國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：使用真實語料做為高中生英語聽力輔助教材之個案研究 指導教授：彭欽清 研究生：林宜如 論文提要內容： 本研究旨在分析探討以廣播真實語料 (authentic broadcast materials) 做為台灣高中生英語聽力輔助教材之可能性，並兼論不同題型設計 (task types) 對不同程度學生聽力表現上的影響，以期能夠提供高中英語教師在英聽教學教材上的另一選擇及英聽測驗的方針。 實驗對象為41位高一學生。學生在學期初以全民英檢聽力測驗結果分為高、中、低三種程度，並接受為期十週的廣播英聽訓練。實驗過程中搭配以不同測驗題型來協助並檢視學生英聽理解力。學期結束前再以同樣之英檢試題做為後測。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象的英文學習背景；（二）學生英聽困難的分析；（三）學生對選材及不同題型的看法。量的分析則以SPSS統計法，包括（一）前後測統計數值的差異；（二）取材（text types）與後測英聽成效的關係；（三）題型（task types）與後測英聽成效的關係。 研究結果發現：受試者在收聽廣播真實語料上最大的困難在於速度及連音。但經過廣播真實語料的英聽訓練後，高程度組不但在後測表現上有明顯進步，且較習慣於外國人的速度及連音，並能接受更長篇的真實語料。至於題型設計對英聽成效影響不大，但是，從學生問卷發現，高程度者認為克漏字題型較有助於英聽訓練，而中、低程度者則都認為選擇題較有助於英聽訓練。最後，本研究提出一些英語聽力教學上的建議：（一）教學初期只要求學生達到重要但簡單的基本目標；（二）教導學生分辨中英文語言的差異以及口說與書寫英文的不同特性；（三）設計多樣化的題型。最後，希望本研究能對台灣的高中英語聽力教學有所助益。 / ABSTRACT This study aims chiefly at the feasibility of using authentic English broadcast programs as supplementary materials in listening comprehension training for EFL senior high school students. It also discusses the effect of different task types on different proficiency levels in English listening comprehension performance, in the hope that the research would provide other alternative of supplementary listening materials and test designs as a reference for senior high school teachers. The research is conducted among 41first-year senior high school students. In the beginning of the first semester in fall, 2002, the subjects were divided into three proficiency levels (high, middle and low) according to the results of their performance on the GEPT listening comprehension as a pretest. Then they were given a ten-week authentic English broadcast listening training. During the course of training, different task types were provided to evaluate students’ listening proficiency and to help them to the focus of the test. At the end of the semester, the same GEPT listening task was administered as a posttest. The research adopts both qualitative and quantitative data analyses. Qualitative analyses consist of (1) the subjects’ English learning background, (2) the English listening comprehension difficulties encountered by the subjects, and (3) students’ views on different test and task types. By using SPSS, the quantitative analyses incorporate (1) the difference of statistical values between the pretest and posttest, (2) the correlation between text types and proficiency performance on the posttest, and (3) the correlation between task types and proficiency performance on the posttest. The research has found out that in listening to authentic English broadcast, the major difficulties encountered by the subjects are speed and linkage. Nevertheless, after the ten-week systematic training, the high-achievers are found to have improved obviously in their posttest performance. Little by little the subjects, especially the high-achievers, are not only adapted to the speed and linkage in authentic speech but also used to longer utterance by native speakers. Furthermore, it is also found in the research that the task types have little effect on the subjects’ listening performance. However, from the analysis of the subjects’ feedback questionnaire, the research has found that high-proficiency students reveal that cloze test types are helpful for the training of listening comprehension, while the middle- and low-achievers prefer the multiple choices. It is suggested that in teaching English listening comprehension teachers should (1) start with requiring students to achieve the basic goals the teacher considers essential in comprehension certain types of tasks, (2) teach students to differentiate the features between English and Chinese as well as those between spoken English and written English, and (3) design diverged types of tasks for students to practice listening skills. It is hoped that this research would make some contribution to English listening comprehension teaching in senior high schools in Taiwan.

