本研究目的在瞭解台中市國小學童之英語學習動機與英語學習成就之間的關係並探究國小學童英語學習動機與英語學習成就間是否因背景變項(性別、有無補習、英語補習年數及父母態度)不同而有差異情形。 本研究以九十九學年度就讀於台中縣市國民小學五年級的學童為施測對象,以問卷方式取得受試者的背景變項資料以及英語學習動機資料,並以受試者之學期英語評量分數為英語學習成就資料,依學校所在地區抽取13班403人為研究樣本,回收有效問卷396份。最後將取得之資料以社會科學統計套裝軟體(SPSS 12.0)進行描述性統計、變異數分析等統計分析來驗證假設。 本研究所得之結論如下:一、不同性別對國小五年級學童在英語學習統整型動機上有顯著差異。二、不同父母態度對國小五年級學童在英語學習動機上有顯著差異。三、不同補習英語年數之國小五年級學童在英語學習動機上差異不顯著。四、不同性別對國小五年級學童在英語學習工具型動機上無顯著差異。五、不同性別、父母態度及不同補習英語年數對國小五年級學童在英語學習成就上皆有顯著差異。六、國小五年級學童高統整型動機者比高工具型動機者在英語學習成就上有較佳表現。 關鍵詞:學習動機、學習成就、國小學童英語學習成就
The purpose of this study is to explore the effect of English learning motivation on elementary school students’ English performance in Taichung city, and to understand whether the effect would be different due to gender or learning environmental differences. The subjects of this study are the fifth–grade students’ in public elementary schools in Taichung city. A questionnaire investigating English Learning Environment and English Learning Motivation was designed by the researcher and served as the research tool. A convenient sample of 403 students from 13 classes was chosen in this study. The total effective copies of the questionnaire were 396. The collected data were statistically analyzed descriptively first (mean and standard deviation), then a one-way ANOVA test was conducted, all through the SPSS software version 12.0. Findings of this study include: 1. Gender has significant impact on integrative motivation. 2. Family members’ attitudes has significant impact on students’ English learning motivation. 3. Various years of after-school English learning do not have any impact on English learning motivation. 4. Gender does not have any impact on instrumental motivation. 5. The three variables of Gender, experiences of English-learning in cram schools and family members’ attitude all have impact on students’ English achievement. 6. Students’ English learning performance out of high integrative motivation is better than that of instrumental motivation.