The Relationships among English Learning Strategies, Learning Motivation and Learning Achievement —The Elementary Schoo
簡曉琳、莊維貞
E-mail: [email protected]
ABSTRACT
There are two goals of this study. One is to explore the differences of the frequencies of strategies use in learning English, the degrees of motivation in learning English and English learning achievements among the elementary school students with varied backgrounds.
The other is to describe the relationships among the frequencies of the strategies use in learning English, the degrees of motivation in learning English and English learning achievements. The predictabilities of the frequencies of the strategies use in learning English and the degrees of motivation in learning English on English learning achievements were investigated. Several suggestions for further studies and for educational practices are suggested based on the findings. The sampling of this study was convenient sampling. The seven hundred and five students involved in this study were selected from five public elementary schools in the suburb area in Changhua County. Therefore, the findings of this study should not be applied beyond this suburb-based context. A revised version of Oxford’s SILL and a self-developed “English learning motivation Questionnaire” as well as a self-developed “English learning achievements Test” were the instruments used to collect the data. The background information of the students was collected through a self-developed questionnaire. Descriptive statistic, t-test, ANOVA, correlation analysis and stepwise multiple regression analysis were conducted to analyze the data collected. The findings of this study are summarized as follows: 1. Significant differences of the frequencies of strategies use in learning English, the degrees of motivation in learning English and English learning
achievements were found among the students of different genders as well as the students with different backgrounds in terms of their parents’ education and vocations. There are also significant differences on the years of studying English among the students. 2.
There were significant correlations among students’ frequencies of strategies use in learning English, students’ degrees of motivation in learning English and their English learning achievements. 3. A student’s frequency of strategies use in learning English and his/her degree of motivation in learning English can effectively predict his/her English learning achievement.
Keywords : English learning strategies ; Learning motivation ; English learning achievements Table of Contents
封面內頁 簽名頁 授權書………...iii 中文摘
要...v 英文摘要………
………...vi 誌謝……….viii 目次……
………...ix 圖目次………
………...xi 表目次………..xii 第一章 緒 論 第一節 研究動機……… 1 第二節 研究目的、問題與假設………
……….3 第三節 名詞釋義……….6 第四節 研 究範圍與限制……….7 第二章 文獻探討 第一節 英語學習策略的理論分析…
……….9 第二節 學習動機與外語學習動機的相關模式………...32 第三 節 英語學習策略、學習動機的相關研究 ………47 第三章 研究方法 第一節 研究架構………
………53 第二節 研究對象………54 第三節 研究工具………56 第四節 實施程序………
………67 第五節 資料分析 ……….70 第四章 研究 結果與討論 第一節 不同背景變項的受試學生在「英語學習策略」、「學習動機」與 「英語學業成就」之現況分析 ………
……….72 第二節 不同背景變項的受試學生在「英語學習策略」、「學習動機」 之差異分析 …………
………74 第三節 不同背景變項的受試學生在「英語學業成就」之差異分析……….116 第四節 受試學生在「英語學習策略」、「學習動機」與「英語學業成就」 之相關分析.………
………122 第五節 受試學生在「英語學習策略」、「學習動機」對「英語學業成就」 之預測………
………126 第五章 結論與建議 第一節 結論………
……….128 第二節 建議……….131 參考書目………
………136 附錄………
………143 REFERENCES
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