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題名：Conceptualizing College Students' EFL Learning Motivation in Taiwan
書刊名：國立彰化師範大學文學院學報
作者：張善貿 引用關係
作者(外文)：Chang, Shanmao
出版日期：2004
卷期：3
頁次：頁341-355
主題關鍵詞：英語學習；動機
原始連結：連回原系統網址new window
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語言學習動機之心理建構論過去有學者以單一建構（如Krashen, 1981; Schumann, 1986）或雙因子（如Gardner, 1985）的模式討論及敘述。近年來一些學者認為語言學習動機是多因子建構（multifactorial construct），所以在研究動機時應該涵蓋社會、認知以及情意等因素（如Crookes & Schmidt, 1991; Dörnyei, 1990; Oxford & Shearin, 1994; Schmidt et al., 1996）；這些學者並且在不同的學習環境中研究發現了一些影響動機的因素。同時這些學者也指出動機的因素和內涵以及重要性可能因地而異，不能一概而論。本研究主要探討國內大學生EFL（English as a Foreign Language）學習動機的因素以了解學生動機的結構。此外，本研究要確認動機因素與學生語言的使用、英文程度和動機強度之間的關聯性。受測者為750位北部某國立大學一至四年及各系的大學生。此研究發展出一份適用於該校學生使用的問卷。問卷量表包涵六個分量表：動機、語言使用領域、態度、動機強度、希望之英文程度、以及可能達到的英文程度；前二個分量表以因素分析之統計方法確認學生的動機因素以及英語使用領域之因素。探討這兩組因素之間的相關程度便有助於我們了解學生的動機因素。此外，研究者亦計算了動機因素和英語程度以及動機強度之間的相關程度以探討各動機因素之重要性。研究結果顯示，學生的外語學習動機可明顯區分為七個不同的因子；而這七個因子可納入四個不同的領域：1）內在動機，2）融合動機，3）工具動機，以及4）需要在英語課有好的表現。學生在實際使用英文上可分為五大領域：1）娛樂，2）課堂要求，3）出國或與外國人溝通，4）閱讀新知，5）電腦網路。另外結果還顯示學生的內在動機的重要性，此一結果與先前的諸多研究結論相符。
This study aims to conceptualize a sample of Taiwanese college students' EFL learning motivation by identifying the motivational components in relation to the students' actual language use fields, desired proficiency, actual proficiency, and motivational intensity. Seven hundred fifty-seven students from one public university participated in the study. A questionnaire was developed to measure these students' motivational orientations, actual language use fields, attitudes towards the target language and culture, desired proficiency level, possible proficiency level, and motivational intensity. The students' scores of the Motivational Orientations and Language Use Fields subscales were factor-analyzed. The extracted factors from the Motivational Orientation subscale were defined as the students' motivational orientations (see Dörnyei, 1990; Schmidt et al., 1996). The Language Use Fields subscales were factor-analyzed to determine the underlying factors of the students' language use. Pearson product-moment correlation was performed to determine the relationships among the variables. The results showed that 7 significant motivational orientations were identified and were theoretically subsumed under 4 different categories: 1) Intrinsic Motivation, 2) Intergrative Motivation subsystem, 3) Instrumental Motivation subsystem, and 4) Need for Good Performance in English Class. Students' English use fields were divided into five different fields: 1) Entertainment, 2) Classroom Requirements, 3) Going Abroad and Communicating with Foreigners, 4) Reading for Information, and 5) Computers and the Internet. It was found that students' intrinsic motivation plays an important role in language learning, which is consistent with previous studies on intrinsic motivation.
