查詢結果分析
相關文獻
- Relationships between Motivation/Attitude, Effort, and English Proficiency and Taiwan Technological University Students' English Learning Strategy Use
- 由專校並存之學制探討學生對電腦課程之學習態度
- 國立臺灣大學學生對體育課程意向反應初探(以八十七學年度上學期為例)
- 由英文重修課程省思五專英文教學
- 關於「日本文學概論」課程之調查
- 日語學習動機、學習態度與學習成效之研究
- Applying the Expectancy-Value Theory to Foreign Language Learning Motivation: A Case Study on Takming College Students
- 會計習作課程之學習行為與學習成效
- 臺灣白鼻心之現況調查
- Evaluating the Effectiveness of the Coal Ash Artificial Reefs at Wan-Li, Northern Taiwan
頁籤選單縮合
題名 | Relationships between Motivation/Attitude, Effort, and English Proficiency and Taiwan Technological University Students' English Learning Strategy Use=學習動機/學習態度、努力與英語能力和臺灣的科技大學學生的英文語言學習策略之間的關係 |
---|---|
作者 | 賀一平; Ho, I-ping; |
期刊 | 臺北科技大學學報 |
出版日期 | 19990300 |
卷期 | 32:1 1999.03[民88.03] |
頁次 | 頁611-674 |
分類號 | 525.38051 |
語文 | eng |
關鍵詞 | 學習動機; 學習態度; 英語能力; 臺灣; 大學學生; 英文語言學習策略; |
中文摘要 | 本論文運用問卷調查探討科技大學學生英語語言學習策略和學習動機態度、 努力與英語能力之間的關係。共有372位二技三年級新生參加問卷調查。 多元迴歸分析問卷調查資料結果顯示:學習動機態度、努力與英語能力這三個預測變數 的變異可預測或解釋「記憶策略使用頻率」變異情形的47%;「認知語言學習策略使用頻率 」變異情形的60%;「補助性語言學習策略使用頻率」變異情形的29.4%。學習動機態度與 努力這二個預測變數的變異可預測或解釋「後設認知語言學習策略使用頻率」變異情形的 54%;「與情緒感情有關的語言學習策略使用頻率」變異情形的38%;「社交性語言學習策 略使用頻率」變異情形的30%。多變量多變異數分析問卷調查資料結果顯示:語能力強的組 別與英語能力弱的組別在英語語言學習策略使用上有顯著差異存在。 本論文建議英語教育可融合「語言學習策略訓練」於溝通性全語言教學活動中,並考慮 學生特質與需求做適當的教學調整,以培育學生成為具高度學習動機、具反省能力、且善用 語言學習策略來解決問題的語言終生學習者。 |
英文摘要 | In this study, to investigate relationships between Taiwan technological university students' English language learning strategy use and factors affecting their English learning strategy use, the researcher surveyed 372 two-year program juniors (341 males and 31 females) in a national university of technology, using a purpose-designed questionnaire consisting of two sections: Section 1, questions adapted from the Attitude/Motivation Test Battery designed by Gardner and Lambert (1985); and Section 2, Oxford's (1989) 50-item Strategy Inventory for Language Learning (SILL) with some items being replaced with items derived from Oxford's (1989) 80-item SILL. Multiple regression analyses revealed that motivation/attitude, effort, and English proficiency in combination predicted or accounted for 47% of the variance in memory strategy use, 60% of the variance in cognitive strategy use, and 29.4% of the variance in compensation strategy use (p < .001); and that motivation/attitude and effort in combination predicted or explained 54% of the variance in metacognitive strategy use, 38% of the variance in affective strategy use, and 30% of the variance in social strategy use. MANOVAs with follow-up ANOVAs revealed significant differences between proficient learners of English (n = 86) and non-proficient learners of English (n = 87) in their using all six language learning strategy categories (p = .001 for affective strategies and p < .001 for the other learning strategy groups) and 32 individual language learning strategies on the SILL (p < .001). The researcher recommends that to develop of English, their teachers should integrate learning strategy instruction into communicative-oriented curricula and make necessary instructional adaptations after considering student's characteristics and English proficiency levels. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。