本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形，此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知，比較其中差異。很少研究同時參考雙方面的意見，本研究透過問卷的方式詢問老師使用動機策略的頻率，也詢問學生對於相同教師策略使用頻率的感受，目的在找出何種動機策略最常被使用，也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點，以瞭解在學生的觀點中，哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人，學生216人。另外，研究者還進行了10堂課的課室觀察，期以觀察所得的資料與師生填寫的問卷資料做對照。 研究結果顯示，學生和老師大致上對使用頻率較高的策略有共識。在48個動機策略當中，老師和學生對各項的排序幾乎相同。前幾名分別是適當的教師行為、辨別出學生的努力、適當地呈現教學任務、提升學習者的自我信心、創造愉悅的教室氣氛等。但是程度上老師表示的和學生體認到的卻大不相同，以T檢定比較學生和教師問卷，發現大部分項目都達顯著性差異，教師表示使用的頻率高，但學生體驗到的頻率卻相對較低。在課室觀察的資料中，發現最常被觀察到教師使用的動機策略為：呈現教學工作、提供回饋、教師行為、提升學習者自主性，和提升與第二語言相關的價值，可能因為這些外顯行為的項目較其他容易被實際地觀察到。 此外，比較學生對不同策略重要性的看法問卷當中也指出，學生對於動機策略的想法的確和老師報導的使用頻率不相同。學生對重要性前幾項依序為：提升學習者的自主性、創造愉悅的教室氣氛、辨別學生的努力、適當的教師行為，和提升學習者的自信心。特別在提升學習者的自主性這個類別裡，老師和學生的看法就很不一樣。老師們最少使用這個類別的策略，但是學生卻認為這些是最有效於提升他們對學習語言動機的策略。 / The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data. The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable. In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

第22回名古屋大学年代測定総合研究センターシンポジウム平成21(2009)年度報告

南宋是一個偏安的朝廷，資源運用上不如北宋政府充裕，而且立國艱辛，因此在政權成立時必須與既有勢力妥協，其中維護地主權益、繼續實行科舉考試等方式，就是穩定政權的方法。除此之外，國家欠缺的資金缺口，以南宋當時的情勢而言，佛教團體的經濟力量就成為國家可以使用的力量，而國家付出的成本也最低，因此筆者以福建路地區的佛教與地方菁英的關係作為探討重心，研究此地社會團體彼此勢力的消長，其中有交融也有衝突。就整體而言，佛教資產由私轉公，補充國家財政之不足，另一方面，也提供地方社會穩定的力量。同樣的，地方菁英也是穩定地方社會的力量，其中仍以地方官員的主導力較強，其餘的地方士人是輔佐的力量。佛教除了負擔國家財政外，還必須支付地方社會建設資金，再加上住持選舉制度的干擾，導致佛教逐漸弱化與腐化。另一方面，地方菁英透過科舉與政權結合，獲得自身保障與力量，除了可以推廣自身信念外，也可以避免自身資產被國家侵奪，甚至有功名的道學家還可以藉此攻擊佛教。在地方社會中，地方菁英的勢力上升，而佛教卻是走向弱化，最後地方菁英取得主導優勢，為往後仕紳社會預留伏筆。

