學習動機和有效認知負荷對外語學習表現之影響

Motivation, Germane Cognitive Load, and Task Performance in Foreign Language Learning

認知負荷理論指出，一旦我們的工作記憶開始從事與認知相關的活動，有效認知負荷就啟動了，並且對於學習表現有正向的影響。本研究旨在於探討學習動機、有效認知負荷、以及學習表現之間的關係。研究對象為某科技大學應用外語系109位四技學生，透過學習動機量表、認知負荷量表、以及英語聽力測驗收集資料，結果發現：學習動機和有效認知負荷間、有效認知負荷與學習表現間均為正相關，學習動機和學習表現間的相關則未達統計上顯著水準。進一步以徑路分析和拔靴法進行資料分析，發現有效認知負荷確實為學習動機和學習表現之中介變項，亦即本研究所提出之學習表現徑路模式可獲得資料之支持。最後根據研究結果，提出數項建議以供參考。 Germane cognitive load (GCL) is the load incurred when working memory resources are devoted to cognitive activities. GCL posits that GCL needs to be maximized for the best learning results. This study investigated the relationship among motivation, germane cognitive load, and task performance. The participants were 109 students majoring in English. Correlational analysis indicated a positive relationship between motivation and GCL as well as between GCL and task performance. However, motivation was not correlated with task performance. Path analysis confirmed the overall relationship of the variables under discussion. Bootstrapping was used to test the indirect effect of GCL. Results suggest that affective factors, such as learning motivation, are important in CLT.