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研究生： 戴美霞
Mei-Hsia Dai
論文名稱： 建構一個計畫學習行為的外語動機模式
Constructing an L2 Motivational Model of Planned Learning Behavior
指導教授： 曾文鐽
Tseng, Wen-Ta
學位類別： 博士
Doctor
系所名稱： 英語學系
Department of English
論文出版年： 2012
畢業學年度： 100
語文別： 英文
論文頁數： 280
中文關鍵詞： 第二外語動機模式 、社會規範 、目標意圖 、行動意圖 、自律能力 、第二外語學習精熟度
英文關鍵詞： L2 motivational model, social norms, goal intention, implementation intention, self-regulatory capacity, mastery of L2 learning
論文種類： 學術論文
相關次數： 點閱：222  下載：16 
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    • 第二外語學習動機的研究已顯示關於個別差異之情意變項對外語學習是重要的，但是極少數外語動機研究是專門研究社會環境及行為意圖對學習者的影響。此論文之主要目的是重新省視外語學習動機研究，運用更完整的概念理論及合併外語學習者人與人的影響及個別差異因素，建構一個假設因果關係的外語動機學習模型。本研究之結構模型主要以Azjen (1991, 2005)的計畫行為理論為基礎，輔以Gollwitzer (1993, 1999)的行動意圖和Tseng 和 Schmitt (2008)的模式中之自律能力與外語精熟因素。此研究模式一共含有九個潛在變項，包含：外語學習態度，社會規範，自信，目標意圖，行動意圖，自律能力，外語學習行為，外語學習精熟度以及外語成就。
    此研究總共有265位高中生參與主要研究，並使用結構方程模式檢測此模式之適配度。結構方程模式分析分為測驗模式及結構模式。前者是界定指標變項並檢測所界定之指標變項是否可以解釋所依據之理論概念，後者則檢驗所假設之結構模式的因果關係。此研究之結果顯示測驗模式，除了極少的修正外，其適配度良好，奠定結構模式之基礎。結構模式之結果顯示外語學習態度，社會規範及自信在外語學習之初期階段有顯著重要的角色。外語學習態度與社會規範對目標意圖與行動意圖尤其具有影響力。行動意圖對自律能力及外語學習行為是最為關鍵的因素。自律能力能影響外語學習之精熟度，且後者是能直接影響外語學習成就之效果。
    此研究結果啟發重要的意涵：學生的學習態度及人際互動可以藉由老師在教室的引導，訓練學生學習設計讀書計畫以完成他們設定的學習目標，教師在教學計畫中亦可以訓練學生運用精熟學習策略以確定自己的學習效果。

    Research on L2 learning motivation has shown that affective variables regarding individual differences are important in second language learning, but few studies incorporated a focus on the impact of social milieu and behavioral intention. The aim of this study is to echo the call for a reconsideration of L2 motivation research with a more complete reconceptualization and an expansion of combining both interpersonal and intrapersonal factors with hypothesized causal relationships in a model of L2 learning motivation. The structural model in this study was mainly based on Ajzen’s (1991, 2005) theory of planned behavior, reinforced by Gollwitzer’s (1993, 1999) implementation intention, and Tseng and Schmitt’s (2008) self-regulatory capacity and mastery of L2 learning. There are nine latent variables in the model consisting of Attitudes toward L2 Learning, Social Norms, Self-Confidence, Goal Intention, Implementation Intention, Self-Regulatory Capacity, Tactics of L2 Learning Behavior, Mastery of L2 Learning, and L2 Achievement.
    The participants in the main study are 265 senior high-school students in northern Taiwan. Structural Equation Modeling is utilized to estimate the hypothesized model in terms of a range of goodness-of-fit indices. The results of the structural equation model are analyzed with respect to the measurement model and the structural model. The former identifies the indicator variables and tests how a conceptual, grounded theory can be accounted for by the represented indicators. The latter examines the causal relationships that represent the structural hypotheses.
