長久以來，研究已證明動機是影響第二外語學習成果的決定性因素之一，動機可分為工具型和融入型 (Gardner, 1978)。由於在第二外語學習動機的研究中，以聽力為研究重點的相當有限，本研究旨在透過以下三個研究問題來調查工具型動機和融入型動機是否對台灣非英語主修大學生在學習英語聽力方面具有相同程度的影響，以及他們對英語聽力學習動機的看法 (1) 學生對英語聽力的工具型動機程度為何？(2) 學生對英語聽力的融入型動機程度為何？(3) 學生對英語聽力學習動機的看法是什麼？181名受試者填寫了AMTB (Gardner, 2004) 所改編的問卷，隨後對其中 20 名問卷填答者進行訪談。問卷的結果顯示，參與者同時受到工具型動機和融入型動機的影響。訪談結果顯示，大多數學生對學習英語聽力有積極的看法，並表現出兩種動機。雖然此研究的考量因素可能並不全面，但希望本研究的結果能對台灣的英語教育工作者和出版商有所幫助，以改善英語教育。

Motivation has long been proven to be among the most determining factors in the learning achievements of SLA and can be divided into instrumental and integrative (Gardner, 1978). Due to insufficient research on SLA motivation and listening in particular, this study aimed to investigate whether instrumental motivation and integrative motivation influence to the same extent non-English-major university students in Taiwan in learning EFL listening as well as their perceptions on their learning motivations for EFL listening by answering the following three research questions (1) To what extent are the students’ instrumental motivations for EFL listening? (2) To what extent are the students’ integrative motivations for EFL listening? (3) What are students’ perceptions of their learning motivations for EFL listening? A questionnaire adapted from Attitude/Motivation Test Battery (AMTB) developed by Gardner (2004) was distributed to 181 participants, followed by a semi-structured interview on 20 of them. Results of the questionnaire showed that the participants were influenced by both instrumental and integrative motivation. The interviews suggested that the majority of the students had a positive perception on learning EFL listening, and that they displayed both types of motivations. Despite the fact that this study may not be comprehensive in terms of the factors included in the investigation, it is hoped that the findings may be helpful for the EFL educators and publishers in Taiwan in making a difference in the EFL education.

REFERENCES
Abbas, F., & Iqbal, Z. (2018). Language Attitude of the Pakistani Youth towards
English, Urdu and Punjabi: A Comparative Study. Pakistan Journal of Distance
and Online Learning, 4(1), 199-214.
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1-7.
Al-Ta, M. H. (2018). Integrative and instrumental motivations for learning English as a university requirement among undergraduate students at Al-Jazeera University/Dubai. International Journal of Learning and Development, 8(4), 89-105.
Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press.
Azar & Tanggaraju (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English Language and Education, 7(2), 323-333.
Brown, S. (2006). Teaching listening (Vol. 5, No. 1, pp. 36-39). New York: Cambridge University Press.
Cahyono, B. Y., & Widiati, U. (2015). The teaching of EFL listening in the Indonesian context: The state of the art. Teflin Journal, 20(2), 194-211.
Chastain, K. (1971). The Development of Modern-Language Skills: Theory to Practice. Language and the Teacher: A Series in Applied Linguistics, Volume 14.
Cheung, Y. K. (2010). The Importance of Teaching Listening in the EFL Classroom. Online Submission.
Clément, R., Gardner, R. C., & Smythe, P. C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 12(4), 293–302. https://doi.org/10.1037/h0081081
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.
Devine, T. G. (1987). Teaching study skills. A guide for teachers. Allyn and Bacon, Longwood Division, 7 Wells Avenue, Newton, MA 02159.
DOI: 10.18869/acadpub.ijree.2.1.1
Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19(1), 42-68. https://doi.org/10.1075/aila.19.05dor
Ely, C. (1986). An analysis of discomfort, risk-taking, sociability and motivation in the second language classroom. Language Learning, 36(1), 1-25. https://doi.org/10.1111/j.1467-1770.1986.tb00366.x
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge university press.
Gardner, R. C. (1978). Social psychological aspects of second language acquisition. Department of Psychology, University of Western Ontario.
Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology/Psychologie canadienne, 41(1), 10–24. https://doi.org/10.1037/h0086854
Gardner, R. C. (2004). Attitude/motivation test battery: International AMTB research project. Canada: The University of Western Ontario.
