國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	甘惠華 Hui-hua Kan
論文名稱：	臺灣地區三年級至九年級學生英語學習動機之研究 A Study on the English Learning Motivation of Taiwanese Students from Grades 3 to 9
指導教授：	程玉秀 Cheng, Yuh-Show
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2005
畢業學年度：	93
語文別：	英文
論文頁數：	140
中文關鍵詞：	英語學習動機、工具性動機、整合性動機、內在動機、外在動機、學習動機變化、橫貫研究
英文關鍵詞：	English learning motivation, Instrumental Motive, Integrative Motive, Intrinsic Motive, Extrinsic Motive, Changes of learning motivation, Cross-sectional study
論文種類：	學術論文
相關次數：	點閱：386 下載：244
分享至:	分享至facebook 分享至twitter

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

摘要

本論文旨在探討臺灣地區三年級至九年級學生之英語學習動機，包括英語學習動機之強度與英語學習動機之種類。研究重點在於瞭解自三年級至九年級，學生的英語學習動機如何改變，包含強度的變化與種類的變化。除了以年級作為探究的變因外，本研究亦討論動機與其他個人背景因素間的關係，包括性別、家庭社經地位、英語接觸量等。此外，對於動機強度與動機種類間以及各動機種類彼此之間的關係，亦有所探討。
本研究中所測量之學生英語學習動機種類包括整合性動機、工具性動機，內在動機、外在動機、無動機與非自主動機(Requirement Motive)。之所以納入非自主動機(Requirement Motive)乃因前人研究指出此動機在臺灣學生族群中頗為顯著。本研究之工具採用Gardner之態度/動機測驗量表(Attitude/ Motivation Test Battery, AMTB) (1985b) 以及Noels等人之語言學習動機量表(Language Learning Orientations Scale) (2000)。研究對象來自台北與台南兩市，共1,292名學生參與。研究方法為量化研究，採用統計分析學生之問卷填答。使用之統計方法包括描述性統計，如平均值、標準差等，與推論性統計，如t考驗、變異數分析、與皮爾遜相關分析。
研究結果發現，學生之動機強度隨年級增加而降低，國中學生(七年級至九年級)之英語學習動機顯著低於國小學童(三年級至六年級)。男生之英語學習動機顯著低於女生，但在三、四年級並未出現如此之顯著差異，也就是說，男女在英語學習動機方面的顯著差異從五年級以後才開始浮現。研究結果也發現，家長具高社經地位之學生，其英語學習動機顯著強於中社經與低社經地位者，而中社經地位者之學習動機又顯著強於低社經地位者。考慮學生英語接觸量與其學習動機之關係，結果發現，在校內接觸方面，學校每週英語課堂數以一至兩節課之學生學習動機最強；而在校外接觸方面，有校外英文課與家中有人陪同練習英語者，學習動機較強。在英語學習動機種類上，研究結果發現，不論年級、性別或社經地位，工具性動機為一顯著之動機。國小學童(三年級至六年級)之整合性動機、內在動機與外在動機皆顯著強於國中學生(七年級至九年級)，而國中生(七至九年級)的非自主動機(Requirement Motive)則顯著強於國小學童(三至六年級)。另外，三年級與四年級學生之內在動機高於外在動機，而五年級以上之學生則是外在動機高於內在動機。女生除了無動機與非自主動機(Requirement Motive)低於男生之外，其餘動機皆高於男生。
在相關研究方面，結果指出，除了無動機與非自主動機(Requirement Motive)之外，所有動機種類皆與動機強度成正相關。其中又以內在動機與動機強度之正相關係數為最高。此項結果建議教師們可在提升學生之內在動機方面多所著力，同時也建議國中英語教師可致力於維持國小學童進入國中後之內在動機與整合性動機。再者，本研究亦提醒英語教師們多注意男生與中、低社經地位學生之英語學習動機，因為這些族群之學生英語學習動機相對偏低。

