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題名 從學生和老師的角度來探討台灣國中英語課室教學中動機策略的應用
The use of motivational strategies in the secondary EFL setting in Taiwan: teacher and student perspectives
作者 陳純鈴
Chen, Chun Ling
貢獻者 黃淑真
Huang, Shu Chen
陳純鈴
Chen, Chun Ling
關鍵詞 動機策略
英語為第二外語之學習環境
教師角色
學習者自主性
motivational strategies
EFL setting
teacher`s role
learner autonomy
日期 2011
上傳時間 4-九月-2013 14:55:36 (UTC+8)
摘要 本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形，此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知，比較其中差異。很少研究同時參考雙方面的意見，本研究透過問卷的方式詢問老師使用動機策略的頻率，也詢問學生對於相同教師策略使用頻率的感受，目的在找出何種動機策略最常被使用，也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點，以瞭解在學生的觀點中，哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人，學生216人。另外，研究者還進行了10堂課的課室觀察，期以觀察所得的資料與師生填寫的問卷資料做對照。
研究結果顯示，學生和老師大致上對使用頻率較高的策略有共識。在48個動機策略當中，老師和學生對各項的排序幾乎相同。前幾名分別是適當的教師行為、辨別出學生的努力、適當地呈現教學任務、提升學習者的自我信心、創造愉悅的教室氣氛等。但是程度上老師表示的和學生體認到的卻大不相同，以T檢定比較學生和教師問卷，發現大部分項目都達顯著性差異，教師表示使用的頻率高，但學生體驗到的頻率卻相對較低。在課室觀察的資料中，發現最常被觀察到教師使用的動機策略為：呈現教學工作、提供回饋、教師行為、提升學習者自主性，和提升與第二語言相關的價值，可能因為這些外顯行為的項目較其他容易被實際地觀察到。
此外，比較學生對不同策略重要性的看法問卷當中也指出，學生對於動機策略的想法的確和老師報導的使用頻率不相同。學生對重要性前幾項依序為：提升學習者的自主性、創造愉悅的教室氣氛、辨別學生的努力、適當的教師行為，和提升學習者的自信心。特別在提升學習者的自主性這個類別裡，老師和學生的看法就很不一樣。老師們最少使用這個類別的策略，但是學生卻認為這些是最有效於提升他們對學習語言動機的策略。
The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data.
The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable.
In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.
參考文獻 Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In B. Sinclair, I. McGrath and T. Lamb (Eds.) Learner Autonomy, Teacher Autonomy: Future Directions (pp. 111-117). London: Longman.
Bernaus, M., & Gardner, C. Robert (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92, iii, 387-401.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Addison Wesley Longman.
Brown, H.D. (2004). Teaching by Principles. NJ: Prentice Hall, Englewood Cliffs
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, 609–633.
Cheng, H.-F., & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153–174.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning: A Journal of Applied Linguistics, 41, 469-512.
Csizer, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, 19-36.
Covington, M.V. (1998). The will to learn: A Guide for Motivating Young People. Cambridge: Cambridge University Press
Deci, E.L. and Ryan, R.M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
Deci, E.L., Vallerand, R.J, Pelletier, L.G, & Ryan, R.M. (1991). Motivation in education: The s elf-determination. The Educational Psychologist, 26, 325-346
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z. (2001a). Teaching and Researching Motivation. Harlow: Longman.
Dörnyei, Z. (2001b). Motivational strategies in the foreign language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2003). Attitudes, orientation, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3-32.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dörnyei, Z., & Cl´ement, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey.
Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399–432). Honolulu: The University of Hawaii, Second Language Teaching & Curriculum Center.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R.C., & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 359-368
Good, T. L., & Brophy, J. E. (2003). Looking in classroom (9th ed.). Boston: Pearson Education.
Guilloteaux, M., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly 42, 1, 55-77.
Ho, J. and Crookall, D. (1995) Breaking with Chinese cultural traditions: learner autonomy in English language teaching. System 23 (2), 235_243.
Kamada, L.D. (1987). Intrinsic and extrinsic motivation learning processes: Why Japanese can’t
speak English. (ERIC Document Reproduction Service No. ED 285 408)
Lightbown, P & Spada, N (1993). How Languages Are Learned. Oxford: Oxford University Press.
Littlewood, W. (1996) ‘Autonomy’: an anatomy and a framework. System 24(4): 427–35.–––– 1999: Defining and developing autonomy in East Asian contexts. Applied Linguistics 20(1): 71–94.
Nakata, Y. (2011) Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education 27: 900–910
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12–28.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Ryan, S. (2006). Language learning motivation within the context of globalisation: An L2 self within an imagined global community. Critical Inquiry in Language Studies, 3, 23-45.
Schmidt, R., Boraie, D. and Kassabgy, O. (1996) Foreign language motivation: Internal structure and external connections. In R.L. Oxford (ed.) Language Learning Motivation: Pathways to the New Century (pp. 9_70). Honolulu, HI: The University of Hawaii, Second Language & Curriculum Center.