    The results show that the measurement model reveals an overall good fit with minor modifications, which provides the basic support for the structural model. The results of the structural model show that attitudes toward L2 learning, social norms and self-confidence play important roles in the initial stage during the second language learning process. Attitudes toward L2 learning and social norms are particularly influential to both goal and implementation intention. Implementation intention is a critical factor on effective language learning behavior and volitional control, and self-regulatory capacity and metacognitive mastery of L2 learning are linked to influence the effect of L2 achievement. Findings of this study yield important pedagogical implications: students’ attitudes and interpersonal interaction can be directed by teachers in the classroom. With the guidance of teachers, students learn to enact their study plans to achieve their goals via various learning behaviors with volitional controls. Teachers in their pedagogical plans can demonstrate and train the students to use metacognitive learning strategies in appropriate learning contexts with explicit teaching mechanism to ensure that the students have acquired the metacognitive operations through constant exercises.

    TABLE OF CONTENTS Chinese Abstract i English Abstract iii Acknowledgements v Table of Contents vii List of Tables xiii List of Figures xv CHAPTER ONE INTRODUCTION Rationale 1 Social Norms ..5 Behavioral Intention 7 Statement of Purpose 8 Research Questions 10 Contribution of this Study 11 Limitations of this Study 12 Organization of the Thesis 12 CHAPTER TWO LITERATURE REVIEW Introduction 15 Motivational Theories with Interpersonal and Intrapersonal Constructs 17 Gardner’s Socio-Educational Model 18 Criticism of Gardner’s Socio-Educational Model 20 Criticism of Gardner’s AMTB 21 Vygotsky’s Sociocultural Theory 23 Bandura’s Social Cognitive Theory 24 Ajzen’s Theory of Planned Behavior 25 Dörnyei-Ottó Process Model of Motivation 29 Preactional Stage 30 Actional Stage 30 Postactional Stage 31 Rubicon Model 33 The Predecisional Phase 33 The Preactional Phase 34 The Actional Phase 35 The Postactional Phase 35 Model Review on Motivation and Second/Foreign Language Learning 36 Tremblay and Gardner’s (1995) Model 36 Gardner, Tremblay, and Masgoret’s (1997) Model 38 Yashima, Zenuk-Nishide, and Shimiza’s (2004) WTC Model 40 Csizér and Dörnyei’s (2005) Model 41 Tseng and Schmitt’s (2008) Model 43 Comments on the Five Models Reviewed 44 Overview of Theoretical Perspectives regarding Social Influences 50 Gardner’s Motivation Theory 50 Social Motivation 52 Social Constructivism 52 Social Norms in the Theory of Planned Behavior 53 Social Norms in L2 Learning 55 Overview of Theories of Intention 57 Theory of Intention 58 Implementation Intention 59 Intention in Second Language Learning 60 Constructing an L2 Learning Motivation Model with a Social and Individual Approach 61 Other Measurements 66 Attitudes toward L2 Learning 66 Self-Confidence 68 Self-Regulatory Capacity 69 The Tactics of L2 Learning Behavior 70 Mastery of L2 Learning 71 CHAPTER THREE METHODS AND DEVELOPMENT OF PSYCHOMETRIC SCALES The Hypothesized Model Integrating Interpersonal and Intrapersonal Approaches 73 Specific Hypothesized Relationships 74 Research Design 75 Structural Equation Modeling 79 Introduction of Development of the Scales 81 Scale of Social Norms in Language Learning 82 Development of the Scale of Social Norms 82 Item Pool 83 Participants and Procedures 84 Item Analysis 85 Internal Consistency 86 Unidimensionality 86 Scales of Intention in Language Learning 88 Development of the Scales of Behavioral Intention 88 Proposed Model 89 Item Pool 90 Participants and Procedures 91 Item Analysis 91 Evaluation of the Scales of Intention in Language Learning 91 Estimate of Model Fit 92 Development and Pilot Study of Attitudes toward L2 Learning, Self-confidence, Self-Regulatory Capacity, the Tactics of L2 Learning Behavior, and Mastery of L2 Learning 94 Item Formation of Attitudes toward L2 Learning 94 Pilot Study 96 Participants 96 Data