期刊論文
1.Person, H. D.、Fu, G. S.、Lee, S. Y.(1980)。An analysis of the relationship between language attitudes and English attainment of secondary students in Hong Kong。Language Learning，30(2)，289-316。  new window
2.Warden, Clyde A.、Lin, Hsiu Ju(2000)。Existence of integrative motivation in an Asian EFL setting。Foreign Language Annals，33(5)，535-547。  new window
3.MacIntyre, Peter D.、Baker, Susan C.、Clément, Richard、Conrod, Sarah(2001)。Willingness to communicate, social support, and language-learning orientations of immersion students。Studies in Second Language Acquisition，23(3)，369-388。  new window
4.Clement, R.、Kruidenier, B. G.(1983)。Orientation in second language acquisition: I. The effects of ethnicity, milieu, and target language on their emergence。Language Learning，33，273-291。  new window
5.Dornyei, Z.、Nyilasi, E.、Clement, R.(1996)。Hungarian school children’s motivation to learn foreign languages: A comparison of five target language。Novelty，3，6-16。  new window
6.Genesee, F.、Rogers, P.、Holobow, N.(1983)。The psychology of second language learning: Another point of view。Language Learning，33，209-224。  new window
7.劉似蓉(19990600)。Achievement Motivation in Learning English:Ability Groups and Normal Groups Compared at the Military Academies。復興崗學報，66，左1-左13。new window  new window
8.Morris, F. A.(2001)。Language learning motivation for the class of 2002: Why first-year Puerto Rican high school students learn English。Language and Education，15，269-278。  new window
9.Belmechri, F.、Hummel, K.(1998)。Orientations and Motivation in the Acquisition of English as a Second Language among High School Students in Quebec City。Language Learning，48(2)，219-244。  new window
10.Nikolov, M.(1999)。‘Why do you learn English?’ ‘Because the teacher is short.’ A study of Hungarian children’s foreign language learning motivation。Language Teaching Research，3(1)，33-56。  new window
11.Lin, Hsiu-Ju、Warden, Clyde A.(1998)。Different attitudes among non-English major EFL students。The Internet TESL Journal，4(10)。  new window
12.Schumann, John H.(1986)。Research on the acculturation model for second language acquisition。Journal of Multilingual and Multicultural Development，7(5)，379-392。  new window
13.Ely, Christopher M.(1986)。Language learning motivation: A descriptive and causal analysis。The Modern Language Journal，70(1)，28-35。  new window
14.Wen, X.(1997)。Motivation and language learning with students of Chinese。Foreign Language Annals，30(2)，234-251。  new window
15.Noels, K. A.、Clément, R.、Pelletier, L. G.(1999)。Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation。The Modern Language Journal，83(1)，23-34。  new window
16.Crookes, Graham、Schmidt, Richard W.(1991)。Motivation: Reopening the Research Agenda。Language Learning，41(4)，469-512。  new window
17.Dörnyei, Zoltán(1990)。Conceptualizing Motivation in Foreign-Language Learning。Language Learning，40(1)，45-78。  new window
18.Clément, Richard、Dörnyei, Zoltán、Noels, Kimberly A.(1994)。Motivation, self-confidence and group cohesion in the foreign language classroom。Language Learning，44(3)，417-448。  new window
19.Oxford, Rebecca L.、Shearin, Jill(1994)。Language Learning Motivation: Expanding the Theoretical Framework。The Modern Language Journal，78(1)，12-28。  new window
20.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
21.Gardner, R. C.、Tremblay, P. F.、Masgoret, Anne-Marie(1997)。Towards a full model of second language learning: An empirical investigation。The Modern Language Journal，81(3)，344-362。  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.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.Chen, Y. L. E.(2000)。Autonomy-supportive instruction and students' intrinsic motivation in an EFL classroom。Ninth International Symposium on English Teaching。Taipei：The Crane Publishing Co., Ltd.。210-219。  new window
研究報告
1.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
圖書
1.Krashen, Stephen(1981)。Second language acquisition and second language learning。Oxford, NY：Oxford University Press。  new window
2.Gardner, R. C.(1985)。Social psychology and second language learning: The role of attitude and motivation。Rowley, MA：Newbury House。  new window
單篇論文
1.Kang, D.(2000)。Motivation and foreign language learning in Korean EFL context(ED442284)。  new window
2.Kang, D.(2000)。Motivation is such a complex process in the EFL foreign language classroom(ED444354)。  new window
 
 
 
 
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