|摘要: ||以英語為第二語言或外語的學習者，其學習過程中，會受到諸多原因影響，如學習者本身的年齡、母語、教學者的特質、外在環境等等。本研究旨在探討大一學生之英語學習動機與課堂活動之間的相關性，共包含三個主要方向: (1) 學生的英語學習動機，(2) 學生認為最能影響其學習動機的課堂活動, 及(3) 學生對語練課上課堂活動的看法與他們的學習動機之間的相關性。 課堂活動以大一語練課上所實施過的課堂活動為主。研究主要採用問卷調查及個別訪談的方式進行，對象為北部某私立大學1020名大一學生。問卷包含兩個部分，第一部分在調查學生的英語學習內在動機強度，第二部分在調查最能影響學生學習動機的課堂活動。訪談部分由1020名學生中隨機挑選12名學生，男女生各6名，分別代表三個學習成就(高、中、低)， 以面對面方式進行。訪談的問題皆為開放性問題，針對本研究要調查的兩大方向，請訪談學生詳細說明回答。|
研究結果發現如下: (一) 女學生、外語學院學生及高程度班學生較男學生、其他學院學生及中低程度班學生有較強烈的英語學習動機， (二) 根據1020名學生回答問卷中的第二部分，電影欣賞為最能影響學生學習動機的課堂活動，依序為聽英文歌曲或歌詞填空，及圖片、聽力內容配對; 而最不能影響學生學習動機的活動為用中文問同學問題， (三) 由學生的問卷結果分析得知，學生對課堂活動的看法及他們的學習動機之間有顯著相關性。意即學生如果對課堂活動感到有興趣，將可能提昇他們的學習動機。
There are many factors that could influence students’ language learning achievement, and among them, motivation has been considered as an influential factor for learners’ language achievement since it provides the driving forces to initiate a second- or foreign- language learning (Warden, et. al 2000; Dörnyei, 1994; Gardner, 1985). This study aimed to investigate the intensity of English learning motivation among Taiwan EFL learners. 1020 freshmen who took Freshmen Language Drill Course in a private university, were recruited as subjects. Data were collected mainly from the quantitative study, a questionnaire survey, and the qualitative interview. Three statistical analyses: ANOVA, T-test, and regression, were implemented to investigate students’ English learning motivation and their perception toward classroom activities in Language Drill Course.
The results are summarized as follows. Firstly, females, students from the Foreign Language College, and high proficiency students were more highly motivated to learn English intrinsically in their groups. Secondly, the activity “film watching” was perceived as the most motivating classroom activity out of 15 activities, followed by “English song/ lyric blank” and “picture matching.” Thirdly, a significant correlation was found between students’ intensity of English learning motivation and their perceptions toward classroom activity.
Based on the present findings, it was suggested that more strategies and attention should be given to less motivated students, such as males, students from Science College, Management College, Engineering College and low proficiency students. Meanwhile, since there is a correlation between students’ intensity of English learning motivation and their perceptions toward classroom activity, it was suggested that language teachers ought to be more cautious while choosing the classroom activity. It is hoped that through the present study, more attention can be drawn on the curriculum design of the Freshman Language Drill Course, and classroom activities of the Language Drill course can be used in a more interesting way to enhance learners’ motivation.