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研究生： 陳思珮
論文名稱： 英語能力與學習風格及多元智能之關係:復興高中學生之個案研究
The Relationship between English Proficiency and Learning Styles/ Multiple Intelligences : A Case Study of Fu-Hsing High School Students
指導教授： 陳純音
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2004
畢業學年度： 92
語文別： 英文
論文頁數： 125
中文關鍵詞： 英語能力 、學習風格 、多元智能 、復興高中學生
論文種類： 學術論文
相關次數： 點閱：237  下載：27 
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    • 本研究旨在探討英語能力 (English proficiency) 與學習風格 (learning styles) 及多元智能 (multiple intelligences) 的關係。 其重點首在探討高成就者 (high achievers) 與低成就者 (low achievers) 之間的學習風格及多元智能是否有顯著差異。
    本研究實驗對象為107 名臺北市立復興高中一年級的學生。 研究方法採量表調查法和訪談法。 在量表調查法部分，採用「學習風格量表」 (Dunn et al., 1989) 與「多元智能評量表」(謝家蓁，2000)為研究工具。 受試者的英語能力則採用全民英檢之聽力及閱讀測驗和研究者設計之口語、寫作能力測驗。 訪談部分，研究者挑選6名學生(3名高成就者，3名低成就者)進行訪談，進一步確認量表統計之結果。 本研究所得資料分別採取描述統計、多元迴歸、皮爾遜積差相關法及T檢定統計方法等加以分析。
    實驗研究結果顯示，受試者的英語能力和其動機、同儕學習、聽覺型及觸覺型學習風格有關。 整體而言,高成就者比低成就者顯著有較強動機，但明顯地較不喜愛聽覺型及觸覺型的學習風格。 至於多元智能方面，結果顯示受試者的英語能力和邏輯—數學、自然觀察者、音樂及空間四項智能有關。 高成就者大致上在音樂智能的得分明顯地高於低成就者; 在邏輯—數學及自然觀察者智能的得分明顯地低於低成就者。 此外，受試者的英語能力和其學多久英語、學習英語的興趣及父母親的態度亦呈現正相關。

    The present study aims to investigate the relationship between Taiwanese senior high school students’ EFL English proficiency and their learning styles/ multiple intelligences. Specifically, this study examines the differences in the learning styles/ multiple intelligences between the high and low achievers.
    The subjects were 107 Fuhsing senior high school students from three first-year classes in Taipei City. The major instruments were two questionnaires, a revised Learning Style Inventory (Dunn et al., 1989), and the Multiple Intelligences Inventory (Hsieh, 2000). In addition, listening and reading tests (from the GEPT set) and speaking and writing tests (designed by the researcher) were given to the subjects to measure their English proficiency. Multiple Regression and t-tests were employed to analyze the data. Besides, three high and three low achievers were interviewed to confirm the reliability of the statistic results.
    The overall results showed that the subjects’ English proficiency was correlated with their motivation, peer-oriented, as well as auditory and tactile learning. Moreover, the high achievers as a whole showed significantly stronger motivation but weaker preferences for auditory and tactile learning styles. With regard to multiple intelligences, it was found that the subjects’ English proficiency was also correlated with their logical-mathematical, naturalist, musical, and spatial intelligences. The high achievers generally showed significantly higher musical intelligences but lower naturalist and logical-mathematical intelligences. Besides, the subjects’ English proficiency was positively correlated with the span of their English learning, their interests in English, and their parents’ attitudes.

    ABSTRACT (CHINESE) i ABSTRACT (ENGLISH) ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vi 1. INTRODUCTION 1 1.1 Motivation 1 1.2 Theoretical Background 2 1.3 Research Questions 10 1.4 Organization of the Thesis 10 2. LITERATURE REVIEW 12 2.1 Issues in Learning Styles 12 2.1.1 Field Dependence/ Field Independence 12 2.1.2 Perceptual Preferences 14 2.1.3 Preferring Learning Alone/ in Groups 17 2.1.4 Motivation 17 2.2 Issues in the MI Theory 18 2.2.1 Theoretical Basis of the MI Theory 18 2.2.2 Essence of the MI Theory 22 2.2.3 Myths of the MI Theory 23 2.3 Previous Studies of the Relationship between English Proficiency and Learning Styles /Multiple Intelligences 26 2.3.1 Milgram & Price (1993) 26 2.3.2 Chang (1998) 30 2.3.3 Tsao (2002) 34 2.4 Summary of Chapter Two 38 3. METHODOLOGY 40 3.1 Subjects 40 3.2 Instruments 41 3.3 Procedures 45 3.3.1 Formal Testing 45 3.3.2 Scoring 48 3.3.3 Data Analysis 49 3.4 Results 50 3.4.1 The Students’ English Proficiency 50 3.4.2 Descriptive Statistics of the Learning Style Preferences 53 3.4.3 Descriptive Statistics of Multiple Intelligences 62 3.5 Summary of Chapter Three 70 4. DISCUSSION 71 4.1 Learning Styles and Multiple Intelligences Dominating EFL Students’ English Proficiency 71 4.1.1 Learning Styles v.s. English proficiency 71 4.1.2 Multiple intelligences v.s. English proficiency 74 4.2 Differences in Learning Styles between the High and Low-Achievers 75 4.3 Differences in Multiple Intelligences between the High and Low-Achievers 82 4.4 The Relationship between EFL Students’ English Proficiency and Their Background Variables 87 4.4.1 The Relationship between English Proficiency and Experiences of Studying English 88 4.4.2 Parents’ Attitude 89 4.5 Summary of Chapter Four 90 5. CONCLUSION 91 5.1 Summary 91 5.2 Pedagogical Implications 92 5.3 Limitations of the Present Study and Suggestions for Further Research 93 BIBLIOGRAPHY 95 APPENDIX A: Learning Style Questionnaire 109 APPENDIX B: Multiple Intelligences Questionnaire 113 APPENDIX C: Interview Data 116 APPENDIX D: A Comparison between the Modified LS Inventory and the Original LS Inventory 125 APPENDIX E: A Comparison between the Modified MI Inventory
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