Scarcella, R.C., & Oxford, R. (1992). The tapestry of language learning. Boston: Heinle & Heinle.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA–Colombia. Modern Language Journal, 85, 244–258.
Spada, N., & Frohlich, M. (1995). COLT Communicative Orientation of Language Teaching observation scheme: Coding conventions and applications. Sydney, Australia: Macquarie University, National Centre for English Language Teaching and Research.
Spolsky, B. (1989). Conditions for second language learning. Oxford University Press: Oxford.
van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.
Williams, M & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
描述 碩士
國立政治大學
英語教學碩士在職專班
97951003
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951003
資料類型 thesis
dc.contributor.advisor 黃淑真zh_TW
dc.contributor.advisor Huang, Shu Chenen_US
dc.contributor.author (作者) 陳純鈴zh_TW
dc.contributor.author (作者) Chen, Chun Lingen_US
dc.creator (作者) 陳純鈴zh_TW
dc.creator (作者) Chen, Chun Lingen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-九月-2013 14:55:36 (UTC+8)-
dc.date.available 4-九月-2013 14:55:36 (UTC+8)-
dc.date.issued (上傳時間) 4-九月-2013 14:55:36 (UTC+8)-
dc.identifier (其他 識別碼) G0097951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60026-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 97951003zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形，此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知，比較其中差異。很少研究同時參考雙方面的意見，本研究透過問卷的方式詢問老師使用動機策略的頻率，也詢問學生對於相同教師策略使用頻率的感受，目的在找出何種動機策略最常被使用，也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點，以瞭解在學生的觀點中，哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人，學生216人。另外，研究者還進行了10堂課的課室觀察，期以觀察所得的資料與師生填寫的問卷資料做對照。
研究結果顯示，學生和老師大致上對使用頻率較高的策略有共識。在48個動機策略當中，老師和學生對各項的排序幾乎相同。前幾名分別是適當的教師行為、辨別出學生的努力、適當地呈現教學任務、提升學習者的自我信心、創造愉悅的教室氣氛等。但是程度上老師表示的和學生體認到的卻大不相同，以T檢定比較學生和教師問卷，發現大部分項目都達顯著性差異，教師表示使用的頻率高，但學生體驗到的頻率卻相對較低。在課室觀察的資料中，發現最常被觀察到教師使用的動機策略為：呈現教學工作、提供回饋、教師行為、提升學習者自主性，和提升與第二語言相關的價值，可能因為這些外顯行為的項目較其他容易被實際地觀察到。
此外，比較學生對不同策略重要性的看法問卷當中也指出，學生對於動機策略的想法的確和老師報導的使用頻率不相同。學生對重要性前幾項依序為：提升學習者的自主性、創造愉悅的教室氣氛、辨別學生的努力、適當的教師行為，和提升學習者的自信心。特別在提升學習者的自主性這個類別裡，老師和學生的看法就很不一樣。老師們最少使用這個類別的策略，但是學生卻認為這些是最有效於提升他們對學習語言動機的策略。		zh_TW
dc.description.abstract (摘要) The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data.
The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable.
In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
CHINESE ABSTRACT……………………………………………… …i
ENGLISH ABSTRACT………………………………………… ………ii
ACKNOWLEDGEMENTS………………………………………… ………iii
TABLE OF CONTENTS……………………………………… ……… iv
LIST OF TABLES………………………………………………… . vii
CHAPTER ONE 1
INTRODUCTION 1
Background of the Study 3
Statement of the Problem 4
Significance of the Study 5
Research Questions 6
Organization of the Thesis 7
CHAPTER TWO 8
LITERATURE REVIEW 8
The Definition and Significance of Motivation 9
The Dynamic Nature of Motivation 9
The Prominent Motivational Theories 11
Expectancy-value theory 11
Self-determination theory 12
Gardner’s motivational theory 13
Dörnyei’s L2 Motivation Framework 16
Motivational Strategies 17
Studies Concerning Motivational Strategies 19
CHAPTER THREE 25
METHODOLOGY 25
Participants 25
Questionnaire participants-teachers 25
Questionnaire participants-students 27
Observation participants 28
Instrument 30
Instrument-questionnaires 30
Language of Questionnaires/Instruments 32
Instrument of Classroom Observation -the MOLT Classroom Observation Scheme 32
Procedure 35
Pre-Implementation Stage 35
Implementation Stage 36
Classroom Observation Procedure 37
Post-Implementation 39
Data Analysis 39
CHAPTER FOUR 42
RESULTS 42
The Results 42
The Results from the Questionnaire 42
The Means of the Result 43
Further Breakdown of the Micro-strategies 46
A Comparison of Teacher and Student Questionnaire on Strategy Use 49
The Results from Classroom Observation 51
Students’ Perceived Effectiveness of Motivational Strategies 55
Summary 57
CHAPTER FIVE 59
CONCLUSION 59
Discussion and Implication of Results from Questionnaire 59
Discussion and Implication of Results from Observation 60
Discussion and Implication of Results from Students’ Opinions on Strategy Effectiveness 62
A Comparison with Previous Studies 63
Discussion and Implication on Specific Strategies 66
Promoting learner autonomy 66
Creating a pleasant classroom climate 67
Recognizing students’ effort 67
Proper teacher behavior 68
Making the learning tasks stimulating 69
Presenting tasks properly 69
Increasing learners’ goal-orientedness 70
Familiarizing learners with L2-related values 71
Promoting group cohesiveness and group norms 71
Limitations of the Study 72
Suggestion for Future Research 73
REFERENCES 74
Appendix A: The Questionnaire of Motivational Strategies-teacher’s version 78
