Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/99682


Title: 國小學童EFL學習動機與一般性內在學習動機之關係 -以新北市國小為例
The Relationship between Motivation for EFL Learning and Intrinsic Motivation for Overall Learning among Taiwanese Elementary School Students—A Case in New Taipei City
Authors: 郭淑華
Kuo, Shu Hua
Contributors: 余明忠
Yu, Ming Chung
郭淑華
Kuo, Shu Hua
Keywords: 外語學習動機
內在學習動機
年齡
EFL Learning Motivation
Intrinsic Learning Motivation
Age
Date: 2016
Issue Date: 2016-08-03 11:43:03 (UTC+8)
Abstract: 動機一直被視為影響學習的重要因素之一,而內在動機更被學者喻為是自主、持續、成功學習的關鍵。但研究發現,在EFL的學習上外在動機扮演著重要的角色,EFL學習動機及內在學習動機更隨著年齡的增長而降低;對老師而言,了解學生學習動機的變化及造成變化的原因是很重要的。
本研究旨在檢視國小學童EFL學習動機變化與年齡之間的關係,學童主要EFL的學習動機,及EFL學習動機和一般性學習內在動機之間的關係。研究工具採用改編問卷,針對新北市一所公立國民小學,214位3到6年級的學生進行抽樣及問卷施測。資料分析同時採用質性及統計分析方法,包括頻率計算、分類、單因子變異數分析及皮爾森相關係數等分析分法。
本研究的主要結論如下:
一、 學童的EFL學習動機雖隨著年齡增加,但整體來說一直維持相當高的動機,年齡對動機的變化並沒有顯著的差異。
二、國小學童的EFL學習動機主要為外在動機。
三、一般性學習的內在動機雖隨著年齡有些微下降,但年齡對內在動機的變化影響並不顯著。
四、雖然學童的一般性內在學習動機隨著年齡增加而降低,但EFL的學習動機卻相反的是隨著年齡增加而增加,因此兩動機之間並無顯著相關。
五、老師的適合學生及生動有趣的教學,能提升學生的學習動機。
六、中年級的學生比較喜歡有趣的課堂活動及遊戲,而高年級的學生對流行的資訊,如流行歌曲、電影等較有興趣。
七、高年級學生比低年級學生較有自信面對挑戰,老師應注意其評量方法並鼓勵學生面對挑戰。
八、一些能提升學生參與度的創新教學法及教具或可有效提高學生的學習動機。
根據上述研究結論,本研究針對國民小學英語教師,一般教師,教育行政主管機關及後續研究提出具體建議。
Motivation has been argued as one of the main affective factors for successful learning. Many studies have suggested that intrinsic motivation may be the key element for autonomous, persistent and successful learning (Ratelle et al., 2004). However, when it comes to English as a Foreign Language (EFL) learning, studies have showed that extrinsic motivation plays a crucial role (Nikolov, 1999). Some research also showed that EFL learning motivation and overall intrinsic motivation decreased as students’ age increased (Carreia, 2011). Understanding students’ motivation development and the potential reasons behind the changes is important to teachers. The purpose of the present study was to investigate (1) age-related EFL learning motivation development among elementary school students, (2) the potential factors that motivate their EFL learning, and (3) the relationship between overall intrinsic learning motivation and EFL learning motivation. Adapted questionnaires were distributed to 214 students in a public elementary school in New Taipei City in Taiwan. Qualitative and quantitative analysis methods, including number distribution, recurring theme analysis, ANOVA and Pearson Correlation Coefficient, were applied to analyze the data. The results are summarized as follows:
1. Students’ EFL learning motivation increased moderately as their age grew. Age was not a significant predictor for the EFL learning motivation development.
2. Taiwanese pupils’ EFL learning motives were mainly extrinsically oriented.
3. The overall intrinsic learning motivation decreased moderately as students’ age increased.
4. Though pupils’ overall intrinsic motivation went down in the course of time, their EFL learning motivation, on the contrary, went up. The two types of motivation were not significantly correlated.
5. Teachers may boost students’ learning motivation if they could incorporate children-friendly and interesting learning activities into their teaching.
6. Younger students preferred fun learning games and activities, whereas older students preferred trendy information, such as pop music.
7. Older students were more confident in challenging tasks than younger ones. Teachers should be careful with evaluation and encourage students to rise to challenges.
8. Innovative teaching approaches and aids that provide better student involvement may boost students’ learning motivation.
Based on the findings, suggestions are provided for elementary school English teachers, homeroom teachers, and researchers of related topics.
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Description: 碩士
國立政治大學
英語教學碩士在職專班
102951017
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0102951017
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

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