簡易檢索 / 詳目顯示

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:259下載:11
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 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

    REFERENCES
    Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
    Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
    Ames, C. (1992). Classrooms, goals, structures and student motivation. Journal of Educational Psychology, 84, 267-271.
    Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28, 117-148.
    Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
    Bandura, A. & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-659.
    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, 219-244.
    Bembenutty, H. (2004). Perception of self-efficacy, academic delay of gratification, and use of learning strategies among Korean college students. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.
    Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and Independence in Language Learning (pp. 18-34). London: Addison Wesley Longman.
    Berwick, R. & Ross, S. (1989). Motivation after matriculation: Are Japanese learners of English still alive after examination hell? JALT, 11, 193-210.
    Boekaerts, M., Pintrich. P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
    Brunstein, J. C. & Olbrich, E. (1985). Personal helplessness and action control: Analysis of achievement-related cognitions, selfassessments, and performance. Journal of Personality and Social Psychology, 48, 1540-1551.
    Carrell, P. L., Gajdusek, L., & Wise. T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26, 97-122.
    Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
    Chamot, A. U. & Rubin, J. (1994). Comments on Janie Rees-Miller’s “A critical appraisal of learner training: Theoretical bases and teaching implications”. TESOL Quarterly, 28, 371-376.
    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.
    Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-418.
    Clément, R. & Kruidenier, B. (1983). Orientations on second language acquisition: The effects of ethnicity, milieu and their target language on their emergence. Language Learning, 33, 273-291.
    Cohen, A. D. & Chi, J. C. (2002). Language strategy use inventory and index. In R. M. Paige, A. D. Cohen, B. Kappler, J. C. Chi, & J. P. Lassegard (Eds.), Maximizing study abroad (pp. 16-28). Minneapolis: Center for Advanced Research for Language Acquisition, University of Minnesota.
    Condly, S. J. (2000). Motivation to learn and to succeed: A path analysis of cane model of cognitive motivation. Dissertation Abstract International: Section A: Humanities and Social Sciences, 60, 4312.
    Corno, L. (1993). The best-laid plans: Modern Conceptions of volition and educational research. Educational Researcher, 22, 14-22.
    Corno, L. & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 19, 301-341.
    Csizer, K. & Dörnyei, Z. (2005). The internal structure of language learning motivation: Results of structural equation modeling. Modern Language Journal, 89, 19-36.
    Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum.
    Dörnyei, Z. (2001a). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
    Dörnyei, Z. (2001b). Teaching and Researching Motivation. Longman, Harlow.
    Dörnyei, Z. (2003a). Questionnaires in second language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
    Dörnyei, Z. (2003b). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and application. Language Learning, 53, 3-32.
    Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
    Dörnyei, Z. & Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
    Dörnyei, Z. & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69. Thames Valley University, London.
    Dörnyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 590-630). Malden, MA: Blackwell.
    Eccles, J. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp.75-146). San Francisco: Freeman.
    Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: W. H. Freeman.
    Eccles, J., Midgley, C., & Adler, T. (1984). Grade-related changes in the school motivation. In J. Nicholls (Ed.), Advances in motivation and achievement: The development of achievement motivation. (Vol. 3., pp.283-331). Greenwich, CT: JAI Press.
    Eccles, J. & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
    Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
    Eccles, J., Wigfield, A., Flanagan, C., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.
    Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
    Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70, 28-35.
    Feather, N. (1988). Values, valences, and course enrollment: Testing the role of personal values within an expectancy-value framework. Journal of Educational Psychology, 80, 381-391.
    Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Education Psychology, 23, 392-418.
    Garcia, T. & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-28.
    Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
    Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Mass: 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, 26, 57-72.
    Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
    Gollwitzer, P. M. (1990). Action phases and mind-sets. In E. T. Higgins & R. M. Sorrentino (Eds.), Handbook of motivation and cognition: Foundations of social behavior. New York: Guilford.
    Halisch, F. & Kuhl, J. (1987). Motivation, intention and volition. Berlin: Springer-Verlag.
    Harter, S. (1985). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In R. Leahy (Ed.), The development of the self (pp. 55-121). New York: Academic Press.
    Heckhausen, H. (1991). Motivation and action. New York: Springer.
    Heckhausen, H. & Kuhl, J. (1985). From wishes to action: the dead ends and short cuts on the long way to action. In M. Frese & J. Sabini (Eds.), Goal-directed behavior: The concept of action in psychology (pp.134-160). Hillsdale, NJ: Erlbaum.
