A Study on Learning Motivation and Learning Autonomy of German-major Students in Taiwan

[[abstract]]本研究的主要目的為探討台灣德文系大學生學習德文的主要動機因素與其在正課外的自學德語達成情況，並了解學生的學習動機與自主學習達成程度彼此之間是否具相關性。本研究依據學者Robert C Gardner、Dornyei所提出外語學習動機理論及Zimmerman的自主學習理論做為基礎，設計一份包含「德語學習動機」及「自主學習實施現況」兩部份之問卷，德語學習動機部份包括內在動機、外在動機、學習者與學習情景。自主學習實施現況部份則包括目標設立、計畫、組織、實施、信息搜尋、紀錄、監控及自我評價。研究對象為台灣五所大學德文系大一至大四共569位學生參與調查，回收後實際有效問卷共522份，問卷結果透過統計軟體SPSS進行實證分析。研究結果如下: 1 德文系學生認為其學習德語之主要動機為前往德國或說德語國家的欲望，此外，自我本身與學習環境亦是影響學生德語學習動機的重要因素。學生在不同背景條件下的影響，其學習動機在各層面上是有顯著差異的。 2 德文系學生具有一定的自主學習能力，對於渴望能夠在生活中活用所學是學生們學習德語最高的目標，並且達到部份自我監控，但在組織與實施或紀錄學習過程方面較弱，需要再進一步提高；不同的背景條件變項亦會影響學生自主學習實踐的程度。 3 德文系學生的德語學習動機與其自主學習情形是有密切相關的，研究結果顯示，學習動機會直接、顯著且正面影響各種自主學習能力，自主學習能力高者需具備高的學習動機[[abstract]]The aim of the present study is to investigate the main learning motivation of German-majors students and their implementation of learning autonomy and try to understand if there is a correlation between each other Based on the Robert C Gardner and Dornyei’s motivation theories and Zimmerman’s learning autonomy theories a questionnaire was designed and included 2 parts: German learning motivation and implementation of learning autonomy German learning motivation contains intrinsic motivation extrinsic motivation learner and learning situation; Implementation of learning autonomy contains goal setting planning organizing implementing Information researching recording self-monitoring and self-evaluating The data collected from 569 German-major students (from freshman to fourth grade) and 522 questionnaires war suitable to analyze They have been analyzed quantitatively with the SPSS software The findings of the study are as follows: 1 Students who major German think that the main motivation to study the language is to go to Germany or German spoken countries Additionally individuality and learning environment are other significant factors which influence students’ motivation of learning German as well Students Analysis shows that in the relationship between personal background and learning motivation there are marked differences across factors 2 The main goal for German-major students who have ability of learning autonomy is to multiuse the language in their life and achieve part of self monitoring but the ability for organizing implementing and recording are weak Analysis shows that in the relationship between personal background and learning autonomy there are marked differences across factors 3 The motivation of German-major students has intimate relationship with learning autonomy Analysis shows that learning motivation directly obviously and positively affects learning autonomy Students who have high ability of learning autonomy have strong learning motivatio