ABSTRACT

This is a cross-sectional quantitative study exploring the English learning motivation of Taiwanese students from Grade 3 to Grade 9. The major focus was laid upon the patterns and changes of motivational intensity and motive types across the seven grades. The relationship between motivation, including motivational intensity and motive types, and other students’ background variables, such as gender, socioeconomic status (SES), and amount of exposure to English was also explored. The major instrument consisted of a questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (1985b) and Noels, et al.’s Language Learning Orientations Scale (2000). In addition to Amotivation, Intrinsic, Extrinsic, Integrative, and Instrumental Motives, Requirement Motive, which is not included in the above two instruments, was added as another motive type due to its saliency reported in previous studies on Taiwanese students’ English learning motivation. A total of 1,292 students from Taipei and Tainan Cities participated in this study. Besides descriptive statistics, t-test, ANOVA, and Pearson correlation were used to analyze participants’ responses.
The results showed that motivational intensity decreased from Grades 3 to 9. Junior high school students’ English learning motivation was found to be significantly weaker than elementary school students’. Boys’ motivational intensity was significantly weaker than girls’ although a comparison of the two genders across grade levels indicated that the difference was significant only from fifth graders up. Students of high SES reported significantly stronger motivation than those of mid and low SES, and those of mid SES stronger than those of low SES. Regarding amount of exposure to English, it was found that those who had one to two English classes per week at school, had extracurricular English classes, and had someone to practice English with at home had significantly stronger motivation.
On the part of motive types, third and fourth graders were significantly more intrinsically motivated than junior high school students. In fact, elementary school students showed significantly stronger Integrative, Intrinsic and Extrinsic Motives than junior high school students. Junior high school students showed significantly stronger Requirement Motive than elementary school students. Comparing Intrinsic and Extrinsic Motives for students at each grade level, third and fourth graders demonstrated stronger Intrinsic than Extrinsic Motive whereas Extrinsic Motive was stronger than Intrinsic in fifth graders and above. Considering the saliency of motive types at each grade level, Instrumental Motive was the most salient to students at all grade levels except third and fourth graders. It was also the most salient among all motive types to both genders and to students of all SES levels. Boys in general were either more amotivated or more motivated by requirements than girls while girls demonstrated greater strength of the rest of the motive types than boys. Correlation analysis revealed that all motive types except Amotivation and Requirement Motive were positively correlated with motivational intensity. Among all motive types, Intrinsic Motive had the highest positive correlation coefficient with motivational intensity. It is thus suggested that teachers can work toward the promotion of learners’ Intrinsic Motive. Moreover, junior high school English teachers are recommended to find ways to keep junior high freshmen’s Integrative and Intrinsic Motives as strong as when they might be in elementary school. Besides, boys and students of mid and low SES need teachers’ extra attention in their English learning because these groups of students tend to be less motivated.

TABLE OF CONTENTS

Page
摘要…………………………………………………………………………………….i
Abstract……………………………………………………………………………….iii
Acknowledgements……………………………………………………………………v
Table of Contents…………………………………………………………………….vii
List of Tables…………………………………………………………………….……xi
List of Figures……………………………………………………………………….xiv


