台灣中高齡族群英語學習遭遇困難及學習動機與學習策略之探討

本研究探討台灣地區中老年族群英語學習時遭遇挑戰、學習動機與學習策略之現況、三者的關連及其相互影響，並且探討中老年族群英語學習動機及學習策略是否受到學習挑戰的影響。本研究抽樣台灣北區136位中高齡英語學習者進行量化研究。研究工具包括中老年族群「英語學習挑戰量表」、「英語學習動機量表」以及「英語學習策略量表」。收集的數據以線性回歸方式進行統計分析及詮釋。研究結果顯示：(1) 英語學習動機可以預測英語學習策略 (2) 學習挑戰僅能小幅度預測學習動機 (3) 學習挑戰不能預測學習策略 (4)英語學習挑戰並非英語學習動機與英語學習策略的中介影響變項。本研究提出建議，以有效的導引讓中老年人具備穩固的學習動機，進而促使其英語學習產生正面效果。此研究結果提供教育界及社會各界於中老年族群英語教學及未來研究之參考。關鍵字：學習挑戰、學習動機、學習策略

關鍵字

學習挑戰；學習動機；學習策略

並列摘要

This study first investigated current status, correlations, and predictive powers in English learning challenges, learning motivations, and learning strategies among Taiwanese middle-aged and senior citizens. Furthermore, this study investigated whether learning challenges are the mediator between learning motivations and learning strategies in their English learning. In this study, 136 middle-aged and senior citizens were chosen and three dimensions of questionnaire including (1) Challenge scale, (2) Motivation scale, and (3) Strategy scale were given to all the 136 participants to collect the data so as to calculate the correlation and linear regression for deeper analysis and interpretation. The results showed: (1) learning motivation can predict learning strategies; (2) learning challenges can predict very little learning motivations; (3) learning challenges cannot predict learning strategies; (4) learning challenges are not the mediator between learning motivations and learning strategies among middle-aged and senior citizens in English learning. The findings of this study suggest that with proper guidance to enhance and stabilize the high motivations among middle-aged and senior citizens, positive English learning attitude, learning methods, and achievement could be expected from which educators and people cares about elderly learning could benefit. Key words: learning challenges, learning motivations, learning strategies