| 摘要: | 本論文旨在探討華語教師在教學時的策略行為與溝通行為與學習者學習動機的關係，兩者之間可能產生的正向或負向的相關連，進而求得可供華語文教師提昇學習者學習動機之參考依據。
整體研究的理論架構，從認知與情意領域開始討論，延伸到與動機形成的相關理論，進而討論教師的行為與學習動機的關係，以此建立研究的理論基礎。研究方法採用數據分析與描述性並用的研究方法，此研究法對於課室內實際發生的情況，提供了確實的數據與豐富詳細的描述說明，並能解答本研究的提問及欲探討的目的。
以問卷調查的方法，對Wollongong大學華語課的六十位學生進行調查並收集以學習者的個人感受及經驗為基礎的數據進行分析。另以訪談方式，對在澳洲教授華語的四位教師與一位在台灣教授華語的教師進行訪談，收集以教師的個人經驗與看法為基礎的數據進行分析。課室觀察研究，是在動機理論及認知與心理語言學的框架下，以台北教育大學華語文中心、澳洲Wollongong大學華語課及Smiths Hill 高中的教師與學生為觀察對象，對觀察對象的教學與學習因素進行有目的的收集和觀察。
從研究結果得知，成功的語言學習的核心，就在於學習動機的強弱。教師的行為模式與學習動機的產生有著非常重要的關係。本研究的結果可歸納出以下幾點：（一）學習第二語言的成效進展不易預期，學習者往往容易在自我懷疑中失去動力。華語教師給予適度的外在獎勵與正面的回饋，確實可產生正面的情意與認知並提高學習動機，進而提升學生的自信與自我效能。（二）多數的華語教師對於教室中的教學過程仍持有絕對的主控權，學生較少有機會參與學習計畫的討論與選擇，無法完全朝向自主性的學習策略發展。（三）華語教師大多數對於語言學習的正確性高過於語言的流暢性，也較重視考試。這是造成語言焦慮與學習壓力的重要因素，也抑制了學習動機的產生。（四）受到中國文化背景影響的華語教師，對傳統的教師形象有較深的制約反應，即教師是知識的傳授者，有責任完成完整的知識課程的教授；師者有道德規範的引導任務，行為舉止要端莊、不逾矩，有時對學生也會有相對的要求。（五）在西方的個人主義環境中（或具有個人主義傾向的學生），華語教師若具有傾向集體主義（不擅長凸顯或表現自我）的內在文化，則較不易與學生建立親密的學習關係。
本研究結果所呈現出澳洲大學華語課程的教學情形，有助於台灣的華語教師瞭解在不同的第二語言學習情境下，華語教師的行為模式與學生的學習動機有相當程度的關連性，可作為未來教學上的參考。
The Relation between Teachers' Behavioral Patterns and students’ Motivation for Learning Chinese as a Second Language
Abstract
This thesis aims to explore the potential positive or negative interrelation between an instructor’s teaching strategies as well as communication patterns and a learner’s motivation. The findings may serve as resourceful reference to Chinese-language instructors that seek for means of further motivating learners.
In literature review, the researcher constitutes the theoretical foundation of the research beginning with the theories in the cognitive and affective domains of psychology of language as well as the theories relating motivation formation, then extending it further to the interrelation between an instructor’s behaviors and learning motivation. The methodology this research adopts includes both quantitative and descriptive analysis. These complementary analyses help readers to capture detailed and truthful state in a classroom and, moreover, to answer the key question of the research.
The researcher conducted a questionnaire research to sixty students in Chinese language class in Wollongong University, Australia. The questionnaire focuses on collecting quantitative data about the learners’ personal experiences. In addition, the researcher gave interviews to four Chinese language instructors in Australia and one in Taiwan, in order to gather first-hand information from the teachers’ perspectives. Furthermore, based on the framework of motivation theory and psychology of cognition and language, the researcher carried out classroom observation studies at the Chinese Language Center of Taipei Education University, Wollongong University and Smiths Hill High School in Australia, focusing on the factors influencing teaching and learning in the Chinese language class.
The research findings demonstrate that the key to success of learning a language lies in the motivation for learning. There is significant relation between patterns of teaching behaviors and the generation of motivation. The findings suggest that: (1) the progress made in learning a second language is rarely foreseeable. Learners often come up with doubts, and the motivation to learn decreases. At the mean time, adequate extrinsic reward and positive feedback from the instructors may effectively increase the learners’ confidence and self-efficacy; (2) in the majority of Chinese language classes, there is obvious power distance between instructors and learners, and instructors are in absolute control of formulating learning strategies. Very little room is left for learners’ participation and learning autonomy; (3) most instructors focus more on accuracy than fluency of using the language in the learning process, which is one of the factors causing stress in learning, language anxiety as well as inhibiting motivation of learning; (4) instructors whose background is deeper rooted in Chinese culture are more strongly influenced by the conditioning of the traditional role of a teacher; that is, a teacher is a knowledge giver, has the responsibility of delivering comprehensive lessons and providing moral guidance, and he or she should behave with proper manners. These instructors often have corresponding demands on learners; (5) in a western society where individualism is highlighted (or working with learners of strong individualism tendency), a Chinese language instructor much influenced by culture of collectivism (or not accustomed to presenting him-/herself) have more difficulty in building close learning-partnership with learners. |