不同於其他情意因素的成熟發展(Horwitz, Horwitz, & Cope, 1986; Dörnyei, 1998; Gardner, 2001; Gardner & MacIntyre, 1993)，無聊此情意因素在語言學習的領域中一直以來皆為被忽略的對象。過去研究顯示，無聊已確實存在於課室情境中(Bown & White, 2010; Goetz, Pekrun, Hall, & Hagg, 2006)；其重要性也已開始漸漸受到重視(Dörnyei, 2001)。然而，針對無聊與語言學習作為研究對象的相關文獻卻依然十分匱乏。有鑑於此，本研究大膽地做了嘗試，採用社會建構主義為理論基礎，透過觀察一群國中英語學習者在課室內的學習經驗，試圖找出無聊在第二語言習得領域中的定義以及建構出課室無聊情緒的互動形式。採用質化個案研究為執行方法，此一研究一共邀請了四位國中生；包含兩位成功學習者及兩位不成功學習者，並透過訪談與課室觀察來收集資料，最後根據Glaser and Strauss (1967)的對比分析法彙整原始資料並得出研究結果。 關於第一個研究方向，結果顯示四位學生共同將第二語言習得之無聊情緒定義為一種「對於學習英文感到無意義的情緒」。另一方面，此兩種分類的學習者也各自給了無聊不同的定義；對於成功的學習者來說，無聊為「一種必須忍受以求獲得獎勵的情緒」，而不成功的學習者對無聊的定義則為「一種因為學習障礙而無法克服的情緒」。此外，針對第二個研究問題，此研究的結果顯示成功與不成功學習者所經歷的相似無聊情緒是受到課堂內互動交流以及教學方法對學生來說是否有意義所影響。另一方面，無聊的情形分別發生於成功與不成功學習者身上的影響因素則受到學生對於接收 訊息的困難度評價以及對自我英語程度的認知所影響。 為了幫助學生避免無聊所造成的學習不良，根據所得出的研究結果本研究提出了下列建議以供語言教學教師參考：1. 提高課程設計的多樣性；2. 運用生活化的教學方式；3. 促進正面的課堂互動；4. 注意活動困難度的設計；5. 幫助學生提高學習動機。 / Unlike other affective emotions which have been developed maturely (Horwitz, Horwitz, & Cope, 1986; Dörnyei, 1998; Gardner, 2001; Gardner & MacIntyre, 1993), learning boredom has long been ignored in the area of language learning and teaching. Previous literature has pointed out the existence (Bown & White, 2010; Goetz, Pekrun, Hall, & Hagg, 2006) and its significance in the field of L2 learning and teaching (Dörnyei, 2001); however, limited research has concerned with this issue. Therefore, taking a bold step, this study aimed to find out the proper definitions for L2 learning boredom and figure out the interactive patterns co-constructed students’ L2 boredom in the classroom setting with the social constructional perspective of emotion. Employing a qualitative case study as the research approach, the researcher invited four junior high school students who were in half classified into the successful and unsuccessful learners as the participants for the present study. Data for analysis were collected from multiple sources, including three types of interviews: (a) semi-structured interview, (b) stimulated-recall interviews, and (c) focus-group interviews, and classroom observation. Through analyzing the data by adopting Glaser and Strauss’ (1967) constant comparative method. Regarding the first research direction, the results showed that the students defined L2 boredom similarly as the feeling of meaninglessness in learning English while differently as an emotion must be borne to expect the rewards (by the successful students) and an emotion cannot be overcome due to learning obstacles (by the unsuccessful students). In terms of the second interest of this study, it was also found that the similar pattern resulting in classroom L2 boredom was influenced by the interactive flow in the L2 class and the extent to which meaningful approaches were applied. On the other hand, L2 boredom happened differently to the two categories of students could be attributed to the interplay between the difficulty degrees of given information and the students’ self-perception of L2 capability. Based on the findings, this study yielded some implications for language teachers concerning the affective domain of the students. Suggestions including increasing the variety of class designs, using authentic teaching approaches, promoting positive class interactions, controlling the challenge degree of the materials and activities skillfully, and helping students increase L2 motivation were claimed helpful to decrease the negative impact L2 boredom could make on the students’ L2 learning.