本研究旨在建立「幼兒英語教學光碟評鑑表」，協助家有四到六歲幼兒，且有購買幼兒英語教學光碟需求之家長，在選用購買時能有所依據，買到符合需求、品質精良、包裝與內容相符合之幼兒英語教學光碟類產品。 首先，研究者以國內外對於兒童英語學習、英語教材評鑑、電腦輔助教學／學習軟體及電腦輔助語言學習軟體評鑑各方面的相關研究結果，作為幼兒英語教學光碟評鑑指標建立之基礎，進而歸納彙整出幼兒英語教學光碟之品質面向，並發展各面向之評鑑類別與評鑑項目，以建構幼兒英語教學光碟評鑑指標。 其次，為建立幼兒英語教學光碟評鑑表，並瞭解本評鑑表各評鑑指標之代表性及完善性，研究者邀請兒童發展、幼兒英語學習、電腦輔助語言學習及電腦輔助教學／學習軟體設計各領域的專家，針對各評鑑類別及項目進行適當性之審議，確立幼兒英語教學光碟品質面向以學習者需求為中心，包含教學內容設計、螢幕介面設計及多媒體設計三大層面，「教學內容」、「真實性」、「回饋」、「協助」、「使用者控制」及「多媒體」六個類別，並特別強調消費者不滿意可退貨。 接著，為瞭解本評鑑表之實際可用程度，研究者邀請15位家有四到六歲，且有購買幼兒英語教學光碟類產品需求之家長，及具有幼兒英語教學相關學經歷背景之研究生，分四組試用評鑑三片不同的光碟，並以信度分析、t檢定及單因子變異數分析等統計方法進行資料分析。 根據資料分析，證明本評鑑表具有信度與效度；研究中也發現，一般市售幼兒英語教學光碟的內容品質，在「真實性」、「協助」及「使用者控制」三類上，需要有所改進。 本研究以「幼兒英語教學光碟評鑑表」做為結論，針對幼兒英語教學光碟類產品品質審議之相關單位、消費者、軟體製造廠商、產品設計研究人員及未來研究提出建議，以作為使用、發展或改進之參考。 / The purpose of this study is to develop an evaluative checklist of multimedia English language courseware for preschoolers. Review of literature about language acquisition, evaluation criteria of English textbooks, computer assisted instruction/learning and language learning courseware were summarized to develop the evaluation indexes. To validate the indexes, professors of child development, language development, computer assisted learning and courseware design were consulted to check all the indexes of the checklist. Then, parents were given the checklist to assess the multimedia English courseware.3 different discs were cross examined by 15 parents and 5 graduate students. The results shows the checklist valid and reliable to be an evaluative instrument to ensure the quality of English language learning courseware. It’s also found that the weaknesses of the available discs are “authenticity”, “help message” and “user-control”. Five suggestions for manufacturers, courseware designers and future studies are provided.

