Are Skill and Will Predictive to Taiwanese College Students' Foreign Language Learning?

台灣大學生的英語學習動機和策略決定英語學習成就？

侯奕安(Yi-An Hou)；侯妍如(Yen-Ju Hou)；鄭雪玉(Hsueh-Yu Cheng)

動機 ； 焦慮 ； 策略 ； 學習方式偏好 ； motivation ； anxiety ； strategy ； style preference ； skill ； will

聯大學報

10卷2期（2013 / 12 / 01）

17 - 42

英文

本文旨在探討影響台灣大學生英語學習成效的情意和認知因素。南部一所私立大學的60位一年級新生參與此研究。除了大學英文入學成績之外，他們也加考多益普級測驗、並幫忙填寫問卷調查，包括英語學習動機和態度（Gardner，1985），外語學習焦慮（Horwitz & Horwitz，1986），學習策略（Oxford，1990），以及學習方式偏好（Reid，1998）。結果顯示，大學英文入學成績和多益普級測驗成績成正相關，且學生的學習動機（will）和學習策略（skill）是影響多益普級測驗成績的因素。

The paper aims to find out what cognitive factors and affective factor related to Taiwanese college students' English performance. Paritcipants were 60 freshmen in a private university in south Taiwan. In addition to their English scores of College Entrance Exam (CEE) adopted, they were arranged to take the TOEIC Bridge Test and filled out questionnaires dealing with motivation/attitude (Gardner, 1985), anxiety (Horwitz & Horwitz, 1986), Strategy use (Oxford, 1990), and style preference (Raid, 1998). Findings revealed that English scores of CEE and TOEIC Bridge Test were strongly correlated to each other, and students' motivation (Will) and strategy use (Skill) were predictors of their TOEIC Bridge scores.

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