Chapter 1     Introduction………………………………………………………………..1
    Motivation of the Study…………………………………………………………..1
    Purpose of the Study……………………………………………………………..4
    Significance of the Study………………………………………………………...5
    Organization of the Study………………………………………………………..7
Chapter 2     Literature Review…………………………………………………………8
    Definitions of Motivation………………………………………………………..8
    Motivation Theories…………………………………………………………….12
        Motivation in General Education Psychology…………………………….12
        Motivation in Language Learning………………………………………...16
            Gardner’s Social Psychological Viewpoint………………………….16
            Self-determination Theory……………………………………….......17
    Relationship between Gardner’s Social Psychological Model and Self- determination Theory………………………………………………...19
    Empirical Studies on Language Learning Motivation………………………….21
        Language Learning Motivation Factors and Strength of Motivation……..21
        Language Learning Motivation and Gender…………………………........31
        Changes of Language Learning Motivation…………………………….....34
Chapter 3     Research Methodology……………………………………………….......37
    Instruments………………………………………………………………….......37
    Participants………………………………………………………………….......42
    Procedures…………………………………………………………………........43
        Preliminary Exploratory Survey……………………………………...........43
        Pilot Study……………………………………………………………........44
        Formal Study…………………………………………………………........45
    Data Analysis………………………………………………………………........47
Chapter 4     Results………………………………………………………………........49
    Participants’ Background Information……………………………………….....49
        Sources, Number, and Distributions of Participants…………………........49
Information on Participants’ English Learning………………………........50
            Number of English Classes per Week at School……………………..50
            Extracurricular English Classes…………………………………........51
            Exposure to English at Home…………………………………….......51
    Motivational Intensity across Seven Grades………………………………........52
    Motive Types of the Seven Grades……………………………………………...55
        Motive Types within Each Grade Level…………………………………...56
        Motive Types across Seven Grades………………………………………..58
    Correlation between Motive Types and Motivational Intensity………………...63
    Correlation among Motive Types………………………………………….........64
    Relationships between Motivational Variables and Background Variables…….66
        Motivational Intensity and Background Variables…………………….......66
            Gender………………………………………………………………..66
            Socioeconomic Status (SES)…………………………………………67
            Exposure to English………………………………………………….68
                Number of weekly English classes at school…………………...68
                Extracurricular English classes……………………………........70
                Exposure to English at home………………………………........71
Motive Types and Background Variables…………………………….........72
            Gender……………………………………………………………......72
            Socioeconomic Status (SES)……………………………………........74
            Exposure to English………………………………………….............78
                Number of weekly English classes at school…………………...78
                Extracurricular English classes……………………………........80
                Exposure to English at home…………………………………....81
Chapter 5     Discussion…………………………………………………………..........82
    Grade Level and English Learning Motivation……………………………........82
        Motivational Intensity………………………………………………..........82
        Motive Types…………………………………………………………........87
    Gender and English Learning Motivation…………………………………........93
        Motivation Intensity………………………………………………….........93
        Motive Types…………………………………………………………........97
    Socioeconomic Status (SES) Differences and Motivation………………...........98
    Amount of Exposure to English and English Learning Motivation……….......100
        Number of Weekly English Classes at School……………………….......100
        Amount of English Exposure Outside School………………………........101
    Relationship between Motivational Intensity and Motive Types………….......101
    Relationships among Motive Types…………………………………………...104
Chapter 6     Conclusions………………………………………………………..........106
    Summary……………………………………………………………………....106
    Pedagogical Implications………………………………………………...........108
    Limitations of the Present Study………………………………………………112
    Suggestions for Future Research………………………………………………113


References…………………………………………………………………………..116


Appendixes………………………………………………………………………….127
    Appendix A: Questionnaire (Chinese Version)…………………………..........127
    Appendix B: Questionnaire (English Version)………………………………...131
Appendix C: Descriptive Statistics of Motive Types by Number of Weekly English Classes at School……………………………………….136
Appendix D: Scheffe’s Multiple Comparisons of Motive Types by Number of Weekly English Classes at School………………………………138

