曾文鐽Wen-ta Tseng黃文志Wen-chi Huang2019-09-032019-7-32019-09-032014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0897210220%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97902本研究旨在探討台灣大一新生在社會心理學中的態度、自我決定、自我認同、自信心和英語能力之間的相互關係，尤其著重於檢驗各因素間的因果關係。第二外語學習動機的研究已顯示關於個別差異之社會心理變項對於外語學習非常重要，但是極少數研究探討自我認同的理論本質，以及自我認同與第二外語學習中其他因素的關係。本研究之結構模型根據三個來源構建：Gao, Cheng, Zhao, 和Zhou (2005) 的自我認同架構，Gardner, Tremblay 和Masgoret (1997) 的學習態度概念以及Noels, Clément, 和Pelletier (2001) 自我決定理論。此研究模式一共有十個潛在變項，包含態度、自信心、內在動機、外在動機、無動機、英語能力、適性自我認同、取代自我認同、分裂自我認同、零自我認同。 研究對象為371名就讀於北部一所公立大學的大一生，來自於各個不同科系。所有參與學生必須完成包含英聽力與閱讀測驗、英語態度問卷、英語自信心問卷、英語自我決定問卷、英語自我認同問卷共五項活動。研究分析主要分為兩部分，一者為檢驗每一個潛在變項的內部結構與一致性，二者為探討變項之間的直接與間接關係。 研究結果顯示最終的結構模式有良好適配度。本論文結果與主要發現概述如下： 1. 做為最起始的貢獻因素，態度對於其他九個潛在變項有直接顯著的影響。 2. 自信心對於內在動機、外在動機與英語能力有直接顯著的影響，然而對於無動機以及包含自我認同在內的四個潛在變項則沒有顯著影響。 3. 包含自我決定在內的三個潛在變項，對於英語能力、適性自我認同，取代自我認同、分裂自我認同和零自我認同皆有直接顯著的影響。 4. 英語能力對於適性自我認同，取代自我認同、分裂自我認同和零自我認同有直接顯著的影響。 5. 對於間接效果，自信心再態度與自我認同之間成功地扮演調節的腳色。自我決定則在態度與自我認同之間扮演調節的腳色。 透過量化統計分析，本論文有以下貢獻。第一，本論文發現英語學習態度的重要性，可被視為第二外語習得社會心理因素中最基本的要素。因此在英語學習的過程中，老師和學生都需要培養正面的學習態度。第二，語言學習的自我決定理論在本研究的模式中扮演重要的角色，顯示出自我決定的理論本質對於語言學習認同調節是不可會缺的。英語能力對於自我認同的直接影響顯示出重要的概念：自我認同會彰顯出個人心理價值以及行為模式，而這也是語言學習中的主要目的，而非是只有英語能力。總括而言，本論文驗證了社會心理學之間的直接與間接因果關係，同時亦期望能鼓勵更多第二語言習得研究者從事相關研究，來探討自我認同在語言學習中的角色。This dissertation aims to investigate the interrelationships of the social psychological factors of English learning attitude, English learning self-determination, English learning self-identity, linguistic self-confidence, and English proficiency among EFL freshmen, with special emphases on testing the hypothetical causal relationships between the factors. Although research on L2 learning motivation has indicated that affective and psychological variables regarding individual differences are important in second language acquisition (Dörnyei, 2005; Ellis, 2008), few studies have been carried out to examine the theoretical essence of self-identity and its relationships with other factors in SLA. The structural model of current study was established based on three sources: Gao, Cheng, Zhao, and Zhou’s (2005) definition and classification toward self-identity; a more general framework of attitude to learning English by Gardner, Tremblay and Masgoret’s (1997), and Noels, Clément, and Pelletier’s (2001) self-determination toward language learning. Ten latent variables were included in the final model encompassing the variables of attitude, linguistic self-confidence, intrinsic motivation, extrinsic motivation, a-motivation, English proficiency, adaptive self-identity, subtractive self-identity, split self-identity, and zero self-identity. The participants in the main study were 371 university freshmen studying in a public university in North Taiwan, coming from a variety of departments. All the participants were required to finish five research instruments, including an English test for general ability, and four different questionnaires of English Learning Self-identity Change Inventory, English Learning Self-Determination Inventory, English Learning Self-Confidence Inventory, and English Learning Attitude Inventory. The data analyses were mainly separated into two parts: one to examine the internal structure and consistency of each variable, and the other to investigate the direct and indirect causalities among the variables. The former part was carried out by using exploratory factor analysis and confirmatory factor analysis, and the later was completed by applying structural equation modeling. The results show that the outcome model fits the data well. The results and findings are summarized below: 1. Attitude, serving as an original contributing factor, had significant direct effects on all the nine variables, including self-confidence, intrinsic, extrinsic motivation, a-motivation, English proficiency, adaptive self-identity, subtractive self-identity, split self-identity, and zero self-identity. 2. Linguistic self-confidence also had a significant impact only on intrinsic and extrinsic motivation, and English proficiency, but the influences on a-motivation and the four self-identity variables were not significant. 3. The three self-determination variables all had significant direct predictions on English proficiency and the four self-identity variables. Specifically, both intrinsic and extrinsic motivation had significant positive influences on adaptive self-identity and subtractive self-identity, but significant negative impacts on split self-identity and zero self-identity. It is also important the intrinsic motivation exerted stronger effects than extrinsic motivation. With respect to a-motivation, it had significant a negative impact on adaptive self-identity and subtractive self-identity, but significant positive predictions on split self-identity and zero-self-identity. 4. English proficiency had significant positive effects on adaptive self-identity and subtractive self-identity, but significant negative impacts on split self-identity and zero self-identity. 5. Regarding the indirect effects, linguistic self-confidence successfully served as a mediating variable between attitude and self-determination. Self-determination, including intrinsic and extrinsic motivation, and a-motivation, was also considered as a mediating variable on the whole between attitude and self-identity. Based on the quantitative analyses, the dissertation makes several contributions: Firstly, the current study revealed the important role of English learning attitude, which seems to be an engine to energize the social psychological factors in SLA. Therefore, it is critical for both language teachers and learners to pay more attention to foster positive attitude in the process of learning English. Secondly, self-determination in language learning plays a pivotal role in the whole model: it had both a direct and indirect impact on self-identity, indicating that the essence of self-determination was an indispensable pivot in this identity-regulated model of the current study. Finally, the significant direct influence from English proficiency (linguistic outcome) to self-identity (non-linguistic outcome)means that self-identity (an idea of expressing personal psychological value and behavioral norms) seems to be a more ultimate goal that language learner needs to strive for, instead of only linguistic outcome. In summary, this dissertation demonstrates the direct and indirect causalities among the social psychological variables, and it is hoped that this study can focus the attention of SLA researchers on investigating the role of self-identity in language learning.態度自信心自我決定自我認同結構方程模式AttitudeSelf-confidenceSelf-determinationSelf-identityStructural equation modeling