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題名 英語學習動機模式之建立: 以台北市大一學生為例
The development of english learning motivation model: a study on college freshmen in Taipei City
作者 林桂如
Lin, Gui Ru
貢獻者 許炳煌
Sheu, Ping Huang
林桂如
Lin, Gui Ru
關鍵詞 英語學習動機
融合取向
工具取向
內在取向
外在取向
動機行為
English learning motivation
integrativeness
instrumentality
intrinsic orientation
extrinsic orientation
motivational behaviors
日期 2011
上傳時間 4-Sep-2013 14:48:14 (UTC+8)
摘要 本研究旨在探討影響台灣非英語系大學生英語學習動機之因素，並建構動機模式。透過文獻探討，此動機模型包含以下五種動機成分：「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」。本研究之研究對象為302位來自台北市8所大學的非英語系大一生。研究工具為包含「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」五個量表的動機問卷。資料分析方法為結構方程模式(Structural Equation Modeling)。首先探討初始假設模型與樣本的適配情形，其次根據修正指標及相關理論進行模式修正，修正後之模式與資料適配。修正後的模式中，「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」彼此相關。然而，在此四變項中，僅「融合取向」(Integrativeness)」對於「動機行為(Motivational Behaviors) 」有顯著影響。此結果顯示「融合取向」(Integrativeness)」之定義可能已有所轉變。而研究對象之背景、變項之間的相互抵銷作用以及中介變項可能是其餘三變項對於「動機行為(Motivational Behaviors) 」無顯著影響之因。文末進一步提出相關建議，以期能作為台灣英語教師及未來研究參考。
The purpose of this study was to investigate what kinds of motivational component influence motivational behaviors of Taiwanese non-English majors, and to propose an empirically grounded model of English learning motivation which presented the relationship among these components. The components in the model are Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. The participants in the study were 302 freshmen studying in Taipei City. The instrument was an adapted questionnaire composed scales of Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. Structural Equation Modeling (SEM) was applied to analyze the data. The hypothesized model was tested and modified using the 302 samples of the participants. In the final model, the four components, Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation were found to correlate with one another. However, among the hypothesized influences on Motivational Behaviors, namely, the influences from Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation on Motivational Behaviors, only the path between Integrativeness and Motivational Behaviors was left in the modified model. The result may indicate the transfer of the definition of Integrativeness, and the two removed paths and one no significant path may be explained by the background of the participants, the compensatory effects, and the existence of mediating variables. Finally, it is expected that the results of the present study offer a new perspective to understand Taiwanese EFL learners’ English learning motivation, and provide pedagogical implications for English instructors in Taiwan and future studies.
參考文獻 Au, S. Y. (1988). A critical appraisal of Gardner’s social-psychological theory of second-language (L2) Learning. Language Learning, 38, 75-100.
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
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), 219-44.
Brown, H. D. (1994). Principles of language learning and teaching. NJ: Prentice Hall Regents.
Campbell, K. P., & Yong, Z. (1993). The dilemma of English language instruction in the People`s Republic of China. TESOL Journal, 2(4), 4-6.
Chang, S. F., & Huang, S. C. (1999). Taiwanese English learners’ learning motivation and language learning strategies. Proceedings of the sixteenth conference on English Teaching and Learning in the Republic of China, 111-128, Taipei: The Crane Publishing Co.
Chen, I., & Sheu, S. P. (2005). Applying the expextancy-value theory to foreign language learning motivation: A case study on Takming college students. Journal of National Taipei Teachers College, 18(1), 201-208.
Chen, J. (2002). EFL student motivation across different educational tracks in Taiwan. In M. Megan, & A. Jyu (Eds.), Reflection and innovation in language teaching and learning (pp. 63-81). Hong Kong SAR: Hong Kong University of Science and Technology.