本研究之目的在於評量中文與英文之「聲韻覺識」（phonological awareness）能力，以探討幼兒在不同英語教學法下的學習效果。「年齡」與「教學法」對「聲韻覺識」能力影響的差異。研究對象，為接受不同英語教學法的學前幼兒（大班生與中班生），一者採固定時間進行英語教學，定位英語為語言學習教材之一，稱之為M系統；一為採全時間教英語的機構，且定位英語為學習其他科目的媒介，稱之為W系統。測驗工具乃參酌胡潔芳教授提供之「聲韻覺識測驗」，經改編後共分八項分測驗--「中文音節刪除、英文音節刪除、中文音素刪除、英文音素刪除、中文音節替代、英文音節替代、中文音素替代與英文音素替代」。研究資料除了測驗成績之外，尚有教學現場之觀察資料，及兩系統之主管與教師之訪談文本，以了解不同英語教學法在教學內涵上之實質差異。 研究結果顯示，中文聲韻覺識能力，有「年齡」的差異，大班生表現優於中班生；「教學法」的差異，發生在中文「音素覺識」，M系統幼兒優於W系統。英文聲韻覺識能力，有「年齡」上的差異，大班生優於中班生，但無教學法上的差異。加測「注音符號」測驗，結果顯示有「年齡」與「教學法」上的差異，大班生比中班生好，M系統幼兒比W系統幼兒好，比較兩系統教學內涵的差異後，顯示M系統幼兒中文聲韻覺識能力表現較佳與「注音符號」教學有關；英文聲韻覺識能力無教學法上的差異，英文教學時間長短不影響聲韻覺識能力。研究結果似乎指出，真正影響中文與英文聲韻覺識能力發展的是年齡。 由於「聲韻覺識能力」的重要性，幼兒英語教學與學習，以培養「聲韻覺識」能力為出發點的教學內容應該要被參考，但基於年齡的限制，聲韻覺識教學，並不急於小班時期或中班初期開始。關於聲韻覺識的教學，文中另有討論。 關鍵詞：英語教學法，學前幼兒，聲韻覺識 / The purpose of this study is to investigate English learning effect of young children in Taiwan by means of examining the influence of age and English teaching approaches on young children’s phonological awareness in Chinese and in English. The participants consisted of the age of preschool (average five years old) and kindergarten (average six years old) children who are accepted different English language teaching approach in two schools. One school was called M school where young children were taught English partial time and English was one kind of language teaching materials. The other was called W school where young children were taught all time and learn everything in English. The results indicate that the age significantly affects on young children’s phonological awareness in Chinese and the teaching approach significantly affects on young children’s phonemic awareness in Chinese. The age significantly affects on young children’s phonological awareness in English. These results of this study seem to reveal that the main factor affecting on the development of young children’s phonological awareness in Chinese and in English is age. Due to the importance of phonological awareness, it should be to consider that English language teaching for young children could begin by training phonological awareness. However, based on the development of young children, it is not instant to train the capacity of phonological awareness in English language teaching. About the teaching of phonological awareness was discussed in the text. Keyword: English teaching approaches, young children, phonological awareness

論文提要內容： 本研究旨在探討字彙分析教學對台灣高中生學習生字、強化已習得之單字和推測字意三方面之影響。本研究結果希望對英文老師在教單字上有很大的啟示作用和幫助。 共有146位仁愛高中二年級學生參與這項研究，他們被分為實驗組和控制組；學期初，受試者接受英文能力測驗和單字前測，依據英文能力測驗成績，實驗組和控制組又細分為高低分兩組群。受試者在接受單字前測後，施以不同之單字教學：實驗組之教學方法包含字彙分析而控制組則否。18週後，他們接受單字後測。除接受後測外，實驗組還接受問卷調查和訪談。 研究結果顯示實驗組在學習生字、強化已習得之單字和推測字意三方面之進步均大於控制組。在學習生字方面的進步，實驗組和控制組平均數差異檢定已達到顯著水準（t = 2.777, p = .006）。此外，以英文程度而言，在學習生字、強化已習得之單字和推測字意三方面，高分組表現均優於低分組；在學習生字方面的進步，實驗高分組和控制組高分平均數差異檢定已達到顯著水準（t = .4529, p = .000）；低分組群則否（t = .249, p = .804）。經問卷調查分析和訪談，實驗組對字彙分析教學大部分持正面看法，高低分組群看法也大致上相似；在字尾使用、利用字首、字根、字尾推測字義和字彙分析法強化已習得單字三方面，高分組較低分組持更肯定之看法。本文根據研究結果，提出英語教學上之應用以及未來研究之建議。 / Abstract The purpose of the study is to explore the effect of Word Analysis Instruction on Taiwanese senior high school students’ vocabulary acquisition in learning new words, in consolidating previously learned words, and in inferring word meanings. It is hoped that the results of the study can give suggestions and inspirations to English teachers in vocabulary development. Involved in this study were 146 second graders at Jen-ai Senior High School. They were divided into the experimental and the control groups. At the beginning of the semester, all subjects took an English proficiency test and a vocabulary pretest. According to their scores in the English proficiency test, they were further divided into high and low proficiency levels. After the vocabulary pre-test, the experiment began. The experimental and the control groups received different vocabulary instructions: the instruction of the former involved word analysis, but that of the latter did not. After 18 weeks, all of the subjects took a vocabulary post-test. In addition to the vocabulary test, the experimental group was also asked to fill in a questionnaire. Later, some interviews were conducted. The results of the studies reveal that the experimental group made more progress than the control group in acquiring new words, in consolidating previously learned words, and in inferring word meanings. With regard to acquiring new words, the former significantly outperformed the latter (t = 2.777, p = .006). Besides, in terms of proficiency levels, the experimental high subgroup made more progress than the experimental low one. Regarding learning new words, the experimental high subgroup significantly outperformed the control one (t = .4529, p = .000), but there was no statistical difference between the low proficiency subgroups (t = .249, p = .804). Also, the questionnaire and interview results show that most of the subjects in the experimental group were positive about Word Analysis Instruction and that the high and low proficiency levels share similar points of view; in use of suffixes and vocabulary consolidation, high proficiency subjects tend to hold a more positive view than low proficiency ones. Based on the above results, some pedagogical implications for English teachers and suggestions are provided at the end of the study.

