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題 名 | Differences in English Learning Motivation, Strategies, Anxiety, and Achievements between Night School and Continuing Education Program Students=夜間部與在職專班學生在英語學習動機、策略、焦慮、與成績之差異 |
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作 者 | 陳永煌; | 書刊名 | 大仁學報 |
卷 期 | 19 2000.12[民89.12] |
頁 次 | 頁133-148 |
分類號 | 805.1 |
關鍵詞 | 英語學習動機; 策略; 焦慮; |
語 文 | 英文(English) |
中文摘要 | 本研究是在探討夜間部與在職專班學生在英語學習動機、策略、焦慮、與成績之差異。44位夜間部學生和41位在職專班學生參與本次研究,並填寫以下量表:1.英語學習動機量表,2.英語學習策略量表,3.英語學習焦慮量表。英語學習成績則由期中與期末考平均計算。由統計t檢驗,發現兩組學生在以下變項有統計上之顯著差異:1.內在動機,2.學習策略總數,3.記憶策略,4.後設認知策略,5.情意策略,6.考試焦慮,7.英語學習成績。在職專班學生比夜間部學生有較高的動機,使用較多學習策略,表現較少焦慮,和獲得較好的學習成績。英語教師可嘗試減輕學生的學習焦慮,教導其英語學習策略,增加其學習動機,以增進學生的學習效果。 |
英文摘要 | The purpose of this study was to investigate the differences in English learning motivation, strategies, anxiety, and academic achievements between night school students and continuing education program students. Forty-four night school students and 41 continuing education program students were administered motivation questionnaire, the Strategy Inventory for Language Learning (SILL) questionnaire, and the Foreign Language Classroom Anxiety Scale (FLCA). Students' academic achievements were measured by midterm and final examinations. A t-test found statistically significant group differences in intrinsic motivation, learning strategies total, memory strategies, metacognitive strategies, affective strategies, anxiety total, test anxiety, and academic achievement. Continuing education program students were found to be better English learners with higher intrinsic motivation, more learning strategy use, lower level of anxiety, and better academic achievements. Language teachers are encouraged to play the role of facilitators, counselors, and motivators. |
本系統中英文摘要資訊取自各篇刊載內容。