台湾人日本語学習者の作文学習動機づけにおける自己決定性の検討

言語学習における学習者要因の中で情意的要因の一つとして見られる学習動機が学習する行動の性質に大きく影響する｡よって､学習動機をいかに喚起･維持･強化していくかは教員が日々直面する課題である｡本稿ではまず､これまでそれほど議論されてこなかった書く活動への意識調査項目に焦点を当て､動機づけを測定する尺度の作成を試みた｡次に､アンケート調査の実施によって尺度の信頼性を検証し､最後に､調査結果から見たJFLとしての台湾人日本語学習者の作文学習意識の新たな読みを提示する｡信頼性の検討では､0.80以上のα係数が得られていることから十分な信頼性があると言えよう｡因子分析の結果､外発的な動機づけより､内発的な動機づけのほうが強く検出され､｢自己効力志向｣､｢内面充足志向｣､｢能力向上志向｣､｢自己開示志向｣､｢知的情報利用志向｣､｢価値認知志向｣の6因子が抽出できた｡また､自己効力の不足と自律性-の関心の無さの二点の傾向が伺えた｡タスク遂行による自信の増幅､達成感を与えるような学習目標の設定､そして､自己制御学習に呼応した指導と評価の配慮が必要である｡

關鍵字

自己決定理論；日本語作文；動機づけの測定尺度；有機的統合理論；基本的心理欲求理論

並列摘要

Learning motivation in language study generally affects learning behavior, and is closely connected to learning effects. Thus, an important issue for language teachers is how to awaken, maintain, and strengthen the learning motivation of learners. This study focused on the development of a writing motivation scale, and tested it for reliability. Confirmatory factor analysis was conducted to analyze the factor dimensions of the hypothesis. Finally, the analytical results were used to observe the ideologies held by Japanese learners in Taiwan toward learning Japanese compositions.The reliability coefficient is over 0.80, which means that this scale has good reliability. Factor analysis shows that the learners have stronger intrinsic motivation than extrinsic motivation. Six factors are extracted, which are ”self-efficacy,” ”intrinsic fulfillment,” ”elevation of abilities,” ”self-expression,” ”effective usage of information,” and ”value perception.” It is found that learners are weaker in terms of self-efficacy and self-discipline. Thus, it is necessary to design classroom composition activities that conform to the level of the learners to enhance their self-confidence, thus helping them to set reasonable learning objectives to enhance their sense of accomplishment. Teachers also need to cultivate learners' ability in participating in their own learning processes, as well as responsible intentions and habits.