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臺灣大學生學習英語的動機與使用英語溝通的意願之間的關係 ; The Relationship between Taiwanese EFL Students’ Motivation and Willingness to Communicate
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Abstract:
此研究的目的是為了探究學生學習英語的動機與其使用英語之間的意願之間的關係，且探測羞怯、焦慮、信念與口說溝通技巧是否會影響學生學習英語的動機與學生使用英語的動機。 此研究探究了六個面向：(a)大學生學習英語的動機；(b)大學生使用英語的意願；(c)大學生學習英語的動機與其使用英語之間的意願之間的關係；(d)大學生的羞怯、焦慮與信念是否影響其學習英語的動機與使用英語的動機；(e) 口說溝通技巧是否影響其學習英語的動機與使用英語的動機；(f)此研究的所有研究項目之間是否有任何相關。本研究共有來自南台灣的274位學生參與。此研究的結果顯示：學生的內在動機比外在動機強；學生比起在公共場合說英語更願意在教室裡說；學生學習英語的動機與其使用英語的意願有顯著的關係；擁有不同程度的焦慮與信念的學生其學習英語的動機與使用英語的意願皆有顯著差異；不同程度的口說技巧上的使用的學生其學習英語的動機與使用英語的意願皆有顯著差異；大多數的項目都顯示有相互相關，除了羞怯與信念。總結而言，學生學習英語的動機與其使用英語的意願有相互的影響，且焦慮與口說技巧的使用皆對學生學習英語的動機與使用英語的意願有相當的影響。教學意義、研究上的限制與對未來研究的建議皆探討於內文。 ; The purpose of this study is to probe the relationship between students’ motivation in learning English and their willingness to communicate in English, also, what effects shyness, anxiety, beliefs of learning English, and oral communication strategies have on the two major aspects. Six aspects were probed in this study: (a) college students’ motivation in learning English; (b) college students’ willingness to communicate (WTC) in English; (c) the relationship between college students’ motivation and their willingness to communicate; (d) how college students’ perception of their shyness, anxiety, and beliefs in learning English affect their motivation and WTC; (e) how oral communication strategies’ (OCS) usage affect college students’ motivation and their WTC; (f) whether or not there are any relationships among all aspects probed in this study. A total of 274 college students from a university located in southern Taiwan participated in this study. The results revealed that students were more intrinsically motivated in learning English than extrinsically. Students were more willing to speak during class than in public. There was a significant relationship between students’ motivation in learning English and their willingness to communicate in English. Different levels of anxiety and beliefs were shown to have significant differences between motivation and WTC respectively. Different levels of oral communication strategies showed significant differences between motivation and WTC respectively. Most aspects showed correlation with each other except for shyness and beliefs. To conclude, a student’s motivation could affect their willingness to communicate in English, vice versa, while anxiety and oral communication strategies also play a crucial role in influencing a student’s motivation and willingness to communicate in English. Pedagogical implication, limitations and suggestions for future studies were referred.
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Keyword:
motivation;willingness to Communicate (WTC);shyness;anxiety;beliefs;oral Communication Strategies (OCS); 學習英語的動機;使用英語的意願
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URL: http://140.127.82.166/bitstream/987654321/21015/1/109NPTU0741009-005.pdf
http://140.127.82.166/handle/987654321/21015
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