An Investigation into the Socio-Psychological Orentations of Taiwan Art College Students Learning EFL: A Case Study of National Taiwan College of Arts

從社會心理學的動機論來探討台灣大專藝術科系學生的外語學習 ─ 台灣藝術學院的個案研究

林宜珍

《藝術學報》 68期 (2001/08) Pp. 149-164

https://doi.org/10.6793/JNTCA.200108.0149

摘要

此篇研究報告為台灣大專藝術科系學生在英語外語學習方面提供一些更深入的分析探討，更明確的說即是從社會心理學的層面來探討台灣藝術系學生英語外語學習的動機。這份報告以社會心理學的外語學習動機理論為基本架構，並以台灣藝術學院做為個案研究。研究方式以問卷調查為主，訪談為輔。受測者共375人，皆為台灣藝術學院大一新生。問卷內容以Dornyei及Clement的七種動機因素為主，採預測的驗證方式。問卷調查回收後，採用因素分析的方法，再將數據以敘述的方式列出。分析結果否定了Gardner的第二語言學習二元動機論─結合性動機與工具性動機，反之證實了外語學習的多重動機論。分析結果同時也顯現出學習者個別的差異，如科系，學習時間，家庭背景等。希望此研究結果能對大專藝術科系學生的英語學習課程內容及教案設計有所助益。

並列摘要

This study investigates the orientations that college art-field learners hold toward the goal of learning English as a foreign language from a socio-psychological approach, and here is a case study of National Taiwan College of Arts (NTCA). A total of 374 freshmen at NTCA answered a questionnaire based on the predictive model of seven orientations that emerged in foreign language learning (EFL) by Dornyei (1990) and Clement et al.(1994). Afterwards, the interview was used as a support system about their English learning situations. Factor analysis was adopted to bring out the art students learning preferences. The orientations listed in the results tend to deny the relevance of the two-factor categorization of integrative and instrumental goals, provided by Gardner and Lambert (1972), which is inappropriate to the EFL context. Contrarily the results serve to indicate the need to adopt a multi-factorial concept of the orientations likely to emerge in EFL learning. The results also reveal a rich source of individual differences among art college students. Some important results show pedagogical implications to improve relevant EFL programs for the art college students.