| Abstract: | 抽象
本研究旨在調查高校學生的各種動機和策略來學習印度尼西亞語（L3）在台灣英語以外的外語，通過與他們的第一外語（英語作為L2）比較學習動機和策略。 這項研究涉及230包括83名男性和女性147包括59中間體（> 1年印度尼西亞學習）和171開始（<1歲印度尼西亞學習）學習者台灣學生。 這項研究由平瑞克（1991年），包括37動機和51戰略問題，通過學習問卷（MSLQ）動機的策略。 通過使用t檢驗的定量方法被施加到學習者的L3 VS L2學習動機和策略以及與開始學習者L3中間學習者的比較動機和策略。
結果表明，首先，學習者在學習L3時，在學習信念和學習自我效能感方面往往有更高的學習動機。然而，在學習外語的好處方面，他們的L2高於L3。其次，在 L3 中級學習者的動機與 L3 初級學習者的動機方面，沒有發現顯著性。然而，在學習 L3 時，中級學習者在時間/學習環境管理、努力調節和使用媒體方面更頻繁地使用策略，而 L3 初學者應用更多元認知自我調節。第三，發現動機在中級學習者的 L3 與 L2 動機中無關緊要。 L3 中級學習者在組織、批判性思維和元認知自我調節方面更傾向於使用 L3 學習策略。排練、詳細說明、時間/學習環境管理、努力調節、同伴學習和尋求幫助被發現是微不足道的。有趣的是，L3 中級學習者在學習 L2 時更傾向於使用媒體。第四，外在目標導向、學習信念、學習和表現的自我效能感對學習 L3 的 L3 初學者來說是顯著的。然而，對於 L3 初學者來說，在 L2 中學習外語的好處更高。在比較 L2 和 L3 學習動機時，內在目標取向、任務價值和考試焦慮在 L3 初學者中並不顯著。 L3 初學者在學習 L3 時傾向於更頻繁地應用組織、批判性思維、元認知自我調節和時間/學習環境管理方面的策略，但他們在 L2 學習中更傾向於使用媒體。
相比於他們的L2這項研究將有助於L3的學習。 結論是，通過與他們的L2學習經驗比較，學習者的L3動機和策略可以透露。 此外，在學習和教學印尼作為L3一些困難，通過與導師面談進行了討論。
This study aimed to investigate college learners’ various motivations and strategies to learn Indonesian (L3) as the foreign language other than English in Taiwan, by comparing with their first foreign language (English as L2) learning motivations and strategies. This study involved 230 Taiwanese students that consisted of 83 males and 147 females including 59 intermediate (> 1 year Indonesian learning) and 171 beginning (< 1 year Indonesian learning) learners. This study adopted Motivated Strategies for Learning Questionnaires (MSLQ) by Pintrich (1991) comprising 37 motivation and 51 strategies questions. A quantitative approach by using t-test was applied to compare learners’ L3 vs L2 learning motivations and strategies as well as L3 intermediate learners vs. beginning learners’ motivations and strategies.
The results showed that first, learners tend to have higher motivations in learning in terms of learning belief and self-efficacy for learning and performance when learning L3. However, in terms of benefits to learn foreign language, their L2 is higher than L3. Second, in terms of L3 intermediate learners’ motivation vs L3 beginning learners’, the significance was not found. However, when learning L3, intermediate learners used more frequently strategies in term of time/study environmental management, effort regulation, and using media, while L3 beginning learners applied more metacognitive self-regulation. Third, motivations were found to be insignificant in intermediate learners’ L3 vs. L2 motivations. L3 intermediate learners tended to use L3 learning strategies in term of organization, critical thinking, and metacognitive self-regulation more. Rehearsal, elaboration, time/study environmental management, effort regulation, peer learning, and help-seeking were found to be insignificant. It is interesting to find that L3 intermediate learners tended to use media more often in learning L2. Fourth, extrinsic goal orientation, learning belief, and self-efficacy for learning and performance toward L3 beginning learners in learning L3 were found significant. However, benefits to learn foreign language was higher in L2 for L3 beginning learners. Intrinsic goals orientation, task value, and test anxiety were not significant in L3 beginning learners when comparing their L2 with L3 learning motivations. L3 beginning learners tended to apply more often strategies in term of organization, critical thinking, metacognitive self-regulation, and time/study environmental management in learning L3, but they tended to use media more often in L2 learning.
This study will contribute to the learning of L3 as compared to their L2. It was concluded that by comparing with their experience in L2 learning, learners’ L3 motivations and strategies could be revealed. Also, some difficulties in learning and teaching Indonesian as L3 were discussed through interviews with the instructors. |