Chen, J. F., Warden, C. A., & Chang, H-T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Deci, E. L. (1992). On the nature and functions of motivation theories. Psychological Science, 3(3), 167-171.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
DeGranpre, R. (2000). A science of meaning: Can behaviorism bring meaning to psychological science? American Psychologist, 55(7), 721-736.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40(1), 45-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273.
Dörnyei, Z. (1996). Moving language learning motivation to a larger platform for theory and practice. In R. L. Oxford (ed.), Language leaning motivation: Pathway to the new century (71-80). Honolulu: University of Hawaii.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.
Ehrman, M. E. (1996). Understanding second language learning difficulties. CA: SAGE Publications, Inc.,
Eggen, P. & Kauchack, D. (2004). Educational psychology: Windows on classroom. (6th ed). NJ: Pearson.
Ely, C. M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22(5), 437-45.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2001). Language learning motivation: The student, the teacher, and the researcher. Texas Papers in Foreign Language Education, 6(1), 1-18.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn`t effective? Studies in Second Language Acquisition, 13(1), 57-72.
Gardner, R. C., Smythe, P. C., Clément, R., & Gliksman, L. (1976). Second language learning: A social psychological perspectives. Canadian Modern Language Review, 32, 198-132.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. Modern Language Journal, 78(3), 359-68.
Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81(3), 344-62.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-94.
Hair Jr., J. F., Anderson, R. E., Tatham, R. L. & Black, W. C. (1998), Multivariate Data Analysis, 5th ed., Prentice Hall College Div.
Huang, C. Y. (2007). The relationships among non-English majors` English learning motivation, listening practice strategies, and listening proficiency in Taiwan. Unpublished master’s thesis, National Pingtung University of Education, Pingtung, Taiwan.
Huang, H. Y., & Lin, C. Y. (2007, November). English only? --- A study of Taiwanese English major students’ Attitudes/Motivation toward English or native language as a medium of instruction in the English writing class. Paper presented at 2007 TEFL International Conference of English Teaching at the Age of Globalization at National Taichung University, Taiwan. \\
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32 (1), 3-19
Liao, Y. F. (2000). A study of Taiwanese junior high school students’ EFL learning motivation and learning strategies. Unpublished master’s thesis. National Changhua University of Education. Taiwan: Changhua
Little, T. D. (1997). Mean and covariance structures (MACS) analysis of cross-cultural data: Practice and theoretical issues. Multivariate Behavioral Research, 32, 53-76.
MacCallum, R. C. (1995). Model specification: Procedures, strategies, and related issues. In R. H. Hoyle (ed.), Structural equation modeling: Concept, issues, and application. Thousand Oaks, CA: Sage.
MacIntyre, P. D., MacMaster, K., & Baker, S. C. (2001). The convergence of multiple models of motivation for second language learning: Gardner, Pintrich, Kuhl and McCroskey. In Z. Dornyei & R. Schmidt (eds.), Motivation and second language acquisition. (pp. 461-492). Honolulu: University of Hawaii.
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Tachibana, Y., Matsukawa, R., & Zhong, Q. (1996). Attitudes and motivation for learning English: A cross-national comparison of Japanese and Chinese high school students. Psychological Reports, 79(2), 691-700.
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Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-360). San Diego: Academic Press.
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535-47.
Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30(2), 235-51.