Collection Procedures 96 Item Analysis 97 Internal Consistency 97 Item Formation of Self-Confidence 98 Pilot Study 99 Participants and Data Collection Procedures 99 Item Analysis 99 Internal Consistency 99 Item Formation of Self-Regulatory Capacity 100 Pilot Study 101 Participants and Data Collection Procedures 101 Item Analysis 101 Internal Consistency 101 Unidimensionality 103 Item Formation of the Tactics of L2 Learning Behavior 104 Pilot Study 105 Participants and Data Collection Procedures 105 Item Analysis 105 Internal Consistency 106 Unidimensionality 107 Item Formation of Mastery of L2 Learning 108 Pilot Study 110 Participants and Data Collection Procedures 110 Item Analysis 110 Internal Consistency 110 Unidimensionality 111 Achievement Measures 114 Main Study 115 The Hypothesized Model 115 Research Questions 119 Participants 120 Measurements 121 Data Collection Procedures 122 CHAPTER FOUR RESULTS Assessment of the Measurement Model 124 Estimate of the Model Fit of the Measurement Model 124 Modification of the Measurement Model 125 Convergent Validity 127 Discriminant Validity 132 Summary 133 Assessment of the Structural Model 133 Overall Model Fit of the Structural Model 136 Estimates of the Factor Loadings of the Indicators for the Structural Model 137 Estimates of the Coefficients of the Structural Paths for the Structural Model 139 Standardized Total Effects and Standardized Indirect Effects 140 CHAPTER FIVE DISCUSSION Introduction 143 Discussion One: The Overall Importance of the Current Model 144 The Overall Structure and the Processes of the L2 Learning Motivation Constructs Hypothesized in this Model 144 Discussion Two: Effects of Attitudes toward L2 Learning, Social Norms, and Self-Confidence 148 Effects of Attitudes toward L2 Learning, Social Norms and Self-Confidence on Goal Intention and Implementation Intention 149 Impact of Social Norms on Learners’ Self-Regulatory Capacity 153 Effects of Self-Confidence on Self-Regulatory Capacity and the Tactics of L2 Learning Behavior 155 Discussion Three: Effects of Goal Intention and Implementation Intention on Learners’ Self-Regulatory Capacity and the Tactics of L2 Learning Behavior 158 Discussion Four: Effects of Self-Regulatory Capacity on the Tactics of L2 Learning Behavior and Mastery of L2 Learning 166 Discussion Five: Effects of the Tactics of L2 Learning Behavior and Mastery of L2 Learning on L2 Achievement 168 Overall Discussion 172 CHAPTER SIX CONCLUSION AND IMPLICATIONS Conclusion 176 Pedagogical Implications 179 Predecisional Phase 180 Preactional Phase 182 Actional Phase 183 Summary of Pedagogical Implications 185 Research Implications 186 Limitations 188 REFERENCES 189 APPENDICES 219 Appendix 1: The Item Pool of Social Norms 219 Appendix 2: Pilot Study of the Items of Social Norms 224 Appendix 3: Items of Social Norms in the Main Study 232 Appendix 4: The Item Pool of Goal Intention 235 Appendix 5: Pilot Study of the Items of Goal Intention 237 Appendix 6: Items of Goal Intention in the Main Study 240 Appendix 7: The Item Pool of Implementation Intention 242 Appendix 8: Pilot Study of the Items of Implementation Intention 244 Appendix 9: Items of Implementation Intention in the Main Study 247 Appendix 10: Pilot Study of the Items of Attitudes toward L2 Learning 249 Appendix 11: Items of Attitudes toward L2 Learning in the Main Study 250 Appendix 12: Pilot Study of the Items of Self-Confidence 251 Appendix 13: Items of Self-Confidence in the Main Study 253 Appendix 14: Pilot Study of the Items of Self-Regulatory Capacity 254 Appendix 15: Items of Self-Regulatory Capacity in the Main Study 257 Appendix 16: Pilot Study of the Items of the Tactics of L2 Learning Behavior 259 Appendix 17: Items of the Tactics of L2 Learning Behavior in the Main Study 262 Appendix 18: Pilot Study of the Items of Mastery of L2 Learning 264 Appendix 19: Items of Mastery of L2 Learning in the Main Study 267 Appendix 20: Consent Form 269 Appendix 21: Items of the Final Exam 271 Appendix 22: Syntax and Covariance of the Structural Model 279 LIST OF TABLES Table 2.1 Dörnyei and Ottó’s Process Model of L2 Learning Motivation 32 Table 3.1 