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研究生：	李雅玲 Ya-ling Li
論文名稱：	從期望價值動機觀點建構一語言學習模式 Constructing a Language Learning Model from Expectancy-Value Motivational Perspective
指導教授：	曾文鐽 Tseng, Wen-Ta
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2008
畢業學年度：	96
語文別：	英文
論文頁數：	128
中文關鍵詞：	期望價值、外語學習動機、自律能力、策略使用
英文關鍵詞：	Expectancy-Value, Language Learning Motivation, Self-regulatory Capacity, Strategy Use
論文種類：	學術論文
相關次數：	點閱：275 下載：11
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本研究將期望價值理論(expectancy-value)應用於理解外語學習動機，並從期望價值動機觀點建構一個外語學習模式。本文將語言學習動機視為一個涉及數個動機相關因素的過程。此動機相關因素包含語言學習的選擇動機(choice motivation)、自律能力(self-regulatory capacity)、語言學習策略的使用投入度(strategic language learning involvement)、語言學習策略的使用精熟度(strategic language learning mastery)，以及語言學習成就(language learning achievement)。針對此五項動機變因之間的因果關係，本研究提出八項假設以及一個假設模式。
研究對象為一百九十位分別來自三所公立高中的高三學生，其主要參與過程為填寫一份測量動機相關因素的問卷。本研究採用第一次北區聯合模擬考的英文科成績，作為研究對象的語言學習成就指標。利用多元迴歸分析(multiple regression)來驗證動機因素間的假設因果關係，並進行路徑分析(path analysis)來評估所提出的假設模式。
迴歸分析結果支持所提出的八項假設關係，且路徑分析結果顯示，此假設模式符合模式與語料間切合指數標準(model fit index)。然而，為求更為精簡的動機歷程模式，本研究刪除一條未達顯著標準的路徑，建構出一個修正模式(revised model)。進一步的路徑分析顯示，此修正模式超越原假設模型，更可有效解釋實證資料。因此，本文將此修正模式視為可有效解釋外語學習歷程的最終模式。
根據此修正模式，語言學習動機與語言學習成就之間為一個循環互惠過程，在此過程中，選擇動機、自律能力、學習策略使用等因素皆扮演重要角色。期望價值所構成的選擇動機會影響自律能力，而自律能力會引導學習行為。就語言學習策略使用而言，其質比量更能有效解釋學習成就。整體而言，此修正模式顯示，為達到更高的學習成就，語言學習者必須具備高期望價值所構成的選擇動機、擁有自律能力以及語言學習策略的使用精熟度。
根據發展出的語言學習模式，本研究提供具體的教學建議以及未來研究的可能方向。

The study aims to explore language learning motivation from an expectancy-value perspective and to construct a model of motivated language learning. Language learning motivation in the study is operationalized as a process involving a series of motivational constituents, which include choice motivation of language learning, self-regulatory capacity in language learning, strategic language learning involvement, strategic language learning mastery, and language learning achievement.
A total of 190 third graders from three senior high schools in Taipei participated in the study and completed a questionnaire which measures the motivational constituents under investigation. The grades of one standardized simulated exam were adopted as the indicator of language learning achievement. Multiple regressions were computed to evaluate the hypothesized links between the variables and path analysis was conducted to verify the hypothesized model. Although the hypothesized model was found to reach internal structure model fit criteria, for a more parsimonious model, a revised model was formulated by eliminating one insignificant path. Further results showed that the revised model outperformed the hypothesized model and could account for the empirical data to a remarkable degree. The present study therefore accepted the revised model as the final outcome model which can appropriately reflect the motivated process of language learning in EFL contexts.
The revised model suggests that language learning motivation functions as a cyclic process in which choice motivation, self-regulation, strategy use, and learning achievement all serve as significant contributors. The volitional aspect of self-regulation was found to mediate the transition from learning intention to goal-directed behaviors. The quality dimension of strategy use possesses more predictive power over language learning success than the quantity aspect. Overall, the revised model suggests that to achieve L2 success in EFL contexts, language learners have to become motivated with a positive sense of expectancy-value beliefs, volitionally self-regulated, and skillfully competent in strategy use.