    Huang, S. C. & Chang, S. F. (1996). Self-efficacy of English as a second language learner: An example of four learners. Eric Research Report (143). ED 396536.
    Inbar, O., Donitsa-Schmidt, S., & Shohamy, E. (2001). Students’ motivation as a function of language learning: The teaching of Arabic in Israel. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 297-311). Honolulu, HI: University of Hawaii Press.
    Koizumi, R. & Kai, T. (1992). Changes in attitudes, motives and perceived attainment in learning English: A cross-sectional study in seventh through ninth grade. Bulletin of Fukuoka University of Education, 41, 297-307.
    Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp.101-128). New York: Springer.
    Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halish & J. Kuhl (Eds.), Motivation, intention, and volition (pp.279-291). Berlin: Springer.
    Kuhl, J., & Beckmann, J. (Eds.). (1985). Action control: From cognition to behavior. Berlin: Springer-Verlag.
    Kuhl, J., & Beckmann, J. (Eds.). (1994). Volition and personality: Action versus state orientation. Seattle, WA: Hogrede & Huber Publishers.
    Locke, E. A., & Latham, G. P. (1990). A Theory of Goal Setting and Task Performance. Englewood Cliffs, New Jersey: Prentice Hall.
    Macaro, E. (2006). Strategies for language learning and for language use: revising the theoretical framework. The Modern Language Journal, 90, 320-337.
    MacIntyre, P. D. & Noels, K. A. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Journals, 29, 373-386.
    MacIntyre, P., 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, HI: University of Hawaii Press.
    Marsh, H. (1990). Causal ordering of academic self-concept and academic achievement: A multivariate, longitudinal panel analysis. Journal of Educational Psychology, 81, 417-430.
    McCann, E. J. & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Differences, 11, 259-279.
    McCann, E. J. & Turner J. E. (2004). Increasing student learning through volitional control. Teachers College Record, 106, 1695-1714.
    McDonough, S. K. (2001). Promoting self-regulation in foreign language learners. Clearing House, 74, 323-326.
    Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70.
    Menec, V. H., Schonwetter, D. J., Struthers, C. W., & Perry, R. P. (1993). The effect of action control on college students’ motivation and achievement when instruction is ineffective. Presented at the meeting of the American Educational Research Association, Atlanta.
    Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14, 91-110.
    Mori, S (2007) Language learning strategy use for learners of Japanese in different levels. Online Submission, 24pp. Retrieved January 22, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/8c/79.pdf
    Mori, S. & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34, 194-210.
    Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38, 100-107.
    Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107-144.
    Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
    Noels, K. A., Clément, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian Learners of English. Canadian Modern Language Review, 57, 424-444.
    Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Language learning, 53, 33-63.
    Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newburry House.
    Oxford, R., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73, 404-419.
    Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.
    Park, G. P. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30, 211-221.
    Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, California: Academic Press.
    Pintich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219-225.
    Pintrich, P. R. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
    Pintrich, P. R. & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom tasks. In D. Schunk & J. Meece (Eds.), Students perceptions in the classroom: Causes and consequences (pp.149-183). Hillsdale: NJ:Erlbaum.
    Pintrich, P. R., & Schunk D.H. (1996). Motivation in Education: Theory, Research and Applications. Upper Saddle River, New Jersey: Merrill Prentice Hall.
    Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
    Pressley, M. & Harris, K. R. (2006) Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. H. Winne (Eds), Handbook of Educational Psychology (pp. 265-281). Mahwah, N.J. :Erlbaum.
    Randi, J & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation (pp. 651-685). San Diego: Academic Press.
    Rao, N. & Sachs, J. (1999). Confirmatory factor analysis of the Chinese version of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 59, 1016-1029.
    Reed, J. H., Hagan, A. S., Wicker, F. W., & Schallert, D. L. (1996). Involvement as a temporal dynamic: Affective factors in studying for exams. Journal of Educational Psychology, 88, 101-109.
    Reed, J. H. & Schallert, D. L. (1993). The nature of involvement in academic discourse tasks. Journal of Educational Psychology, 85, 253-266.
    Reed, J. H., Schallert, D. L., & Deithloff, L. (2000). Understanding students’ involvement in academic tasks. Paper presented at the American Educational Research Association meeting. New Orleans, LA.
