台灣日語學習者寫作動機中的自我決定性之探討

Self-determination of Writing Motivation in Japanese Learners in Taiwan

語言學習中的學習動機往往影響著學習行為，並與學習成效息息相關，因此如何喚起、維持、進而強化學習者的學習動機是語言教師的重要課題。本論文首先致力於寫作動機量表之開發，並透過施測檢驗信度，隨後通過驗證性因素分析檢驗假設之因素構面，最後則是透過分析結果觀察在台灣的日語學習者對於日語寫作之學習所抱持的意識形態 。首先，信賴性像數為0.80以上，表示本量表具有良好的信度。其次，進行因素分析後發現學習者的內在動機強於外在動機，並抽出了六項因素，分別為「自我效力」「內在充實」「能力提升」「表達自我」「有效訊息運用」「價值認知」最後我們亦發現了學習者在自我效能以及自律性兩方面意識較為薄弱。因此有必要透過設計符合學習者程度的寫作課堂活動以提升其自信，並協助學習者設定合理的學習目標以增進其成就感，最後教師應留意在學習過程中培養學習者對於自己的學習過程積極參與、負責的意願及習慣。

Learning motivation in language study generally affects learning behavior, and is closely connected to learning effects. Thus, an important issue for language teachers is how to awaken, maintain, and strengthen the learning motivation of learners. This study focused on the development of a writing motivation scale, and tested it for reliability. Confirmatory factor analysis was conducted to analyze the factor dimensions of the hypothesis. Finally, the analytical results were used to observe the ideologies held by Japanese learners in Taiwan toward learning Japanese compositions.The reliability coefficient is over 0.80, which means that this scale has good reliability. Factor analysis shows that the learners have stronger intrinsic motivation than extrinsic motivation. Six factors are extracted, which are ”self-efficacy,” ”intrinsic fulfillment,” ”elevation of abilities,” ”self-expression,” ”effective usage of information,” and ”value perception.” It is found that learners are weaker in terms of self-efficacy and self-discipline. Thus, it is necessary to design classroom composition activities that conform to the level of the learners to enhance their self-confidence, thus helping them to set reasonable learning objectives to enhance their sense of accomplishment. Teachers also need to cultivate learners' ability in participating in their own learning processes, as well as responsible intentions and habits.