在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。 / With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.

本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學，同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響，但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究，研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處，而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質，同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議，以期能作為在職教師及未來研究參考。 / The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.

The concern over test consequence has inspired research into the wider impact of language tests and testing policies, but few studies have examined this subject in the context of Taiwan. With the goal of enhancing Taiwan’s global competitiveness by upgrading manpower quality, the central government implemented a 2002 policy to develop the English proficiency of civil servants by recognizing passing marks on approved English language proficiency tests as a promotion criterion. This thesis reports on a research study that adopted a multi-method approach to assess the testing policy’s impact on test-takers and analyze the rationale and consequences of revisions to the policy that were implemented between 2002 and the 2011. A survey of 282 civil servants working in the banking, economics, and finance sectors yielded data about the participants’ self-assessment of their English proficiency and workplace need for the language, English study and test-taking experience, impressions of English proficiency tests, and assessment of the effectiveness of the testing policy. Statistical analysis of the test impression and policy effectiveness data revealed significant correlation between positive assessments of the policy’s impact and the perceived fairness of the testing policy, the policy’s influence on motivation to study English, and the participants’ intrinsic interest in improving their English. Interviews with officials involved in formulating and implementing the testing policy and a review of government documents related to the policy provided data that were incorporated into the Geelhoed-Schouwstra policy analysis framework and facilitated the identification of factors that influenced the outcomes of the testing policy. The results of this study of an English language testing policy help to clarify who the test-takers and test users are, how and why tests are being used, and what the consequences of test use are.

本研究旨在探討英語歌曲練習文法和機械式練習文法對學生文法學習和記憶保留的成效。主要目標欲探究(1)兩種文法練習方法對於文法學習的成效；(2) 兩種文法練習方法對記憶保留的成效；以及(3)兩種文法練習方法對於高、低成就學習者在文法學習和記憶保留的影響。 研究對象為台灣中部一所公立國中兩班七年級的學生。此均質的兩個班被隨機指定為實驗組與控制組。實驗組於教授文法後施予英語歌曲練習文法，而控制組則施予傳統機械式練習文法。歷時十一週的文法教學後，兩組受試者接受文法測驗(EGT)，以得知兩組受試者文法學習情況。一個月後，兩組受試者再次接受相同文法測驗，以進一步得知其文法的記憶保留情形。本研究主要發現如下：(1)在文法學習成效方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(2)在記憶保留方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(3)利用英語歌曲練習文法對於高、低英語學習成就者而言，在文法學習和記憶保留上皆有正面影響。 (4)透過機械式文法練習亦有助於提升高、低英語學習成就者，在文法學習和記憶保留的成效。(5)對於高英語學習成就者而言，利用英語歌曲練習文法和透過機械式練習文法兩者對於其文法學習和記憶保留成效相同。(6)對於低英語高學習成就者而言，利用英語歌曲練習文法在文法學習和記憶保留的成效皆優於透過機械式文法練習。 最後，研究者對於英語歌曲在文法教學上之應用提供建議以作為教育學者們的參考。 / The study investigated the effects of “grammar practice through drills plus English songs” versus the effects of “grammar practice through drills” on students’ grammar learning and retention of grammar points. The study aims to (1) investigate the effects of these two kinds of grammar practices on grammar learning; (2) explore the effects of these two kinds of grammar practices on retention of grammar points; and (3) evaluate the effects of these two kinds of grammar practices on grammar learning and retention of grammar points for high and low English achievers. Participants were two intact classes of seventh-grade students in a public junior high school in central Taiwan. With the homogeneity of English proficiency, the two classes were randomly assigned as the experimental and control groups. The former received “grammar practice through drills plus English songs”, while the latter received “grammar practice through drills.” After receiving an eleven-week instruction, both groups received English Grammar Test (EGT), to assess their grammar learning. One month after EGT, the same grammar test—EGT were conducted to both groups to assess their retention of grammar points. The major findings are summarized as follows. (1) In terms of grammar learning, students receiving “grammar practice through drills plus English songs” outperformed those receiving “grammar practice through drills.” (2) In terms of retention of grammar points, “grammar practice through drills plus English songs” had a more positive influence than “grammar practice through drills.” (3) “Grammar practice through drills plus English songs” possessed a facilitative effect for both high and low English achievers with regard to grammar learning and retention of grammar points. (4) “Grammar practice through drills” benefited both high and low English achievers. (5) “Grammar practice through drills plus English songs” and “grammar practice through drills ” could enhance high English achievers’ grammar learning and retention of grammar points. (6) “Grammar practice through drills plus English songs” exerted a superior effectiveness on low English achievers’ grammar learning and retention of grammar points. Pedagogical implications based on the findings were also provided.