The Questionnaire of Motivational Strategies-teacher’s version(Chinese) 82
Appendix B: The Questionnaire of Motivational Strategies-student’s version 85
The Questionnaire of Motivational Strategies-student’s version(Chinese) 89
Appendix C: The Questionnaire of Motivational Strategies-student’s version 92
The Questionnaire of Motivational Strategies-student’s version(Chinese) 95
Appendix D: Teacher’s Use of Motivational Strategies: Observation Schedule 99
Appendix E: Final descriptive statistics of the 10 conceptual domains and the individual constituent strategies 100

vi		zh_TW
dc.format.extent 1670974 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/#G0097951003en_US
dc.subject (關鍵詞) 動機策略zh_TW
dc.subject (關鍵詞) 英語為第二外語之學習環境zh_TW
dc.subject (關鍵詞) 教師角色zh_TW
dc.subject (關鍵詞) 學習者自主性zh_TW
dc.subject (關鍵詞) motivational strategiesen_US
dc.subject (關鍵詞) EFL settingen_US
dc.subject (關鍵詞) teacher`s roleen_US
dc.subject (關鍵詞) learner autonomyen_US
dc.title (題名) 從學生和老師的角度來探討台灣國中英語課室教學中動機策略的應用zh_TW
dc.title (題名) The use of motivational strategies in the secondary EFL setting in Taiwan: teacher and student perspectivesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In B. Sinclair, I. McGrath and T. Lamb (Eds.) Learner Autonomy, Teacher Autonomy: Future Directions (pp. 111-117). London: Longman.
Bernaus, M., & Gardner, C. Robert (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92, iii, 387-401.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Addison Wesley Longman.
Brown, H.D. (2004). Teaching by Principles. NJ: Prentice Hall, Englewood Cliffs
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, 609–633.
Cheng, H.-F., & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153–174.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning: A Journal of Applied Linguistics, 41, 469-512.
Csizer, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, 19-36.
Covington, M.V. (1998). The will to learn: A Guide for Motivating Young People. Cambridge: Cambridge University Press
Deci, E.L. and Ryan, R.M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
Deci, E.L., Vallerand, R.J, Pelletier, L.G, & Ryan, R.M. (1991). Motivation in education: The s elf-determination. The Educational Psychologist, 26, 325-346
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dörnyei, Z. (2001a). Teaching and Researching Motivation. Harlow: Longman.
Dörnyei, Z. (2001b). Motivational strategies in the foreign language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2003). Attitudes, orientation, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3-32.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dörnyei, Z., & Cl´ement, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey.
Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399–432). Honolulu: The University of Hawaii, Second Language Teaching & Curriculum Center.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R.C., & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 359-368
Good, T. L., & Brophy, J. E. (2003). Looking in classroom (9th ed.). Boston: Pearson Education.
Guilloteaux, M., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly 42, 1, 55-77.
Ho, J. and Crookall, D. (1995) Breaking with Chinese cultural traditions: learner autonomy in English language teaching. System 23 (2), 235_243.
Kamada, L.D. (1987). Intrinsic and extrinsic motivation learning processes: Why Japanese can’t
speak English. (ERIC Document Reproduction Service No. ED 285 408)
Lightbown, P & Spada, N (1993). How Languages Are Learned. Oxford: Oxford University Press.
Littlewood, W. (1996) ‘Autonomy’: an anatomy and a framework. System 24(4): 427–35.–––– 1999: Defining and developing autonomy in East Asian contexts. Applied Linguistics 20(1): 71–94.
Nakata, Y. (2011) Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education 27: 900–910
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12–28.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Ryan, S. (2006). Language learning motivation within the context of globalisation: An L2 self within an imagined global community. Critical Inquiry in Language Studies, 3, 23-45.
Schmidt, R., Boraie, D. and Kassabgy, O. (1996) Foreign language motivation: Internal structure and external connections. In R.L. Oxford (ed.) Language Learning Motivation: Pathways to the New Century (pp. 9_70). Honolulu, HI: The University of Hawaii, Second Language & Curriculum Center.
Scarcella, R.C., & Oxford, R. (1992). The tapestry of language learning. Boston: Heinle & Heinle.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA–Colombia. Modern Language Journal, 85, 244–258.
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