科技大學餐飲英文字彙學習動機與學習成就之關聯分析

The Relationship between Culinary & Beverage English Vocabulary Learning Motivation and Achievement in Technical University

本研究的目的在了解科技大學學生專業英文中餐飲英文字彙的學習動機與學習成就的關聯性，研究對象為南部某科技大學23位觀光餐旅科系學生，研究工具是一份餐飲英文單字學習動機問卷及餐飲英文詞彙能力國際認證測驗(PVQC)，受試者於2015年12月接受40小時餐飲英文字彙訓練後，進行50分鐘的PVQC測驗，並填寫餐飲英文字彙學習動機問卷，研究者將所蒐集的問卷資料與測驗成績加以整理，並進行描述性統計與灰關聯分析，研究結果發現在學生餐飲英文字彙學習動機因子中，「學習自主性」對於學生餐飲英文字彙學習成就的「看英文選中文」成績、「聽英文選中文」成績、「看中文選英文發音」成績影響最大，而學生餐飲英文字彙學習動機因子中的「小組團體學習」對於學生餐飲英文字彙學習成就的「看英文選英文發音」成績影響最大，學生餐飲英文字彙學習動機因子中「教師評量方式」對於學生餐飲英文字彙學習成就的「聽英文選英文」成績與「總成績」影響最大，研究者並依研究結果提出結論與教學上的建議，以提供相關單位在未來餐飲英文教學上之參考。

The purpose of the study was to understand the relationship between college students’ culinary & beverage English learning motivation and achievement. The subjects were 23 students from a technical university in southern Taiwan. The instruments include one questionnaire about learning motivation on culinary & beverage English vocabulary and one English test called Professional Vocabulary Quotient Credential (PVQC) on culinary & beverage. The subjects accepted 40-hour culinary & beverage English vocabulary training in the study. After conducting the 50-minute PVQC test and 10-minute questionnaire on December 22, 2015, the researchers collected the data from the questionnaire and PVQC test and analyzed the data by descriptive statistics and Grey Relational Analysis. The researchers found that ‘Learning Autonomy’ had the greatest effect on some subtests of students’ English learning achievement, including ‘choose Chinese meaning from English vocabulary’, ‘choose Chinese meaning from English pronunciation’, and ‘choose English pronunciation from Chinese vocabulary.’ The researchers also found that ‘Group Learning’ had the greatest effect on one subtest of students’ English learning achievement—‘choose English pronunciation from English vocabulary.’ Moreover, the researchers found that ‘Teacher’s Evaluation’ had the greatest effect on some subtests of students’ English learning achievement, including ‘choose English vocabulary from English pronunciation’ and ‘the total points of all subtests.’ Based on the results, the researchers drew a conclusion and proposed some teaching implications for ESP instruction in the future.