學習者過去的英語學習經驗在英語學習動機中的角色：以情境觀點分析大學學習過程

The Role of Learners’Past English Learning Experience in Language Learning Motivation: A Situated Perspective Analysis of University Students’Learning Process

為了深入了解學習者的語言學習經驗在第二語言習得以及動機量表中的所扮演的角色，本質性研究以訪談法為主，針對8名大學生進行了詳細訪談。研究從認知、動機和情感三個角度探討他們過往的英語學習歷程。研究結果顯示學習者的內在因素與各種環境因素之間的動態互動對其學習過程產生了顯著影響，並塑造了他們不同的學習方向。因此，過去的學習經驗對當前的語言學習至關重要，這不僅影響動機的強度和持續性，還影響未來的學習目標。透過探討學習者過去英語學習經驗的複雜性，本研究強調重新評估這些經驗對於語言習得的必要性。除了理論意涵外，本研究還為增強教育環境中的語言學習動機提供了實用建議。

To further understand the role of learners’language learning experience in the field of second language acquisition and various motivation measurements, qualitative methods were employed using an interview-based study. Focusing on eight university students, this research examined their past English learning journeys from cognitive, motivational, and affective perspectives. The results indicated that learner-internal variables dynamically interacted with different multi-layered contextual factors, significantly influencing their learning process and shaping diverse learning paths. Consequently, past experiences played a crucial role in shaping current language learning processes, leading to variations in motivation intensity and duration, and influencing future learning aspirations. By exploring the complexities of learners’past English learning experiences, this study underscores the necessity of reevaluating them for a comprehensive comprehension of their significance in language acquisition. Beyond theoretical implications, the study also offers practical insights for enhancing language learning motivation within educational environments.