新台灣之子在英文學習上的態度及動機－個案研究

Abstract

態度與動機為英語學習中極為重要的因素，因其與學習者的學習成就有著密不可分的關係。擁有多重語言及文化背景的新台灣之子的人口數正在急速成長中，然而與其相關的英語學習態度及動機的研究卻寥寥無幾。因此，本研究旨在探討新台灣之子在英語學習上的態度和動機。 五位來自於公立國中的新台灣之子參與了本研究，並每雙周以觀察方式探究他們在英語學習上的態度和動機，其可能相關的父母因素也列入了本研究的考量中。五位參與者、新住民、及參與者的英語老師在本研究中被訪談，而參與者及新住民也被邀請填寫問卷，參與者的相關資料文件與研究者的反思日誌也被包含在研究結果中，以求建立有信賴性及可靠性的分析及結論。 研究結果顯示，新台灣之子在英語學習上的態度和動機不盡相同，雖然他們通常有正面的表現。這些差異可歸因於父母因素：父母的教育背景、經濟狀況、中文程度、觀點、態度、要求、參與度、期望以及協助。父母在新台灣之子的英語學習成就上扮演著極為重要的角色。換言之，父母比其英語老師更為重要。因此，父母應積極參與對新台灣之子的英語學習，以激發他們對英語學習的興趣，提升其學習動機，使其變得更加積極，而順利的達成其學習目標。Attitudes and motivation are important in the English learning of learners since it is highly related with their academic performance. With the rapid increasing number of the new Taiwanese children who might be a multilingual and might have multicultural background, the related studies about their attitudes and motivation toward English are scant. Therefore, the present study is aimed at investigating attitudes and motivation that the new Taiwanese children have toward English learning. Five new Taiwanese children from a public junior high school participated in the present study and were observed biweekly. Interviews with the participants, a new resident, and the English teachers of the participants were implemented to find out the learning attitudes and motivation of the new Taiwanese children. Questionnaires were implemented to the participants and the new residents. The documentary collection and the researcher’s reflective journals were also included in order to analyze and conclude the findings with credibility and dependability. The results of the present study showed that the new Taiwanese children’s attitudes and motivation toward English learning were varied in each, although they were generally positive. These differences could attribute to the factors of their parents: parents’ educational background, economic status, Mandarin proficiency level, perspectives, attitudes, requirement, participation, expectation, and assistance. The parents play the most important role on the English academic performance of their children. In other words, their parents are more important on their English learning than their English teachers. Therefore, parents should actively participate in the English learning of their children in order to awaken the interests of their children on English language. Then their children would become more positive and their motivation could be promoted. Finally, the goal of achievement could be successfully achieved.