    Reed, J. H., Schallert, D. L., & Deithloff, L. F. (2002). Investigating the interface between self-regulation and involvement processes. Educational Psychologist, 37, 53-57.
    Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
    Sachs, J., Law, Y. K., & Chan, C. K. K. (2001). A nonparametric item analysis of the Motivated Strategies for Learning Questionnaire─Chinese Version. Psychologia: An International Journal of Psychology in the Orient, 44, 197-208.
    Samimy, K. K. & Tabuse, M. (1992). Affective variables and a less commonly taught language: A study in beginning Japanese classes. Language Learning, 42, 377-398.
    Schmidt, R. & Watanable, Y. (2001). Motivation, strategy use, and pedagogical preferences in foreign language learning. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 313-359). Honolulu, HI: University of Hawaii, Second Language Teaching Center.
    Schneider, B., Csikszentmihalyi, M., & Knauth, S. (1995). Academic challenge, motivation, and self-esteem: The daily experience of students in high school. In M. T. Hallinan (Ed.), Restructuring schools: Promising practices and policies (pp. 175-195). New York: Plenum.
    Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
    Schumann, J. H. (1998). The Neurobiology of Affect in Language. Oxford: Balckwell.
    Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
    Shaaban, K. A., & Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annuals, 33, 632-644.
    Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140.
    Streiner, D. L. (2005). Finding our way: An introduction to path analysis. The Canadian Journal of Psychiatry, 50, 115-122.
    Strong, M. (1984). Integrative motivation: cause or result of successful language acquisition? Language Learning, 34, 1-14.
    Tachibana, Y., Matsukawa, R., & Zhong, Q. X. (1996). Attitudes and motivation for learning English: A cross-national comparison of Japanese and Chinese high school students. Psychological reports, 79, 691-700.
    Tian, J. P. (2005). Classroom language teaching and students motivation, CELEA Journal Bimonthly, 28, 90-94.
    Trawick, L., & Corno, L. (1995). Expanding the volitional resources of urban community college students. New Directions for Teaching and Learning, 63, 57-70.
    Tremblay, P. & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505-518.
    Tseng, W. T. (2006). Motivation, self-regulation and vocabulary acquisition: A structural equation modeling analysis. Unpublished Doctoral Thesis, University of Nottingham, Nottingham, England.
    Tseng, W. T., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78-102.
    Tseng, W. T., & Schmitt, N. (2008). Towards a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58, 357-400.
    Tweles, B. (1995). Motivation as a two-sided coin: motivational differences between college-level Chinese and Japanese learners of EFL. Texas Papers in Foreign Language Education, 2, 3-18.
    Ushioda, E. (1996). Developing a dynamic concept of L2 motivation, In T. Hickey, & J. Williams (Eds.), Language, education, and society in a changing world. Multilingual Matters, LTD: Dublin.
    Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of skilled second language listener. Language Learning, 53, 463-496.
    Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89.
    Vann, R. J. & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 177-198.
    Warden, C. A. & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33, 535-547.
    Weiner, B. (1992). Human Motivation: Metaphors, Theories and Research. Newbury Park, CA: Sage.
    Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annuals, 30, 235-251.
    Wenden, A. L. (1998). Metacognitve knowledge and language learning. Applied Linguistics, 19, 515-537.
    Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
    Wigfield, A. & Eccles, J. S. (1992). The development of achievement task value: A theoretical analysis. Developmental Review. 12, 265-310.
    Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
    William, M. & Burden, R. L. (1999) Students’ developing conceptions of themselves as language learners. Modern Language Journal, 83, 193-201.
    Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman, & D. H. Schunk (Eds.), Self-regulated Learning and Academic Achievement: Theoretical Perspectives (2nd ed.). Mahwah, N.J. : Lawrence Erlbaum Associates Publishers.
    Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
    Wong, M. M. & Csikszentmihalyi, M. (1991). Motivation and academic achievement: The effects of personality traits and the quality of experience. Journal of Personality, 59, 539-574.
    Yamamori, K., Isoda, T., Hiromori, T., & Oxford, R. L. (2003). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. IRAL, 4, 381-409.
    Zhang, D. & Goh, C. C. M. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15, 199-219.
    Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
    Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
    Zimmerman, B. J., & Schunk, D. H. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 289-307). Mahwah, NJ: Lawrence Erlbaum.

    下載圖示
    QR CODE