No description available.

本研究旨在探討國中英語低成就生接受一文化學習計畫之後，對於英語本身學習態度之成效影響，並藉由此實驗進而探究英語科低成就者最佳的文化學習模式。本研究採等組前後測準實驗之設計，研究對象為新竹縣一所中型國中的九年級的英語科低成就學生，總共三十人。將受試者隨機等程度分配到對照組和實驗組各十五人。研究期間，實驗組進行每週一節共十週的文化學習活動，而對照組則於同時間自修英語功課，但無任何學習活動。資料之收集包括有研究者參考文獻編製的英語態度問卷調查、文化單元學習回饋問卷、及追蹤訪談。 本研究以「英語學習態度」，分別測量受試者在實驗處理前、後在英語學習態度上的反應情形，所得資料以獨立樣本t檢定及配對t檢定分析，同時以實驗組成員所填寫的文化單元學習回饋問卷、及追蹤訪談結果作進一步研究結果佐證及補充分析。 本研究結果顯示實驗組於接受文化學習計劃後，其整體的英語學習態度問卷分數，有意義優於對照組，其中尤以其對英文概括性的態度及對英文的社會文化態度有顯著性改變。但實驗組英語學習動機分數並無有意義高於控制組，且受試者於訪談中表達其課後英語學習態度尤無明顯改變。另文化學習單元回饋問卷的分析，亦顯示英語低成就者對文化學習過程及內容的偏好。據研究結果，研究者對英語低成就者的文化學習設計及未來相關研究提出數點建議。 / The study was to investigate whether culture learning can efficiently and effectively improve low-achievers’ English learning attitude and to perceive the characteristics of English low achievers’ culture learning. A total of 30 JHS English low achievers, matched into two groups—the experimental group and the control group participated in the study. SELAM Questionnaire was distributed to each subject before and after the treatment, the culture learning project, to perceive the change of their English learning attitude. The pretest and posttest scores of SELAM Questionnaire were examined by the software SAS (Statistic Analysis System) Version 9.1, including t-test and paired t-test. Besides, the interval CLF Questionnaires and the follow-up interview were analyzed to provide the answer to the qualitative study on English low achievers’ optimal culture learning mode. The results of the study were summarized as follows. (1) The subjects’ overall learning attitudes toward English were significantly and positively affected by the cultural learning project especially their general attitude and social cultural attitudes toward English learning but the culture learning project exerted no evident effect on their desire and motive to learn. (2) In terms of culture learning content, the subjects’ interest in the culture project was highly related to the content of the culture study unit—cultural materials relevant to their background knowledge and catering to their preferences could lead to their more active learning involvement. (3) As to the culture learning process, English low achievers’ culture learning requires a lower pace of culture instruction, more instructional repetition, a variety of cultural learning activities and cultural instructors’ attention to their ongoing learning feedbacks is in need in English low achievers’ culture learning process. The major findings of this study suggested that a culture learning project experience helped significantly to enhance English low-achievers’ English learning attitude but other measures should be adopted to sustain their motivation to learn and affirmative attitude toward English learning.