Composition of the participants in each phase 76 Table 3.2 Development and pilot study of the scales 77 Table 3.3 Descriptions of the methods and the criteria for the item determination 78 Table 3.4 Means, standard deviations, and Cronbach’s alpha of the scale and the subscales of Social Norms, and Pearson correlations among the subscales 86 Table 3.5 Eigenvalue and explained variance for the factors of Social Norms 87 Table 3.6 Factor loading on one unrotated factor of Social Norms 87 Table 3.7 Means, standard deviations, and Cronbach’s alpha of the scales of Intention 92 Table 3.8 Pearson correlations among the indicators of Intention 92 Table 3.9 Goodness-of-fit indices for the hypothesized model of Intention and the modified model 93 Table 3.10 Means, standard deviations, and Cronbach’s alpha of the scale of Self-Regulatory Capacity 102 Table 3.11 Pearson correlations among the indicators of Self-Regulatory Capacity 102 Table 3.12 Eigenvalue and explained variance for the factors of Self-Regulatory Capacity 103 Table 3.13 Factor loadings on one unrotated factor of Self-Regulatory Capacity 104 Table 3.14 Means, standard deviations, and Cronbach’s alpha of the scale of the Tactics of L2 Learning Behavior 106 Table 3.15 Pearson correlations among the indicators of the subscales of the Tactics of L2 Learning Behavior 106 Table 3.16 Eigenvalue and explained variance for the factors of the Tactics of L2 Learning Behavior 107 Table 3.17 Factor loadings on one unrotated factor of the Tactics of L2 Learning Behavior 108 Table 3.18 Means, standard deviations, and Cronbach’s alpha of the scale of Mastery of L2 Learning 111 Table 3.19 Pearson correlations among the indicators of the subscales of Mastery of L2 Learning 111 Table 3.20 Eigenvalue and explained variance for the factors of Mastery of L2 Learning 112 Table 3.21 Factor loadings on one unrotated factor of Mastery of L2 Learning 112 Table 3.22 Summary of Cronbach’s alpha, scale mean and standard deviations of the indicators of each scale 113 Table 4.1 Two indicators with fairly high loading values suggested by modification indices 126 Table 4.2 Comparison of goodness-of-fit (GOF) measures between the original hypothesized and the revised L2 learning motivation models 127 Table 4.3 Estimates of the parameters of the modified model 129 Table 4.4 Cronbach’s α, scale mean and standard deviations of the structural model 131 Table 4.5 Correlations matrix of the structural constructs of the revised measurement model (standardized) 133 Table 4.6 Goodness-of-fit for the structural model of the hypothesized model 136 Table 4.7 Unstandardized and standardized factor loadings for the structural model of L2 learning motivation model 138 Table 4.8 Results of the unstandardized and standardized structural path estimates of L2 learning motivation model 140 Table 4.9 Standardized total effects and standardized indirect effects of L2 learning motivation model 141 LIST OF FIGURES Figure 2.1 Gardner’s conceptualization of integrative motives 19 Figure 2.2 Ajzen and Fishbein’s (1980) Theory of Reasoned Action 25 Figure 2.3 Ajzen’s (1991) Theory of Planned Behavior 27 Figure 2.4 Heckhausen and Gollwitzer’s (1987) Rubicon Model of Action Phases 33 Figure 2.5 Tremblay and Gardner’s (1995) study of motivation construct in language learning 37 Figure 2.6 Gardner, Tremblay, and Masgoret (1997) model of second language learning 39 Figure 2.7 Yashima, Zenuk-Nishide and Shimizu’s (2004) study of WTC model 41 Figure 2.8 Csizér and Dörnyei’s (2005) study of internal structure of second language learning on intended effort and language choice 42 Figure 2.9 Tseng and Schmitt’s (2008) model of vocabulary learning 44 Figure 3.1 The hypothesized model of nine latent variables 74 Figure 3.2 The hypothesized model of intention in language learning 90 Figure 3.3 Confirmatory factor analysis of the modified model of intention in language learning 93 Figure 3.4 The hypothesized L2 motivational model of planned learning behavior 117 Figure 4.1 Results of the hypothesized structural model of L2 learning motivation 135

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