An Investigation into the Motivation, Preferred Instructional Style, and Japanese Language Achievement of Non-Japanese-Major University Students

探討非日語系大學生的學習動機、偏好的教學模式及日語學習成效之間的關連性

10.29956/HCHJ.201107.0006

岡本綾(Aya Okamoto)

學習動機 ； 日語課程 ； 教學模式 ； 數位學習 ； 成就

玄奘人文學報

11期（2011 / 07 / 01）

131 - 152

英文

本個案研究報告旨在探討台灣玄奘大學非日語系學生的語言學習動機、教學因素及第二外語學習成效之間的關連性。82位選修日語課的大學生於學期末填寫一份以第二語言的自我結構為基礎所發展出的問卷，問卷分析的結果顯示學習日語的二種主要動機為旅行相關以及工具性（工作）。再者，同步多元迴歸分析顯示旅行取向的動機能預測出較高的考試成績，學生的考試成績與他們偏好的教學模式之間的相關顯著性較為薄弱。

This article reports on a case study of the relationship among language learning motivations, instruction factors and second foreign language (L2) achievement in Japanese non-major undergraduate courses in Hsuan Chang University (HCU) in Taiwan. A questionnaire based on L2 self framework (Dörnyei, 2005) was completed by 82 students who took an optional course in Japanese language, at the end of their programme of study. The results indicated that two major motivations for learning Japanese were travel and instrumental (carrier). Furthermore, a simultaneous multiple regression analysis suggested that travel orientation may predict higher examination scores. There was a weak significant correlation between students' examination scores and their preferred instruction type.