LIST OF TABLES

Table 1: The Calculation of Socioeconomic Status Ranks…………………………...39
Table 2: Organization of the Questionnaire and Distribution of Items……………....42
Table 3: Distribution of Students in the Pilot Study……………………………….....44
Table 4: Distribution of Students in the Formal Study……………………………….46
Table 5: Distribution of Students by School………………………………………….49
Table 6: Distribution of Students by Grade…………………………………………..49
Table 7: Distribution of Students by Gender…………………………………………50
Table 8: Distribution of Students by Socioeconomic Statuses……………………….50
Table 9: Descriptive Statistics of Motivational Intensity by Grade……………….....52
Table 10: One-way ANOVA on Motivational Intensity by Grade………..………….53
Table 11: Results of Scheffe’s Post Hoc Comparison of Motivational Intensity by Grade……………………………………………………………………….54
Table 12 Descriptive Statistics of Motivational Intensity by School Level………….55
Table 13: Results of Independent Samples t-test on Motivational Intensity by School Level………………………………………………………………………..55
Table 14: Means of Motive Types at Each Grade……………………………………57
Table 15: Test of Homogeneity of Variances on Motive Type…………………….....58
Table 16: One-way ANOVA on Motive Type by Grade………………………….......59
Table 17: Scheffe’s Post Hoc Test on Motive Type by Grade………………………..60
Table 18: Descriptive Statistics of Intrinsic Motive by School Level………………..61
Table 19: Result of Independent Samples t-test of Intrinsic Motive………………....61
Table 20: Descriptive Statistics and Result of Independent Samples t-test of Integrative Motive by School Level……......................................................61
Table 21: Descriptive Statistics and Results of Independent Samples t-test of Amotivation and Extrinsic Motive by School Level……………………….62
Table 22: Descriptive Statistics and Results of Independent Samples t-test of Requirement and Instrumental Motives by School Level……….................63
Table 23: Correlations between Motivational Intensity and Motive Types…….........64
Table 24: Pearson Correlation among Motive Types…………………………….......65
Table 25: Descriptive Statistics of Motivational Intensity by Gender………….........66
Table 26: Results of Independent Samples t-test of Motivational Intensity by Gender………………………………………………………………….......66
Table 27: Descriptive Statistics and Results of Independent Samples t-test of Motivational Intensity by Gender at Each Grade Level……………………67
Table 28: Descriptive Statistics of Motivational Intensity by SES……………..........67
Table 29: ANOVA Results of Motivational Intensity by SES……………………......68
Table 30: Scheffe’s Multiple Comparisons of Motivational Intensity on SES…........68
Table 31: Descriptive Statistics of Motivational Intensity by the Number of Weekly English Classes……………………………………………………………..69
Table 32: ANOVA Results of Motivational Intensity by the Number of Weekly English Classes…………………………………………………………......69
Table 33: Scheffe’s Multiple Comparisons of Motivational Intensity by Number of Weekly English Classes at School…………………………………….........69
Table 34: Cross Tabulation of Number of Weekly English Classes at School by Grade…………………………………………………………………….....70
Table 35: Descriptive Statistics and Results of Independent Samples t-test of Motivational Intensity by Extracurricular English Classes………………...71
Table 36: Descriptive Statistics and Results of Independent Samples t-test of Motivational Intensity by Exposure to English at Home……………..........72
Table 37: Descriptive Statistics and Results of Independent Samples t-test of Motive Types by Gender……………………………………………………….......73
Table 38: Descriptive Statistics and ANOVA Results of Motive Types by SES…….75
Table 39: Scheffe’s Multiple Comparisons of Motive Types by Socioeconomic Status……………………………………………………………………….77
Table 40: ANOVA Results of Motive Types by Number of Weekly English Classes at School………………………………………………………………….......78
Table 41: Descriptive Statistics and Result of Independent Samples t-test of Motive Types by Extracurricular English Classes………………………………….80
Table 42: Descriptive Statistics and Results of Independent Samples t-test of Motive Type by Exposure to English at Home……………………………………..81


LIST OF FIGURES

Figure 1: Maslow’s Hierarchy of Needs……………………………………………...13
Figure 2: Motivational Intensity across Seven Grades……………………………….54
Figure 3: Intensity of Motive Types of the Two Genders…………………………….74
Figure 4: Intensity of Motive Types of Students of the Three Levels of SES………..76
                                