本研究問題的發想，來自對中共政治菁英晉升模型的觀察。隨著中共政治邁向制度化，學界在研究菁英晉升的模型中，時常將幹部的非正式關係與政績表現，同時做為影響其晉升的解釋變數。然而，本文的論點在於，作者認為非正式關係本身即可能會影響幹部的政績表現，若此因果關係成立，則晉升模型中的幹部政績表現即為「內生變數」，模型的估計將產生偏誤。此外，作者並認為，非正式關係對幹部的政績影響，可能依政策類型的不同，有不同的形式。在經濟政績上，「有關係」的幹部表現皆可能相較「無關係」的幹部來的出色；而在與幹部自身利益不符，且可能是代表某「派別」領導人的政策路線時，幹部的非正式關係則是以不同「派別」的差異，來影響其政績表現。研究結果中即顯示，在GDP成長率的政績中，「有非正式關係」的省長，表現平均較「無非正式關係」的省長表現較好；而胡、溫在「十一五」以「一票否決」考核節能政策中，屬胡溫派的省長表現，相較於屬「江系」與「習派」以及「無任何非正式關係」的省長，皆來的出色。非正式關係對幹部政績表現的解釋，將影響未來學者在做菁英晉升模型研究時，須進一步以「工具變數」來解決解釋變數的內生性問題。

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現有文獻指出在程度差異大班級中的英語教學相關研究傾向將研究重點置於教師遇到的困難以及他們發現可有效解決問題的教學實務方法。少有研究會進一步研究教師的心理層面以解釋這些教學實務方法是如何以及為何被使用在特定教學時機與場域，也因此使他們的研究討論僅流於教學的表層。 為了呈現一個對程度差異大班級中的英語教學較為全面且深入的理解，本研究採用教師敘事、訪談、觀察以及文件分析來研究一教師如何在程度差異大班級中教英語、她在這樣的班級中教英語時抱有什麼教學認知以及她如何發展出這樣的認知。 研究結果顯示此研究對象之教師持有四大教學認知與實務，包括（一）瞭解並同理其學生、（二）使其教學實務多樣化以容納學生的多樣性、（三）將學習標準層級化以照顧學生的多樣性，以及（四）接納有些事情乃是其力所不逮。經分析後，研究者發現這四大教學認知與實務乃是研究對象之教師基於她所持有的廣泛經驗，不論其發生於教室內或外，所進行省思後，構成並再次構成的教學認知與實務。然而，儘管懷有這四大教學認知，研究對象之教師並非總能落實符合其認知的教學實務。事實上，研究者發現研究對象之教師能實施符合其認知之教學實務的程度乃是她個人落實其教學認知的能力與外在教學場域願意提供多大空間予其落實其認知於實務之互動下的結果。 試圖促進在程度差異大班級中的英語教學與研究，本研究向在此種班級中的四大主要族群，包括教師、教師培育者、研究者以及此班級下的其他相關人士提出相關建議。 / A review showed that existing literature on teaching English in multilevel classrooms tends to focus on the difficulties teachers encounter and practices they find to be effective in addressing the problems in teaching such classes (Chen, 2009; Chiang, 2003; Liu, 2004; Maddalena, 2002; Xanthou & Pavlou, 2008). Few studies have probed further to investigate the mental dimension of teaching that accounts for how and why certain practices are adopted in particular periods of class time and specific teaching contexts (Lu, 2011; Teng, 2009), hence rendering the discussions rather superficial touching only the surface of teaching. To present a more holistic and in-depth understanding of teaching large multilevel English classes, the present study drew on a teacher narrative, interviews, observations and document analyses to investigate how the teacher participant taught large multilevel English classes, what cognitions she held in teaching such classes and how she developed such cognitions. The findings revealed that the teacher held four major cognitions and practices in teaching large multilevel English classes, including (1) knowing and empathizing with her students; (2) building variety into teaching practices to accommodate the diversity of students; (3) adding differentiation into criteria to attend to the diversity of students and (4) admitting that things can be beyond her control. The four major cognitions and practices were found to have structured and restructured through the reflection that the teacher undertook on the vast experiences that she had accumulated both inside and outside the classroom. However, despite holding these cognitions, the teacher could not always implemented practices that conformed to her cognitions. In fact, it was found that the extent to which the teacher could implement practices congruent with her cognitions was the interactive result of her internal capacity to find spaces to realize her cognitions and the surrounding teaching contexts’ willingness to allow room for her to put her cognitions into practices. In an attempt to facilitate instruction and research in large multilevel English classrooms, the study yielded implications for four parties working in the relevant contexts, including teachers, teacher educators, stakeholders of teaching contexts other than teachers, and researchers.