面向新加坡中学生华、英文学习的“语言学习动机与态度量表”之编制与验证

The ＂Motivation and Attitudes for Language Learning Inventory＂ (MALLI) for the Measurement of Singapore Secondary Students' Chinese and English Language Learning - A Report on Its Development and Validation

黄龙翔(Lung-Hsiang Wong) ； 陈文莉(Wen-Li Chen) ； 陈之权(Chee-Kuen Chin)

《华文学刊》 23期 (2014/06) Pp. 22-34

摘要

本文旨在介绍双语（华、英文）“语言学习动机与态度量表”（Motivation and Attitudes for Language Learning Inventory；MALLI）的先导性编制与验证结果。此问卷调查工具可供新加坡教育研究者和教育工作者分析及比较中学生的华、英文学习动机、自信心、学习管理、对语文教师的支持及资讯科技应用于学习的感知等维度时使用。笔者将“学习动机与策略量表”（Motivation and Strategies in Learning Questionnaire；MSLQ）（Printich，Smith，Garcia & McKeachie，1991）和“华文课堂环境量表”（Chinese Language Classroom Environment Inventory;CLCEI) (Chua，　Wong，& Chen，2009），整合成MALLI（C）和MALLI（E），并且收集了来自新加坡一所传统英校、一所传统华校和两所邻里学校共318名中学一年级学生所填写的问卷。经探索性因素分析（exploratory factor analysis；EFA）验证后的MALLI（C）和MALLI（E）各有33道题目，包含六个维度：内在动机与任务价值、外在动机、自我效能、时间学习管理、教师支持、科技应用于学习。透过统计学分析，这两份量表都具有足够的信效度，可直接用于测量和新加坡中学生双语学习相关的各种因素。

關鍵字

双语学习 ； 问卷编制与验证 ； 学习动机 ； 学习态度

並列摘要

This paper reports on the piloting and validation of the ＂Motivation and Attitudes for Language Learning Inventory＂ (MALLI) as a tool for surveying Singapore secondary school students' learning motivations, self-efficacy and self-regulation, as well as their perceptions of teacher support and Information Technology use in Chinese and English learning. Two existing instruments, namely, Motivation and Strategies in Learning Questionnaire (MSLQ) and Chinese Language Classroom Environment Inventory (CLCEI) were adopted and consolidated into MALLI(C) and MALLI(E) (for measuring various factors pertaining to Chinese Language and English Language learning, respectively). We administered the inventories to 318 Secondary one students from a traditional English school, a traditional Chinese school, and two neighbourhood schools. Exploratory Factor Analysis were performed on the collected data, which resulted in the revised MALLI(C) and MALLI(E) with 33 items each, under the following 6 sub-scales: intrinsic motivation value, extrinsic goal orientation, self-efficacy, time and study management, teacher support, and ICT in learning. Our statistical analyses show that both instruments are convincingly validated and can be applied to measure various factors pertaining to Singapore secondary students' bilingual learning.

並列關鍵字

bilingual learning ； questionnaire development and validation ； learning motivation ； learning attitudes