References
English Reference
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Atkinson, J. W. & Raynor, J. O. (eds.) (1974). Motivation and achievement. Washington, DC: Winston & Sons.
Bacon, S. M. & Finneman, M. D. (1992). Sex differences in self-reported beliefs about foreign language learning and authentic oral and written input, Language Learning, 42, 471-495.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barton, A. (1997). Boys’ under-achievement in GCSE modern languages: Reviewing the reasons. Language Learning Journal, 16, 11-16.
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(2), 219-244.
Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Eaglewood Cliffs, NJ: Prentice Hall Regents.
Burstall, C., Jamieson, M., Cohen, S. & Hargreaves, M. (1974). Primary French in the balance. Windsor, Ontario: NFER Publishing.
Chamber, G. (1999). Motivating language learners. Clevedon: Multilingual Matters.
Chang, M. M. (2002). The role of intrinsic motivation on English learning. Bulletin of National Pingtung University of Science and Technology, 11(2), 154-159.
Chang, S. M. (張善貿) (2001). Students’ reasons and motivation for learning English. Proceedings of the Eighteenth Conference on English Teaching and Learning in the Republic of China. Ming Chuan University, Crane
Chang, S. M. & Huang, S. H. (1999). Language learning motivation and language learning strategies of Taiwanese EFL students. (ERIC Document Reproduction Service No. ED428561)
Chen, C. P. (陳建平) (1997). An overview of the research on issues involving attitudes and motivation in second language acquisition. Fu Hsing Kang Academic Journal, 61, 1-9.
Chiu, Y. H. (邱裕惠) (2002). Cooperative learning in one junior high school English classroom: An action research. Unpublished master’s thesis, Graduate Institute of English, National Taiwan Normal University.
Clment, R., & Kruidenier, B. G. (1983). Orientations in second language acquisition: I. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33(3), 273-291.
Coleman J. A. (1995). Progress, proficiency and motivation among British university language learners. CLCS Occasional Paper, 40. (ERIC Document Reproduction Service No. ED383221)
Cooper, H., & Tom, D. Y. H. (1984). Socioeconomic status and ethnic group differences in achievement motivation. In Research on Motivation in Education, Students motivation, Volume 1 edited by Russell E. Ames and Carole Ames. London: Academic press, Inc.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174.
Drnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284.
Drnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Drnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Drnyei, Z., & Csizr, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462.
Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70(1), 28-35.
Gardner, R. C. (1985a). Social psychology and second language learning: The role of attitudes and motivation. London, United Kingdom: Edward Arnold.
Gardner, R. C. (1985b). The Attitude/Motivation Test Battery: Technical report (1985). Retrieved June, 28, 2005, from http://publish.uwo.ca/~gardner/amtb4e.htm
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
Gardner, R. C. & Smythe, P. (1975). Motivation and second language acquisition, Canadian Modern Languages Review, 31, 218-230.
Gardner, R. C., & Smythe, P. C. (1981). On the development of the Attitude/ Motivation Test Battery. Canadian Modern Language Review, 37, 510-525.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78(3), 359-368.
Hallingshead, A. (1957). Two factor index of social position. New Heaven: Yale.
Harmer, J. (1991). The practice of English language teaching. New York: Longman.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.
Hoadley-Maidment, E. (1977). The motivation of students studying EFL in London. English Language Teaching Journal, 31(3), 203-207.
Jakobovits, L. (1970). Foreign language learning: A psycholinguistic analysis of the issues. Rowley, MA: Newbury House Publishers.
Jones, W. R. (1949). Attitude towards Welsh as a second language: A preliminary investigation. The British Journal of Educational Psychology, 19, 44-52.
Jones, W. E. (1950). Attitude towards Welsh as a second language: A further investigation. The British Journal of Educational Psychology, 20, 117-132.
Jordan, D. (1941), The attitude of central school pupils to certain school subjects and the correlation between attitudes and achievement. The British Journal of Educational Psychology, 11, 28-44.
Kang, D. H. (2000a). Motivation is such a complex process in the EFL foreign language classroom! (ERIC Document Reproduction Service No. ED444354)
Kang, D. H. (2000b). Motivation and foreign language learning in Korean EFL context. (ERIC Document Reproduction Service No. ED442284)
Kraemer, R. & Zisenwine, D. (1989). Changes in attitude toward learning Hebrew in a south African setting, Language Learning, 39 (1), 1-14.
Karsenti, T., & Thibert, G. (1994). The influence of gender differences on within-term changes in junior-college student motivation. Paper presented at the Annual Meeting and Exhibit of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED373837)
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 386-433). Hillsdale, New Jersey: Erlbaum.
Kimura, Y., Nakata Y., & Okumura, T. (2001). Language learning motivation of EFL learners in Japan: A cross-sectional analysis of various learning milieus. JALT Journal, 23(1), 47-68.
