Differences in English Learning Motivation: An Empirical Study of University EFL Learners in Taiwan

英語學習動機差異：台灣大學生實證研究

10.30115/JCJCU.201112.0005

錢景甯(Ching-Ning Chien)；高儷華(Li-Hua Kao)；荊行倫(Hsing-Luen Ching)

大學主修 ； 英語為外語學習 ； 英語能力進步 ； 外在動機 ； 內在動機 ； 動機強度 ； College Majors ； English as a Foreign Language ； English Proficiency Progress ； Extrinsic Motivation ； Intrinsic Motivation ； Motivation Intensity

長榮大學學報

15卷2期（2011 / 12 / 01）

77 - 98

英文

本研究旨於瞭解臺灣北部某一大學954位不同學科與不同英語程度學生之英語學習動機現況。探究其動機類別、英語程度、學習動機強度以及60堂課英語課程訓練後英文進步值之間的關係，統計分析結果有以下四項發現：（一）英語中、高程度的臺灣大學生其英語學習動機有外在動機、內在動機及文化融滲動機；（二）動機強度較高者，其英語能力較佳；（三）學生所屬學科會影響其英語學習動機類別之強度；譬如：設計、人文教育與商學院學生比理工學院學生有較高之內在動機與文化融滲動機；（四）英語中等程度的大學生，外在動機與內在動機強度較高者，英文得分進步值較顯著。本研究指出動機強度與內在動機在英語學習進步上的重要性，藉此建議從事英語教學者在教學時需著重栽培內在學習動機，以提升學生有效之英語學習。

This study aims to conceptualize the English learning motivation of 954 students of different proficiency levels and different majors in a northern Taiwan university. The purpose is to correlate various types of motivation with English proficiency levels, and investigate the motivational intensity for English proficiency progress after 60 classroom lessons. Important findings are that (1) external, intrinsic, and integrative motivations are found in the students at high and mid English levels; (2) higher motivation intensity leads to higher English proficiency; (3) the academic disciplines influence the degree of intensity within each type of motivation; specifically, design, humanities, and business majors have higher intrinsic motivation and integrative motivation; and (4) for those with mid English level, improvement in the learners' score is statistically significant in terms of intrinsic and extrinsic motivation. The study points out the importance of motivation intensity and intrinsic motivation in English proficiency enhancement. The findings suggest that EFL teachers need to help their students by skillfully implanting intrinsic motivation in them to enhance their learning.

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