台灣高中生和日本高中生英語學習動機的比較研究

A Comparative Study on Taiwanese and Japanese High School Students' English Learning Motivation

The present study was intended to investigate the motivational orientations (MOs) of 223 first-year Taiwanese high school students and 173 first-year Japanese high school students and examined the differences among them. The author found that Taiwanese high school students were more motivated than Japanese high school students. Taiwanese high school students were highly influenced by Instrumental MO, Language Utility MO and Integrative MO. However, Japanese high school students had a higher mean on Instrumental MO, followed by School-Related MO and by Integrative MO. There were some significant differences between Taiwanese high school students and Japanese high school students on Travel MO, Language Utility MO and Parent-peer MO. These results point to specific behaviors that teachers could exhibit to enhance their students' motivation. Implications for the teaching of English at high school are discussed.本研究的目的是調查223位台灣高一學生和173位日本高一學生的動機取向（MOS），並研究它們之間的差異。作者發現，台灣高中學生比日本高中學生有較高的動機。影響台灣高中學生較高的動機取向有三項分別是工具性動機取向、語言實用動機取向及融合型動機取向。然而，日本的高中學生在工具性動機取向、學校相關的動機取向和融合型動機取向有較高的平均值。台灣高中生和日本高中生在旅行動機取向、語言實用動機取向和家長與同儕動機取向有顯著的差異。這些結果說明了一些特定的行為，教師們可以以此來提高學生的學習動機。結尾提供高中英語教學一些教學建議。