台灣應用英語系學生性格、學習策略與英語能力之關聯

The Relationships Among Extroversion-introversion Personality, Learning Strategies and English Proficiency of English Majors in Taiwan

蔡旻燁(Min-Yeh Tsai)

指導教授 ： 陳婉青

朝陽科技大學/人文暨社會學院/應用英語系/碩士(2016年)

摘要

這項研究調查台灣學生之性格內外向、學習策略，以及英文精通程度之間的聯繫。研究人員曾經指出學習者的性格會影響到他們學習第二外語的精通程度。然而，針對第二外語學習者性格與語言精通程度之間的關係,先前的研究發現不一樣的結果。另有研究指出, 學生的第二外語精通程度與其學習策略較有關聯，而學習策略與他們的性格之間也有某種程度的相關。因此，這份研究檢視台灣學生的性格內外向性格、學習策略，以及英文精通程度之間是否存在某種關聯。本項研究使用艾森克人格問卷量表和語言學習策略問卷收集資料並以敘述統計、皮爾森相關和多元迴歸進行數據分析。研究結果顯示學生的學習策略和多益成績之間呈現正相關。換言之，當學習者使用越多學習策略，便可能獲得更高的多益成績。此外，相較於其他策略，後設認知策略與社會策略更能有效預測學生的多益成績。此外，研究結果也顯示性格外向的學生比內向的學生運用更多的學習策略。既然學生的性格與多益成績並沒有顯著相關，故無法斷定性格外向學生是較好的第二外語學習者。建議老師教導學生各種學習策略並鼓勵學生根據自己學習的情境採取不同的學習策略。此外，未來研究可以檢視更多的變項如性別、年齡及先前學習背景等其他因素與學習策略的關係。

關鍵字

英文程度 ； 內外向性格 ； 學習策略

並列摘要

This study looked into the connections among Taiwanese students’ extroversion-introversion personality, learning strategies and English proficiency. Researchers have suggested that second language (L2) learners’ personality influence their L2 proficiency. However, previous studies examining the relationship between L2 learners’ personality and their L2 proficiency demonstrated inconsistent results. Other studies have shown that learners’ L2 proficiency is more related to learning strategies which may be associated with their personality. Therefore, the present study investigated if relationships exist among Taiwanese students’ personality, learning strategies and English proficiency. Using a quantitative approach, Eysenck Personality Questionnaire (EPQ) and Strategy Inventory for Language Learning (SILL) were adopted for data collection. The data were analyzed by using Descriptive Statistics, Pearson Correlation and Multiple Regression. The results indicated a positive correlation exists between the students’ learning strategies and TOEIC scores; the more strategies the students used, the better TOEIC scores they received. Moreover, Meta-cognitive learning strategies are better predictor of the students’ TOEIC scores than Memory and Social strategies. The results also revealed that the extroverted students use more learning strategies than the introverted ones. Since no significant relationship was found between the participants’ personalities and TOEIC scores, no claims can be made that extroverts are better L2 learners than introverts. It is suggested that teachers can teach students how to make a good use of different learning strategies. Furthermore, teachers should encourage their students to apply different learning strategies according to their learning contexts. Future studies can examine the connections of other variables such as gender, age and prior learning experiences with learning strategies.

並列關鍵字

English proficiency ； extroversion-introversion personality ； learning strategy

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