增強成人華語學習的動機：Wlodkowski動機的時間連續模式的應用

Applications of the Time Continuum Model of Motivation to Learning Chinese as a Second Language

蔡喬育(Qiao-Yu Cai)

《華語文教學研究》 7卷1期 (2010/04) Pp. 81-96

https://doi.org/10.6393/JCLT.201004.0081

摘要

因爲R. J. Wlodkowski發展的動機的時間連續模式是以提升成人學習動機爲主，基於學習即時間，是一持續不中斷的線性過程，所以不論從目前華語學習的主體性，或是第二語言學習的經驗法則來看，將之應用於增強成人華語學習動機上，是有其參考價值的。本文主要根據動機的時間連續模式(the Time Continuum Model of Motivation)強調引起成人學習動機的三大階段和六個主要動機因素，提出引起、維持成人學習華語動機的策略有：傳遞學習的正向態度，以激發學習者的學習動機；注意成人學習的生心理狀態，配合其動機需求以進行教學活動；提供成人學習者學習成功的機會，給予正向回饋，增強正向學習刺激，提升學習自信；營造輕鬆的學習環境，提供分享學習的機會，讓「情意」融入華語教學中；實施互動式評量，讓成人學習者感受到自己的華語能力增進了；讓成人學習者有機會展現其華語能力於生活中，以增其滿足感和自信心。

關鍵字

動機的時間連續模式 ； 成人學習動機 ； 華語學習動機 ； 華語教學 ； 成人學習者

並列摘要

Because the Time Continuum Model of Motivation, TCMM, is developed to learn Chinese as a second language and it is based on the concept of learning as time which is linear in its progression, it worth applying the model to learn Chinese as a second language.According to organizing the major factors of motivation for maximum usefulness is discussed in this model, there are 6 main strategies for enhancing adult motivation to learn Chinese proposed in this paper.

並列關鍵字

the Time Continuum Model of Motivation ； adult motivation for learning ； motivation for learning Chinese ； TCSL ； adult learner

參考文獻

Lepper, M. R.(Ed.),Greene, D.(Ed.)(1978).The hidden costs of reward: New perspectives on the psychology of human motivation.Hillsdale, N. J.:Erlbaum.

Ford, J.(1998).Adult woman returning to higher education: Motivation, barriers, and factors of learning.Dissertation Abstracts International.

Ford, J.(1998).Adult woman returning to higher education: Motivation, barriers, and factors of learning.University of South Carolina.

Hodges, C. B.(2004).Designing to motivate: Motivational techniques to incorporate in e-learning experiences.The Journal of Interactive online learning.2(3),1-7.

Reigeluth, C. M.(Ed.)(1983).Instructional-design theories and models: An overview of their current status.Hillsdale, N. J.:Erlbaum.