Based on the research findings and the revised model, some pedagogical implications are provided for language teachers and learners.

CHINESE ABSTRACT………………………………………………………………..i
ENGLISH ABSTRACT………………………………………………………………iii
ACKNOWLEDGEMENTS…………………………………………………………...v
TABLE OF CONTENTS…………………………………………….………………vii
LIST OF TABLES………………………………………………….…………………xi
LIST OF FIGURES………………………………………………………………..…xii
CHAPTER ONE INTRODUCTION………………………………………………….1
1.1 Theoretical Background………………………………………………………...1
1.2 Purpose of the Study and Research Questions………………………………….5
1.3 Significance of the Study ...…………………………………………………….5
1.4 Organization of the Thesis ..……………………………………………………6
CHAPTER TWO LITERATURE REVIEW…………………………………………..7
2.1 Cognitive Psychological Approaches to Learning Motivation………………….7
2.1.1 Expectancy-Value Theory………………………………………………….8
2.1.1.1 Expectancy of Success………………………………………………...9
2.1.1.2 Value………………………………………………………………….11
2.1.1.3 Assessing Expectancy-Value Learning Motivation…………………..14
2.1.2 Expectancy-Value in Studies on L2 Motivation…………………………..16
2.2 Motivation as a Process………………………………………………………..18
2.2.1 Heckhausen and Kuhl’s Action Control Theory…………………………..19
2.2.1.1 Distinction of Two Motivational Phases……………………………..20
2.2.1.2. Action Control: the Mediator between Intention and Behavior……..22
2.2.2 Dörnyei and Ottó’s Process-oriented Model of L2 Motivation…………...26
2.2.2.1 The Sequential Pattern of L2 Motivational Process………………….26
2.2.2.2 Self-Regulatory Strategies……………………………………………29
2.3 From L2 Motivation to L2 Achievement……………………………………...31
2.3.1 L2 Motivation and Language Learning Strategy Use…………………….33
2.3.2 Language Learning Strategy Use and L2 Achievement…………………..33
2.3.3 Motivation-Achievement as a Reciprocal Cycle………………………….36
2.4. The Hypothesized Model of Motivated Language Learning…………………36
CHAPTER THREE METHODOLOGY……………………………………………..39
3.1 Participants…………………………………………………………………….39
3.1.1 Pilot Study………………………………………………………………...39
3.1.2 Formal Study……………………………………………………………...40
3.2 Instruments…………………………………………………………………….41
3.2.1 Measure of Choice Motivation of Language Learning…………………...41
3.2.2 Measure of Self-regulatory Capacity in Language Learning……………..42
3.2.3 Measure of Strategic Language Learning Involvement…………………..43
3.2.4 Measure of Strategic Language Learning Mastery……………………….44
3.2.5 Grades of Joint Simulated Examinations…………………………………45
3.3 Procedures……………………………………………………………………..46
3.3.1 Pilot Study………………………………………………………………...46
3.3.1.1 Item Analysis & Correlation Analysis………………………………..46
3.3.1.2 Reliability Analysis…………………………………………………..50
3.3.2 Formal Study……………………………………………………………...51
3.3.2.1 Item Analysis…………………………………………………………51
3.3.2.2 Reliability analysis…….……………………………………………..52
3.4 Data Analysis…………………………………………………………………..53
CHAPTER FOUR RESULTS………………………………………………………..54
4.1 Hypotheses Testing: Interdependency between the Motivational Variables….54
4.1.1 Effects of Choice Motivation on Self-regulatory Capacity (Hypothesis 1)………………………………………………………………………….55
4.1.2 Effects of Choice Motivation and Self-regulatory Capacity on Strategic Involvement (Hypothesis 2 & Hypothesis 3)…………………………….56
4.1.3 Effects of Self-regulatory Capacity and Strategic Involvement on Strategic Mastery (Hypothesis 4 & Hypothesis 5)………………………………….57
4.1.4 Effects of Strategic Involvement and Strategic Mastery on Language Achievement (Hypothesis 6 & Hypothesis 7)……………………………58
4.1.5 Effects of Language Achievement on Choice Motivation (Hypothesis 8)
……………………………………………………………………………59
4.2 Model Evaluation: Causal Paths among the Motivational Variables………….60
4.2.1 Evaluation of the Hypothesized Model…………………………………...61
4.2.2 Construction of the Revised Model…………………………….…………62
