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Title: 台北市參與全民英檢高職學生之英語學習動機調查研究
A Study on English Learning Motivation of Vocational School Students Participated GEPT in Taipei City
Authors: 吳明雄
Keywords: 英語學習動機
English Learning Motivation
Vocational School
Issue Date: 2007
Abstract: 本研究旨在探討台北市參與「全民英檢」高職學生之英語學習動機情形,分析參加與未參加「全民英檢」及通過不同英檢級數之高職學生在英語學習動機的差異情形。為達研究目的,首先蒐集相關文獻,作為本研究問卷之理論基礎,並透過問卷調查及訪談,以瞭解參加「全民英檢」前後之高職學生在英語學習動機改變之情形。 本研究以台北市公、私立高職學校學生為研究母群,採立意抽樣,抽取619位學生為研究樣本,回收有效問卷為588份,回收率為95%。本研究採用平均數、標準差、百分比、獨立樣本單因子變異數分析等統計方法進行資料處理與分析,所獲致結論如下: 一、參加「全民英檢」與否之高職學生在英語學習動機有顯著差異,「參加」者平均數為3.66優於「未參加」者平均數3.39。  二、通過不同英檢級數之高職學生在英語學習動機在「整體英語學習動機」有顯著差異,且通過「初級」及「中級以上」者得分均優於「參加未通過」者。  三、受訪者均同意參加「全民英檢」確實會影響其「英語學習動機」,且其影響均為正面。 最後,依本研究之結論提出建議,以供學校主管教育機關、語言檢測機構、學校、教師以及後續研究參考。
The purpose of this study was to explore the English learning motivation of the vocational school students in Taipei City. In order to find the differences between the public and private vocational schools, both questionnaire developed by way of theoretical framework and qualitative method of interview were adopted in this study . The study selects 619 students from the public and private vocational schools in Taipei through pursosive sampling. The valid samples of the questionnaire contain 588 students and the valid return rate is 95%. The statistical techniques applied are descriptive statistic method and one-way ANOVA analysis. The major findings are as follows: 1. The differences between two groups of students who attended GEPT or not is significant on English learning motivation. The students who have participated GEPT get higher scores than those who haven’t participated GEPT. 2. The differences between students who have passed different levels of GEPT is significant on English learning motivation. The students who have passed the elementary level and intermediate above level get higher scores than those who haven’t passed GEPT. 3. The students who were interviewed all agreed that GEPT can influence their English learning motitvation and enchance their English learning. According to the above findings, some suggestions for educational authorities, further implimention and teaching were proposed.
Other Identifiers: GN0693700085
Appears in Collections:學位論文

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