Kiziltepe, Z. (1999). Attitudes and motivation of Turkish students towards learning English. Paper presented at the Individual Differences Conference, Tokyo, Japan.
Koizumi, R., & Matsuo, K. (1993). A longitudinal study of attitudes and motivation in learning English among Japanese seventh-grade students. Japanese Psychological Research, 35(1), 1-11.
Lai, E. F. K. (1999). Motivation to learn English in Hong Kong. Language, Culture and Curriculum, 12(3), 280-284
Lepper, M. R. & Hodell, M. (1989). Intrinsic motivation in the classroom. In R. Ames and C. Ames (eds.), Research on motivation in education, vol. 3: Goals and cognitions. San Diego, California: Academic Press.
Locke, E. A., & Latham, G. P. (1994). Goal setting theory. In H. F. O’Neil, Jr. & M. Drillings (eds.), Motivation: Theory and research, 13-29.
Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language Learning, 22(2), 261-73.
MacIntyre, P. D. & Noels, K. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals, 29, 373-86.
Maehr, M. L., & Archer, J. (1987). Motivation and school achievement. In L. G. Katz (Ed.), Current topics in early childhood education (pp. 85-107). Norwood, New Jersey: Ablex.
Maslow, A. (1954). Motivation and personality. New York: Harper.
McClelland, D. C. (1955). Studies in motivation. (Ed.) New York: Appleton- Century- Crofts.
McClelland, D. C., Atkinson, J. W., Russell W. C., & Lowell, E. L. (1953). Achievement motive. New York: Appleton-Century-Crofts.
McCown, R., Driscoll, M. & Roop, P. (1996). Educational psychology: A learning-centered approach to classroom practice. Needham Heights, Massachusetts: Allyn & Bacon.
Muchnick, A. G. & Wolfe, D. E. (1982). Attitudes and motivations of American students of Spanish. Canadian Modern Language Review, 38, 262-81.
Mugglestone, P. (1977). The primary curiosity motive. English Language Teaching Journal, 31(2), 111-116.
Noels, K. A., Clment, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Modern Language Review, 57(3), 424-442.
Noels, K. A., Pelletier, L. G., Clment, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-86.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Padilla, A. M. & Sung, H. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205-216.
Pan, S. T. (潘詩婷) (2002). A study of English learning attitude of primary school students—based on Taipei Metropolitan area. Unpublished master’s thesis, Graduate Institute of Political Science, National Taiwan Normal University.
Peng, I. N. (彭怡寧) (2002). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, Graduate Institute of English, National Taiwan Normal University.
Phillips, D. & Filmer-Sankey, C. (1993). Diversification in modern languages teaching: Choice and the national curriculum. London: Routledge.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: theory, research, and applications (2nd Ed.). Upper Saddle River, NJ: Prentice Hall.
Ramage, K. (1990). Motivational factors and persistence in foreign language study. Language Learning, 40(2), 189-219.
Seifert, K. L. (1991). Educational psychology. Boston, MA: Houghton Mifflin Company.
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.
Slavin, R. E. (1997). Educational psychology: Theory and practice. Needham Heights, MA: Allyn & Bacon.
Shaaban, K. A., & Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33(6), 632-44.
Stipek, D. J. (2002). Motivation to learn: From theory to practice. Massachusetts: Allyn and Bacon.
Strong, M. (1984). Integrative motivation: Cause or result of successful second language acquisition? Language Learning, 34(3), 1-13.
Swann, J. (1992). Girls, boys, and language. Massachusetts: Blackwell.
Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York: William Morrow and Company.
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79 (4), 505-518.
Tsao, C. H. (曹嘉秀), & Lin, H. S. (林惠賢) (1998). Junior college students’ motivation in learning English and their needs for English curriculum. Journal of Technology, 13 (3), 355-67.
Warden C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535-547.
Weiner, B. (1984). Principles for a theory of student motivation and their application within an attributional framework. In R. Ames and C. Ames (eds.), Research on motivation in education, vol. 1: Student motivation. Orlando, Florida: Academic Press.
Wen, X. H. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30(2), 235-251
Williams, M., Burden R., & Lanvers, U. (2002). ‘French is the language of love and stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 503-528.
Wu, M. L. (吳美玲) (2005). The survey, analysis, and suggestions of junior high school students’ motivation under the nine-year curriculum alignment. Paper presented at the meeting of the Department of English of National Taiwan Normal University on English Teaching in the Nine-year Curriculum, Taipei, Taiwan.
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501-517.
Yang, J. S. R. (2003). Motivational orientations and selected learner variables of East Asian language learners in the United States. Foreign Language Annals, 36(1), 44-56.
Zammit, S. A. (1993). Motivation, test results, gender differences, and foreign languages: How do they connect? Paper presented at the Annual Meeting of the Language Testing Research Colloquium, Cambridge. (ERIC Document Reproduction Service No. ED362007)
Zeng, X. H. (曾顯惠) (2002). The effects of Three-in-one strategy on reducing shyness, English learning attitude and achievement of elementary students. Unpublished master’s thesis, Graduate Institute of Education, Tzu Chi University.