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描述 碩士
國立政治大學
英國語文學研究所
96551015
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096551015
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.advisor Sheu, Ping Huangen_US
dc.contributor.author (Authors) 林桂如zh_TW
dc.contributor.author (Authors) Lin, Gui Ruen_US
dc.creator (作者) 林桂如zh_TW
dc.creator (作者) Lin, Gui Ruen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-Sep-2013 14:48:14 (UTC+8)-
dc.date.available 4-Sep-2013 14:48:14 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:48:14 (UTC+8)-
dc.identifier (Other Identifiers) G0096551015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60012-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 96551015zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究旨在探討影響台灣非英語系大學生英語學習動機之因素，並建構動機模式。透過文獻探討，此動機模型包含以下五種動機成分：「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」。本研究之研究對象為302位來自台北市8所大學的非英語系大一生。研究工具為包含「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」五個量表的動機問卷。資料分析方法為結構方程模式(Structural Equation Modeling)。首先探討初始假設模型與樣本的適配情形，其次根據修正指標及相關理論進行模式修正，修正後之模式與資料適配。修正後的模式中，「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」彼此相關。然而，在此四變項中，僅「融合取向」(Integrativeness)」對於「動機行為(Motivational Behaviors) 」有顯著影響。此結果顯示「融合取向」(Integrativeness)」之定義可能已有所轉變。而研究對象之背景、變項之間的相互抵銷作用以及中介變項可能是其餘三變項對於「動機行為(Motivational Behaviors) 」無顯著影響之因。文末進一步提出相關建議，以期能作為台灣英語教師及未來研究參考。zh_TW
dc.description.abstract (摘要) The purpose of this study was to investigate what kinds of motivational component influence motivational behaviors of Taiwanese non-English majors, and to propose an empirically grounded model of English learning motivation which presented the relationship among these components. The components in the model are Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. The participants in the study were 302 freshmen studying in Taipei City. The instrument was an adapted questionnaire composed scales of Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. Structural Equation Modeling (SEM) was applied to analyze the data. The hypothesized model was tested and modified using the 302 samples of the participants. In the final model, the four components, Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation were found to correlate with one another. However, among the hypothesized influences on Motivational Behaviors, namely, the influences from Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation on Motivational Behaviors, only the path between Integrativeness and Motivational Behaviors was left in the modified model. The result may indicate the transfer of the definition of Integrativeness, and the two removed paths and one no significant path may be explained by the background of the participants, the compensatory effects, and the existence of mediating variables. Finally, it is expected that the results of the present study offer a new perspective to understand Taiwanese EFL learners’ English learning motivation, and provide pedagogical implications for English instructors in Taiwan and future studies.en_US
dc.description.tableofcontents Chinese Abstract........................................ x
English Abstract........................................ xi
Chapter One: Introduction................................ 1
Background and Motivation........................ 1
The Purposes of Study and Research Questions......5
Definition of Terms.............................. 6
Significance of the Study........................ 7
Chapter Two: Literature Review........................... 8
Definition of Motivation......................... 8
Second Language Motivational Theories........... 12
Components of Motivation........................ 18
Related Studies on Motivational Constructs...... 23
Limitations of Previous Studies..................32
Chapter Three: Methodology............................... 35
The Structure and Hypothesis of This Study........35
Participants..................................... 37
Instrument....................................... 39
Procedures....................................... 62
Data Analysis.................................... 64
Chapter Four: Results.....................................65
The Development of the Model..................... 65
The Effect among the Variables................... 77
Chapter Five: Discussion and Conclusion.................. 79
Discussion....................................... 79
Conclusion....................................... 85
References................................................90
Appendixes................................................97
Appendix A: Studies on Motivation Models.........97
Appendix B: Questionnaire for Pilot Study.......101
Appendix C: Questionnaire for Formal Study......104		zh_TW
dc.format.extent 2131667 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096551015en_US
dc.subject (關鍵詞) 英語學習動機zh_TW
dc.subject (關鍵詞) 融合取向zh_TW
dc.subject (關鍵詞) 工具取向zh_TW
dc.subject (關鍵詞) 內在取向zh_TW
dc.subject (關鍵詞) 外在取向zh_TW
dc.subject (關鍵詞) 動機行為zh_TW
dc.subject (關鍵詞) English learning motivationen_US
dc.subject (關鍵詞) integrativenessen_US
dc.subject (關鍵詞) instrumentalityen_US
dc.subject (關鍵詞) intrinsic orientationen_US
dc.subject (關鍵詞) extrinsic orientationen_US
dc.subject (關鍵詞) motivational behaviorsen_US
dc.title (題名) 英語學習動機模式之建立: 以台北市大一學生為例zh_TW
dc.title (題名) The development of english learning motivation model: a study on college freshmen in Taipei Cityen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Au, S. Y. (1988). A critical appraisal of Gardner’s social-psychological theory of second-language (L2) Learning. Language Learning, 38, 75-100.
