analyzed by means of one-way MANCOVA. The research finds out that after the teaching activity, students in the experiment group and the control group were significantly different in their motivation of learning English. Besides, there are also significant differences in other aspects such as their volitional control, metacognition, and learning achievement. Based on this study, the researcher also brings up recommendations for future English language teaching activities.
期刊論文
1.Phakiti, A.(2003)。A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance。Language Testing，20(1)，26-56。  new window
2.程炳林、林清山(2000)。行動控制教學課程之教學效果研究。教育心理學報，31(2)，1-22。new window  延伸查詢new window
3.Zimmerman, B. J.(1990)。Self-regulating academic learning and achievement: The emergence of a social cognitive perspective。Educational Psychology Review，2(2)，173-201。  new window
4.Corno, L.(1986)。The metacognitive control components of self-regulated learning。Contemporary educational psychology，11(4)，333-346。  new window
5.Corno, L.(1993)。The best-laid plans: Modern conceptions and educational research。Educational Research，22(2)，14-22。  new window
6.Trawick, L.、Corno, L.(1995)。Expanding the volitional resources of urban community college students。New directions for teaching and learning，63，57-70。  new window
7.Snow, R. E.、Corno, L.、Jackson III, D.(1996)。Individual difference in affective and conative functions。Handbook of educational psychology，9，243-310。  new window
8.Kuhl, Julius、Blankenship, Virginia(1979)。The Dynamic Theory of Achievement Motivation: From Episodic to Dynamic Thinking。Psychological Review，86(2)，141-151。  new window
9.Brown, A. L.、Campione, J. C.(1978)。Permissible inferences from the outcome of training studies in cognitive development research。Quarterly newsletter of the Institute for Comparative Human Development，2，46-53。  new window
10.吳青蓉、張景媛(20031200)。國中生英語學習歷程模式之驗證。教育心理學報，35(2)，121-140。new window  延伸查詢new window
11.Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。  new window
12.張景媛(19910600)。大學生認知風格、動機與自我調整因素、後設認知與學業成績關係之研究。教育心理學報，24，145-161。new window  延伸查詢new window
13.Flavell, J. H.(1971)。First discussant's comment's: What is memory development of?。Human Development，14，272-278。  new window
14.邱上真(19890300)。後設認知研究在輕度障礙者教學上的應用。特殊教育季刊，30，12-16。new window  延伸查詢new window
15.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
16.程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。new window  延伸查詢new window
17.Locke, E. A.、Latham, G. P.(1990)。Work motivation and satisfaction: Light at the end of the tunnel。Psychological Science，1(4)，240-246。  new window
18.Atkinson, J. W.(1957)。Motivational Determinants of Risk-Taking Behavior。Psychological Review，64(6, Pt.1)，359-372。  new window
19.Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。  new window
20.Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。  new window
21.Zimmerman, B. J.、Martinez-Pons, M.(1986)。Development of a structured interview for assessing student use of self regulated learning strategies。American Educational Research Journal，23(4)，614-628。  new window
22.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
23.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
24.Noels, K. A.、Pelletier, L. G.、Clement, R.(2003)。Why are you learning a second language? Motivational orientations and self-determination theory。Language Learning，53(1)，33-64。  new window
會議論文
1.Wigfield, A.(1984)。Relationships between ability perceptions, other achievement-related beliefs, and school performance。The annual meeting of the American educational Research Association。New Orleans, LA。  new window
2.胡永崇(1999)。國語文低成就學生後設認知能力之研究。學童閱讀困難的鑑定與診斷研討會，國立中正大學心理學研究所 (主辦) 。臺北市：台灣師範大學出版社。  延伸查詢new window
3.Pintrich, P. R.(1986)。Motivation and learning strategies interactions with achievement。The American Educational Research Association Convention。San Francisco, California。  new window
研究報告
1.施玉惠、周中天、陳淑嬌、朱惠美、陳純音、葉錫南(1999)。國民中小學英語教學及評量模式研究。  延伸查詢new window
2.林清山、程炳林(1997)。國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究 (計畫編號：NSC 86-2413-H003-010-G10)。行政院國家科學委員會。  延伸查詢new window
3.Schmidt, Richard、Boraie, Deena、Kassabgy, Omneya(1996)。Foreign language motivation: Internal structure and external connections。Honolulu, Hawaii：University of Hawaii, Second Language Teaching & Curriculum Center。  new window
學位論文
1.曾美惠(1984)。國中英語科低成就學生英語科學習行為之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
3.程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
4.張景媛(1994)。國中生數學學習歷程統整模式的驗證及應用：學生建構數學概念的分析及數學文字題教學策略的研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
5.項必蒂(1991)。師院生學習教育心理學之動機等策略及其相關因素研究(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
6.胡永崇(1995)。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
圖書
1.Heaton, J. B.(1990)。Classroom Testing。New York。  new window
2.黃自來(1990)。英語教學新象。台北：文鶴出版有限公司。  延伸查詢new window
3.Pierce, L. V.、O'Malley, J. M.(1992)。Performance and portfolio assessment for language minority students。Washington, DC：National Clearinghouse for Bilingual Education。  new window
4.Atkinson, J. W.、Birch, D.(1970)。The dynamics of action。New York：Wiley。  new window
5.Bachman, Lyle F.、Palmer, Adrian S.(1996)。Language testing in practice: Designing and developing useful language tests。Oxford University Press。  new window
6.Oxford, Rebecca L.(1990)。Language learning strategies: What every teacher should know。Newbury House。  new window
7.Chang, Goretti B. Y.(1988)。The affective factors, achievement, and proficiency in EFL: a cross-sectional case study of Chinese college students。Taipei：The Crane Publishing Co.。  new window
8.Murray, H. A.(1938)。Explorations in personality。New York：Oxford University Press。  new window
其他
1.Trawick, L.(1991)。Volitional strategy training in students with a history of academic failure(No. 91-27, 987)。  new window
圖書論文
1.Schwarz, N.(1990)。Feeling as information: Informational and motivational functions of affective states。Handbook of motivation and cognition: Foundations of social behavior。New York：Guilford。  new window
2.Pairs, S. G.、Byrnes, J. P.(1989)。The Constructivist Approach to Self-regulation and Learning in the Classroom。Self-regulated Learning and Academic Achievement: Theory, Research, and Practice。New York, NY：Springer-Verlag。  new window
3.Wigfield, A.(1994)。The role of children's achievement values in the self-regulation of their learning outcomes。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
4.Kuhl, J.(1985)。Volitional mediators of cognitive-behavior consistency: Self-regulator processes and action versus state orientation。Action control: From cognition to behavior。New York：Springer-Verlag。  new window
5.Corno, L.(1994)。Student volitional and education: Outcomes, influence, and practices。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
6.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。  new window
7.Meltzer, L. J.(1994)。Strategy assessment learning disabilities: the challenge of valuating the cognitive strategies and processes underlying learning。Frames of reference for the assessment of learning disabilities: New views on measurement issues。Baltimore：Brookes。  new window
8.Kuhl, J.(1984)。Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control。Progress in experimental personality research。New York：Academic Press。  new window
9.Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
10.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
11.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：397（臺灣：396，外國：1） ／ 本年度總使用人次：1586744 ／ 訪客人次（自102年09月）：67393064
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上