Identifying College Freshmen's Motivation Levels in Learning Oral English Skills

探討大一學生上英文口語課程動機之研究

林玫妙(Mei-Miao Lin) ； 林怡倩(Yi-Chien Lin) ； 傅敏芳(Min-Fang Fu)

《美和學報》 30卷2期 (2011/09) Pp. 131-148

https://doi.org/10.7067/JMU.201109.0131

摘要

英語是與國際間人士溝通的橋樑。人們開始了解到想要與別的國家競爭，擁有好的英語溝通能力是必備的條件。所以雖然英語不是台灣的第二語言，但是爲了得到更好的工作機會，人們開始加強自我的英語口語能力。本研究以屏東縣一所技術學院大一生爲對象，針對學生上英文口語課程動機進行研究，並瞭解學生學習英語口語溝通能力之動機。研究對象分爲應外組與非應外組。蒐集資料後以SPSS進行統計分析。本研究之研究成果顯示，學生的生活經驗會影響到他們的口語學習動機。有些會降低學生焦慮的生活經驗反而會增加學生的學習動機。自我要求高的學生有較高的學習動機。學習動機差的學生認爲在台灣用不到英文，所以不需要有英文能力。研究並根據研究成果提出建議，以期提升學生之學習興趣與動機，進而達成有效學習的目標。

關鍵字

學習動機 ； 第二外語 ； 口語能力

並列摘要

English is a universal language used to communicate around the world. People have started to realize that in order to compete and cooperate with other nations, they must possess proficient English communication skills. Therefore, even though the general public in Taiwan may not use English in daily life, the demand in the global market for oral proficiency in English has motivated many Taiwanese to study the language. This study took place in an institute of technology located in Pingtung County, in southern Taiwan. The purpose of this study is to identify the freshman college students' motivation in learning oral skills in English class. Two groups of second-semester freshmen in a four-year degree program were selected as the subjects for the study. The first group was the Department of Applied Foreign Language (DAFL) group, and the second group was the Non-Department of Applied Foreign Language (N-DAFL) group.Data was collected from 230 questionnaires distributed by the instructors. Findings from questionnaires were analyzed using the Statistical Package for the Social Sciences (SPSS) software. This study found that students' motivation levels are influenced by many of their life and learning experiences. Some experiences related to a decrease in student anxiety were related to an increase in students' motivation levels. Another factor shown to increase students' motivation levels was having high self-expectations. Some students were not motivated to learn, because they did not see a need to use English skills in their daily lives, and parental encouragement was limited. Suggestions and future implications were provided based on the research results.

並列關鍵字

Motivation ； second/foreign language learning ； oral communication