建構一個計畫學習行為的外語動機模式

Constructing an L2 Motivational Model of Planned Learning Behavior

戴美霞(Mei-Hsia Dai)

指導教授 ： 曾文鐽

國立臺灣師範大學/文學院/英語學系/博士(2012年)

摘要

第二外語學習動機的研究已顯示關於個別差異之情意變項對外語學習是重要的，但是極少數外語動機研究是專門研究社會環境及行為意圖對學習者的影響。此論文之主要目的是重新省視外語學習動機研究，運用更完整的概念理論及合併外語學習者人與人的影響及個別差異因素，建構一個假設因果關係的外語動機學習模型。本研究之結構模型主要以Azjen (1991, 2005)的計畫行為理論為基礎，輔以Gollwitzer (1993, 1999)的行動意圖和Tseng 和 Schmitt (2008)的模式中之自律能力與外語精熟因素。此研究模式一共含有九個潛在變項，包含：外語學習態度，社會規範，自信，目標意圖，行動意圖，自律能力，外語學習行為，外語學習精熟度以及外語成就。
此研究總共有265位高中生參與主要研究，並使用結構方程模式檢測此模式之適配度。結構方程模式分析分為測驗模式及結構模式。前者是界定指標變項並檢測所界定之指標變項是否可以解釋所依據之理論概念，後者則檢驗所假設之結構模式的因果關係。此研究之結果顯示測驗模式，除了極少的修正外，其適配度良好，奠定結構模式之基礎。結構模式之結果顯示外語學習態度，社會規範及自信在外語學習之初期階段有顯著重要的角色。外語學習態度與社會規範對目標意圖與行動意圖尤其具有影響力。行動意圖對自律能力及外語學習行為是最為關鍵的因素。自律能力能影響外語學習之精熟度，且後者是能直接影響外語學習成就之效果。
此研究結果啟發重要的意涵：學生的學習態度及人際互動可以藉由老師在教室的引導，訓練學生學習設計讀書計畫以完成他們設定的學習目標，教師在教學計畫中亦可以訓練學生運用精熟學習策略以確定自己的學習效果。

關鍵字

第二外語動機模式 ； 社會規範 ； 目標意圖 ； 行動意圖 ； 自律能力 ； 第二外語學習精熟度

並列摘要

Research on L2 learning motivation has shown that affective variables regarding individual differences are important in second language learning, but few studies incorporated a focus on the impact of social milieu and behavioral intention. The aim of this study is to echo the call for a reconsideration of L2 motivation research with a more complete reconceptualization and an expansion of combining both interpersonal and intrapersonal factors with hypothesized causal relationships in a model of L2 learning motivation. The structural model in this study was mainly based on Ajzen’s (1991, 2005) theory of planned behavior, reinforced by Gollwitzer’s (1993, 1999) implementation intention, and Tseng and Schmitt’s (2008) self-regulatory capacity and mastery of L2 learning. There are nine latent variables in the model consisting of Attitudes toward L2 Learning, Social Norms, Self-Confidence, Goal Intention, Implementation Intention, Self-Regulatory Capacity, Tactics of L2 Learning Behavior, Mastery of L2 Learning, and L2 Achievement.
The participants in the main study are 265 senior high-school students in northern Taiwan. Structural Equation Modeling is utilized to estimate the hypothesized model in terms of a range of goodness-of-fit indices. The results of the structural equation model are analyzed with respect to the measurement model and the structural model. The former identifies the indicator variables and tests how a conceptual, grounded theory can be accounted for by the represented indicators. The latter examines the causal relationships that represent the structural hypotheses.
The results show that the measurement model reveals an overall good fit with minor modifications, which provides the basic support for the structural model. The results of the structural model show that attitudes toward L2 learning, social norms and self-confidence play important roles in the initial stage during the second language learning process. Attitudes toward L2 learning and social norms are particularly influential to both goal and implementation intention. Implementation intention is a critical factor on effective language learning behavior and volitional control, and self-regulatory capacity and metacognitive mastery of L2 learning are linked to influence the effect of L2 achievement. Findings of this study yield important pedagogical implications: students’ attitudes and interpersonal interaction can be directed by teachers in the classroom. With the guidance of teachers, students learn to enact their study plans to achieve their goals via various learning behaviors with volitional controls. Teachers in their pedagogical plans can demonstrate and train the students to use metacognitive learning strategies in appropriate learning contexts with explicit teaching mechanism to ensure that the students have acquired the metacognitive operations through constant exercises.

並列關鍵字

L2 motivational model ； social norms ； goal intention ； implementation intention ； self-regulatory capacity ； mastery of L2 learning

參考文獻

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