Chinese Reference
Chang, J. H. (張錦弘) & Sun, R. H. (孫蓉華) (2005, July 9). 國中基測城鄉差距未改善 [Disparity between urban and rural students’ performance on Junior High School Basic Competency Test has not been improved]. United Daily News [Electronic version]. Retrieved July, 14, 2005, from http://times.hinet.net/ SpecialTopic/940709-test/2264814.htm
Chang, W. C. (張武昌) (2002). 國中基本學力測驗英語科雙峰現象形成原因之探討 [An exploration of the causes of the abnormal polarized score distribution in the English component of Junior High School Basic Competency Test]. Retrieved July, 14, 2005, from http://www.bctest.ntnu.edu.tw/flying/flying11-20/flying16-5. htm
Chang W. C. (張武昌) (2003). 為國小英語教育建言 [Suggestions on elementary English education] [Electronic version]. United Daily News, p.15. Retrieved December, 31, 2003, from http://210.60.194.100/life2000/database/900912/ 900912_2.htm
Chang, W. C., Chou, C. T., Chen, C. Y., Yeh, H. N., Lin, C. C., & Hsu, Y. K. (張武昌、周中天、陳純音、葉錫南、林正昌、許月貴) (2003). 國民中學學生基本學力測驗英語雙峰現象暨改進措施 [A study on the cause of and remedial measures for the abnormal polarized score distribution of test takers in the English component of Junior High School Basic Competency Test] [Electronic version]. Retrieved July, 19, 2005, from http://grbsearch.stic.gov.tw/tiff/91/rrpg91120850. pdf
Chen, L. R. (陳良榕) (2002). 英語教學是教改縮影 [English education is the miniature of Education Reform]. Retrieved December, 6, 2003, from http://www. lcenter.com.tw/Newsites/trend2002/trend25.htm
Chen, X. H. (陳秀慧) (1984). 高中學生英文學習態度與方法之研究 [A study on senior high school students’ English learning attitude and method]. Unpublished master’s thesis, Graduate Institute of Education, National Taiwan Normal University.
英語成績雙峰城鄉差距主因 [Disparity between urban and rural areas is the main cause for the abnormal polarized score distribution on the English exams]. (2002, July 23). Central Daily News [Electronic version]. Retrieved July, 14, 2005, from http://www.edujournal.com.tw/news/9107/910723-1.shtml
Huang, Y. J. (黃以敬) (2003, September 25). 國中基測英語雙峰低分群多於高分群北市除外 [The score distribution in the English component of Junior High School Basic Competency Test was abnormally polarized; students in the low-score group outnumbered those in the high-score group except in Taipei City]. Liberty Times [Electronic version]. Retrieved July, 14, 2005, from http:// www.libertytimes.com.tw/2003/new/sep/25/today-life1.htm
Huang, Z. L. (黃自來) (1987). 動機、教材、教法與管理—從教育心理學談英語教學 [Motivation, material, teaching method and management—English teaching from educational psychology]. Paper presented at the 4th Conference on English Teaching and Learning in the Republic of China, Taipei, Taiwan.
Li, G. Y. (李光儀) (2005, April 18). 學英文近9成小學生壓力大 [Learning English makes almost 90% of the students stressed]. United Daily News [Electronic version]. Retrieved May, 2, 2005, from http://times.hinet.net/SpecialTopic/940610- englishtest/3710184.htm
Liao, P. S. (廖柏森) (2003). 國小英語教學勿揠苗助長 [Don’t pull up the seedling of elementary English education in order to help it grow faster]. Retrieved December, 6, 2003, from http://www.posenliao.idv.tw/page/page_5_002.htm
Sun, R. H. (孫蓉華) & Lin, Y. T. (林怡婷) (2005, May 29). 全民英檢小學生不能考 [Elementary school students cannot take GEPT]. United Daily News [Electronic version]. Retrieved June, 30, 2005, from http://times.hinet.net/ SpecialTopic/940530-englishtest/0096458.htm
Tang, S. H. (唐璽惠) (1988). 高中生英語學習動機、態度、師生互動、親子關係與英語科成就之相關研究 [A study of motivation, attitude, teacher-student interaction, parent-child relationship in relation to the English achievement of Chinese senior high school students]. Academic Journal of Lan Yang Girls’ High School, 1, 1-37.
Tse, K. P. (謝國平) (2002, October 3). 能力分班找回放棄英文的孩子 [Find back the children who have given up English learning by ability grouping]. United Daily News, p. 15.
Wang, A. L. (王愛蓮) (2003). 英語教育的省思 [Reflections on English education]. Retrieved June, 28, 2005, from http://www.twgb.com.tw/writings/20030224-1.htm
Wang, L. W. (汪履維) (1981). 台北市國民中學學生價值觀念及其對學校疏離傾向的關係 [The relationship between junior high school students’ values and their alienation from school in Taipei City]. Unpublished master’s thesis, Graduate Institute of Education, National Taiwan Normal University.

簡易檢索 / 詳目顯示

相關論文