動機被視為一項影響第二語言習得之重要因素。因此本研究主要目的為探討台灣成人對於英語寫作之動機為何。此外，學習者對於英語寫作的觀感不容忽視，因其亦影響學習者對於英語寫作的慾望與否。為了實施本項研究，研究者針對六位學習者進行調查，且其研究對象為大學時期非英語相關學系之學習者。調查方式分為兩階段:第一階段發送開放式問卷供研究對象填答，並將其問卷回收後另安排時間訪談。第二階段藉由第一階段所回收之問卷填答內容進行更深入的個別訪談。經研究分析後所得結果顯示，台灣成人對於英語寫作之動機大部分為外在動機。為了滿足工作上的需求亦或是獲得理想的薪資，故報名參加英語學習機構的寫作班，此類動機也被歸類為工具性動機。再者，寫作教師亦是主要影響學習者對於寫作觀感的因素之一。具體上來說，教師的人格特質以及能否創造出愉悅上課氣氛的能力，將影響學習者的寫作意願。最後，本研究最重要之價值為提供英語寫作教師及英語學習機構參考，並從本研究結果中受益。對於英語寫作教師來說，可更有效地參閱研究結果來設計與規劃課程內容。而就英語學習機構而言，可因學習者之個別需求編制出更有價值的學習課程。 Motivation has been considered as an important factor that influences a learner on L2 acquisition. Accordingly, the present study aims at exploring how Taiwanese adult learners’ motivation is lifted to learn English writing. Besides, learners’ perception towards English writing cannot be neglected because it also affects their desire to learn it. To implement the study, the researcher investigates six adults who were non-English majors in college by gathering data from a set of open-ended questionnaire given to them as well as by forming in-depth individual interviews based on the responses from the questionnaire. The findings indicate that Taiwanese adult learners’ motivation to English writing is mostly extrinsic. To meet a job requirement or to get an ideal salary pay, they are instrumentally motivated to enroll an English writing class in an institution. Moreover, a teacher could primarily influence their perceptions to English writing. To be more specific, a teacher’s personalities or his/her ability to create a pleasure-learning classroom atmosphere could possibly affect their willingness to learn writing. Lastly, the significant of the paper is that both English writing teachers and English centers or institutions can benefit from it in that the teachers are more able to plan a lesson efficiently; and the centers or institutions can provide valuable courses based on to the learners’ need.