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
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), 219-44.
Brown, H. D. (1994). Principles of language learning and teaching. NJ: Prentice Hall Regents.
Campbell, K. P., & Yong, Z. (1993). The dilemma of English language instruction in the People`s Republic of China. TESOL Journal, 2(4), 4-6.
Chang, S. F., & Huang, S. C. (1999). Taiwanese English learners’ learning motivation and language learning strategies. Proceedings of the sixteenth conference on English Teaching and Learning in the Republic of China, 111-128, Taipei: The Crane Publishing Co.
Chen, I., & Sheu, S. P. (2005). Applying the expextancy-value theory to foreign language learning motivation: A case study on Takming college students. Journal of National Taipei Teachers College, 18(1), 201-208.
Chen, J. (2002). EFL student motivation across different educational tracks in Taiwan. In M. Megan, & A. Jyu (Eds.), Reflection and innovation in language teaching and learning (pp. 63-81). Hong Kong SAR: Hong Kong University of Science and Technology.
Chen, J. F., Warden, C. A., & Chang, H-T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.
Deci, E. L. (1992). On the nature and functions of motivation theories. Psychological Science, 3(3), 167-171.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
DeGranpre, R. (2000). A science of meaning: Can behaviorism bring meaning to psychological science? American Psychologist, 55(7), 721-736.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40(1), 45-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273.
Dörnyei, Z. (1996). Moving language learning motivation to a larger platform for theory and practice. In R. L. Oxford (ed.), Language leaning motivation: Pathway to the new century (71-80). Honolulu: University of Hawaii.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.
Ehrman, M. E. (1996). Understanding second language learning difficulties. CA: SAGE Publications, Inc.,
Eggen, P. & Kauchack, D. (2004). Educational psychology: Windows on classroom. (6th ed). NJ: Pearson.
Ely, C. M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22(5), 437-45.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2001). Language learning motivation: The student, the teacher, and the researcher. Texas Papers in Foreign Language Education, 6(1), 1-18.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn`t effective? Studies in Second Language Acquisition, 13(1), 57-72.
Gardner, R. C., Smythe, P. C., Clément, R., & Gliksman, L. (1976). Second language learning: A social psychological perspectives. Canadian Modern Language Review, 32, 198-132.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. Modern Language Journal, 78(3), 359-68.
Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81(3), 344-62.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-94.
Hair Jr., J. F., Anderson, R. E., Tatham, R. L. & Black, W. C. (1998), Multivariate Data Analysis, 5th ed., Prentice Hall College Div.
Huang, C. Y. (2007). The relationships among non-English majors` English learning motivation, listening practice strategies, and listening proficiency in Taiwan. Unpublished master’s thesis, National Pingtung University of Education, Pingtung, Taiwan.
Huang, H. Y., & Lin, C. Y. (2007, November). English only? --- A study of Taiwanese English major students’ Attitudes/Motivation toward English or native language as a medium of instruction in the English writing class. Paper presented at 2007 TEFL International Conference of English Teaching at the Age of Globalization at National Taichung University, Taiwan. \\
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32 (1), 3-19
Liao, Y. F. (2000). A study of Taiwanese junior high school students’ EFL learning motivation and learning strategies. Unpublished master’s thesis. National Changhua University of Education. Taiwan: Changhua
Little, T. D. (1997). Mean and covariance structures (MACS) analysis of cross-cultural data: Practice and theoretical issues. Multivariate Behavioral Research, 32, 53-76.
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