- 學位論文
場域獨立與場域依賴學生的學習動機及口語能力之比較研究
The Comparison of FI and FD Students’ Motivation and Speaking Proficiency
摘要
在教育環境中，多數的學者及老師相信不同的學習風格會讓學生在語言學習上產生不一樣的表現。了解學習風格會帶來許多益處，但不同學習風格的學生在學習動機和口語能力上仍未確定。因此，在本研究中使用口語報告為研究工具，並試著去檢視場域獨立及場域依賴的學習者於學習動機及口語能力間的差異性。本研究以中台灣某所大學的大一新生為研究對象，共98位來自不同科系的大一 學生參與本研究。在第一學期初，學生完成了隱藏圖形辨認測驗；學期末，學生填寫完動機問卷。在第二學期中，研究者找了9位受試者進行電話訪談。 經由量化與質化分析後發現的結果如下：(1) 場域獨立及場域依賴的學習者於口語能力及學習動機間並無差異 (2) 場域獨立及場域依賴學習者的學習動機和口語能力並無顯著的相關性。換句話說，不論學習者的學習風格為何，場域獨立及場域依賴的學習者在語言學習上的表現並無顯著差別。
並列摘要
In educational context, most of the scholars and teachers believed that students with different learning styles will have different performance in language learning. Despite the various advantages of learning styles, there are still uncertainties concerning their motivation and speaking proficiency. Therefore, the researcher in this present study used oral presentation as an instrument and aimed to examine the differences of FI and FD learners’ motivation and English speaking proficiency. There were ninety-eight freshmen who came from different departments in a private university participating in this study. The results showed as follows. (1) no significant differences were found between the FI and FD learners’ English speaking proficiency and learning motivation. (2) FI and FD learners’ learning motivation were not related to their speaking performance. This implies that no matter what learners’ learning styles are, FI and FD learners performed no significant difference in language learning.