臺灣大學生英語學習動機與自我認同轉變之相關性

Investigating the Relationships Between English Learning Motivation Types and Self-identity Changes Among Taiwanese Undergraduates

邱兆文(Chao-Wen Chiu)

指導教授 ： 徐文正

中原大學/人文與教育學院/應用外語研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000503

摘要

多數英語學習動機的研究著重以測驗成績來顯示語言學習成果，關於非語言性成果的研究卻不多見，儘管如此，非語言性成果攸關學習者的整體學習經驗是否成長，因此這方面的研究相當值得重視。本研究旨在探索臺灣大學生英語學習動機與自我認同轉變之相關性，藉由量化之研究設計歸納出群體趨向，研究對象取樣自北臺灣一所大學，計360位大學部在學生，透過問卷以李克特量表測試受訪者的英語學習動機型態與自我認同轉變。資料分析包含3個步驟：利用因素分析探究英語學習動機型態，敘述統計描述各類自我認同轉變之統計量及典型相關分析檢視英語學習動機型態與自我認同轉變之相關性。分析結果顯示3組相關性：強烈型英語學習動機與正向自我認同轉變相關；階段型動機與負向轉變相關；責任型動機與對立型轉變相關。此3組相關性於理論與教學上的建議也列於論述中。

關鍵字

非語言性成果 ； 自我認同轉變 ； 英語學習動機

並列摘要

Studies on English learning motivation have numerously focused on linguistic outcomes as indicated by proficiency test scores. Findings on nonlinguistic outcomes, associated with overall personal growth, are relatively limited yet worth noticing. This study aimed to investigate the relationship between English learning motivation and self-identity change among Taiwanese undergraduates. A quantitative research design was applied to explore a general tendency in relation to the topic in question. The sample consisted of 360 undergraduates at a university in northern Taiwan. The instrument was a Likert-scale questionnaire, with one section concerning motivation types and the other pertaining to self-identity changes. Data analysis included three parts: a factor analysis to explore motivation types, descriptive statistics of self-identity changes in various categories, and a canonical correlation analysis to examine the relationships between motivation types and self-identity changes. The correlation test demonstrated three pairs of interrelationships: strong motivation correlated with positive changes, phase motivation with negative changes, and responsibility motivation with polar changes. Theoretical and pedagogical implications of the results are also discussed.

並列關鍵字

English learning motivation types ； Self-identity changes ； Nonlinguistic outcomes

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