4.3 Summary of Chapter Four……………………………………………………..64
CHAPTER FIVE DISCUSSION…………………………………………………….66
5.1 Overview of the Study…………………………………………………………66
5.2 Motivation as a cyclic process…………………………………………………67
5.3 Predecisional Phase: The Role of Expectancy-Value Choice Motivation……..69
5.4 Postdecisional Phase: The Role of Self-Regulation…………………………...71
5.4.1 Enhancement of Self-regulatory Capacity………………………………..74
5.5 Postdecisional Phase: The Role of Language Learning Strategy Use…………76
5.5.1 Strategy Use as Two Stages Channeled by Metacognition……………….77
5.5.2 Discussion on the Necessity of the Both Stages…………………………..83
  5.6 Pedagogical Value of the Motivated Language Learning Model……………...86
5.7 Summary of Chapter Five……………………………………………………..88
CHAPTER SIX CONCLUSION…………………………………………………….89
6.1 Summary of the Major Findings………………………………………………89
6.2 Pedagogical Implications……………………………………………………...91
6.3 Limitations of the Study……………………………………………………….92
6.4 Suggestions for Future Research………………………………………………93
REFERENCES……………………………………………………………………….94
APPENDIX A—Questionnaire Used in the Pilot Study……………………………108
APPENDIX B—Chinese Version of the Measure of L2 Choice Motivation (Formal Study)…………………………………………………………….113
APPENDIX C—English Version of the Measure of L2 Choice Motivation……….115
APPENDIX D—Chinese Version of the Measure of Self-regulatory Capacity in Language Learning (Formal Study)……………………………...117
APPENDIX E—English Version of the Measure of Self-regulatory Capacity in Language Learning ………………………………………………118
APPENDIX F—Chinese Version of the Measure of Strategic Language Learning Involvement (Formal Study)……………………………………...120
APPENDIX G—English Version of the Measure of Strategic Language Learning Involvement ………………………………………..…………….122
APPENDIX H—Chinese Version of the Measure of Strategic Language Learning Mastery (Formal Study)………………………………………….124
APPENDIX I—English Version of the Measure of Strategic Language Learning Mastery…………………………………………………………….126
APPENDIX J—Summary of the Measures of the Revised Model…………………128
LIST OF TABLES
Table 1. Summary of the Participants’ Background Information…………………….40
Table 2. Summary of the Choice Motivation Measure ……………………………...42
Table 3. Summary of Self-regulatory Capacity in Language Learning ……………..43
Table 4. Results of Item Analysis on the Choice Motivation Measure ……………...47
Table 5. Results of Item Analysis on the Self-regulatory Capacity Measure ………..48
Table 6. Results of Item Analysis on the Strategic Involvement Measure …………..49
Table 7. Summary of the Reliability of the Measures in the Hypothesized Model …50
Table 8. Results of Item Analysis on the Strategic Mastery Measure ……………….52
Table 9 Summary of Reliability of the Measures ……………………………………53
Table 10. Descriptive Statistics for All Variables …………………………………...55
Table 11. Correlations between the Variables ……………………………………….55
Table 12. Multiple Regression of Choice Motivation on Self-regulatory Capacity …56
Table 13. Multiple Regressions of Variables Predicting Strategic Involvement …….57
Table 14. Multiple Regressions of Variables Predicting Strategic Mastery …………58
Table 15. Multiple Regressions of Variables Predicting Language Achievement …...59
Table 16. Multiple Regression of Language Achievement on Choice Motivation ….60
Table 17. Model Fit Indices for the Hypothesized Model …………………………...61
Table 18. Comparison of Model Fit Indices for the Two Models …………………...64







LIST OF FIGURES
Figure 1. The Hypothesized Model with Five Variables …………………………….37
Figure 2. Results of Path Analysis on the Hypothesized Model …………………….62
Figure 3. Results of Path Analysis on the Revised Model …………………………..63
                                

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