國小學童學前英語學習經驗對其學習動機與學業成就之影響

The Influence of the Elementary Students' Early English Learning Experience on their English Motivation and Academic Achievements

本研究以高雄地區11 所國小一、三年級2，339 名學童為研究對象，接受問卷調查以追蹤了解幼兒園英語學習經驗對剛入國小一年級學童、及開始接受國小英語課程之三年級學童的英語學習動機、國英數三學科成就表現之影響。其中，英語學習動機問卷係依據Gardner（1985）之第二語言學習動機為架構，設計並經專家效度與預試結果之修正和建立信效度而完成，以進行正式問卷調查。量化資料進行描述性統計、卡方及t 檢定、單因子變異數、事後比較分析法及T 分數轉換等統計處理。其結果：六成以上學童有幼兒園英語學習經驗，其「英語開始學習時間」早晚、幼兒園「英語學習場所」有無及多元（校內外）或單一、「英語上課時數」長短、外籍或/及中籍「英語師資」搭配模式，對國小一、三年級學童之英語學習動機，無論是工具式、融入式動機及整體動機皆有不同層次之影響。學前階段無論哪個年齡班級開始學習英語，學童之國英數成績皆比小一或小三開始學習英語之學童有較佳的學業表現並達顯著差異。

This study aimed to investigate the influence of early English learning experience in kindergarten on the English motivation and academic achievements of 1st and 3rd graders who just started formal English lessons at elementary schools in Kaohsiung area. An English Learning Motivation Questionnaire (ELMQ) based on Gardner's social-educational model of second language acquisition (SLA) was designed with good content validity and reliability. Questionnaires and document analysis were adopted in the study; 2，339 students from 11 elementary schools in Kaohsiung area were invited to fill out the ELMQ and their 1st semester scores of English， Math and Chinese were obtained for further analysis. Quantitative data was processed by descriptive statistics， one-way ANOVA， t-test， Scheffé analysis with SPSS 15.0 for Windows. The results were as follows: (1)62.4% students started learning English in kindergarten， (2)the ‘English learning start time’， ‘English learning place’， ‘English learning hours’， and ‘English teacher's qualification’ of the early English learning experiences showed different levels of positive influence on elementary students' English learning motivation including instrumental and integrative motivation， and (3)Students who had early English learning experiences outperformed students who did not in terms of their English， Math， and Chinese scores in the 1st semester. This suggests that learning English early may have a positive influence on students' academic achievement later on.