Gardner, R. C., & Lalonde, R. N. (1985). Second Language Acquisition: A Social Psychological Perspective.
Gardner, R. C., & Smythe, P. C. (1975). Motivation and second-language acquisition. Canadian Modern Language Review, 31(3), 218-233.
Gardner, R. C., Smythe, P. C., Clément, R., & Gliksman, L. (1976). Second-language learning: A social psychological perspective. Canadian Modern Language Review, 32(3), 198-213.
Gardner, R.C. (1985). Social Psychology and Second Language Learning: The role of attitudes and motivation. London: Edward Arnold.
Gliksman, L. (1982). Improving the prediction of behaviours associated with second language acquisition. Bibliothèque nationale du Canada.
Gliksman, L., Gardner, R. C., & Smythe, P. C. (1982). The role of the integrative motive on students' participation in the French classroom. Canadian Modern Language Review, 38(4), 625-647.
Goss, B. (1982). Listening as information processing. Communication Quarterly, 30(4), 304-307. https://doi.org/10.1080/01463378209369465
Guo, N., & Wills, R. (2006). An investigation of factors influencing English listening comprehension and possible measures for improvement. Aer Journal, 40(3), 121-134.
Hong, Y. C., & Ganapathy, M. (2017). To Investigate ESL Students' Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study. English Language Teaching, 10(9), 17-35.
doi: 10.5539/elt.v10n9p17
Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Krashen, S. D. (1980). The theoretical and practical relevance of simple codes in second language acquisition. Research in second language acquisition, 7-18.
Kumar, T. (2021). Desire to learn, learn to shine’: Idolizing motivation in enhancing speaking skill among L2 learners. Kıbrıslı Eğitim Bilimleri Dergisi, 16(1), 411-422.
Lindsay, C., & Knight, P. (2006). Learning and teaching English: A course for teachers (Vol. 11, No. 3). New York: Oxford University Press.
Lundsteen, S. W. (1979). Listening: Its impact at all levels on reading and the other language arts.
Mendelson, D. J. (1994). Learning to listen. USA: Dominie Press.
Morley, J. (1973). Improving aural comprehension: Teacher's book of readings. University of Michigan Press.
Muchnick, A. G., & Wolfe, D. E. (1982). Attitudes and motivations of American students of Spanish. Canadian Modern Language Review, 38(2), 262-281. https://doi.org/10.3138/cmlr.38.2.262
Nailufar, Y. (2018). Analysis of Motivations to study English and Arabic. English Education Journal, 9(2), 328-345.
Naiman, N., Frolich, M., Stern, H.H., & Todesco, A. (1978). The good language learner. Toronto: Modern Language Center, Ontario Institute for Studies in Education.
Nazir, M., Bashir, S., & Bashir, Z. (2017). Motivation towards language learning: a study of Pakistani ESL learners at certificate level. International Journal of English and Education, 6(2), 284-297.
Nunan, D. (1998). Approaches to teaching listening in the language classroom. In proceedings of the1997 Korea TESOL Conference. Taejon, Korea: KOTESOL.
Peterson, P. W. (2001). Skills and strategies for proficient listening. Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Postovsky, V. A. (1975). On paradoxes in foreign language teaching. The Modern Language Journal, 59(1/2), 18-21. https://doi.org/10.2307/325442
Rost, M. (1991). Listening in action: activities for developing listening in language teaching.'La comprensión oral en acción: actividades para desarrollar la comprensión oral en la enseñanza de la lengua'. Hertfordshire: Prentice Hall, 1991.
Rost, M. (2006). Generating student motivation. WorldView, 1-4.
Rost, M. (2013). Teaching and researching: Listening. Routledge.
Sahin, M., Seçer, S. Y., & Erisen, Y. (2016). Perception of" English" and Motivation
in Learning English. Journal of Education and Training Studies, 4(9), 43-60.
doi:10.11114/jets.v4i9.1672
Scarcella, R.C, & Oxford, R.L. (1992). The Tapestry of Language Learning: The individual in communicative classroom. Boston: Heinle & Heinle.
Spolsky, B. (2000). Anniversary article: Language motivation revisited. Applied Linguistics, 21(2), 157-169. https://doi.org/10.1093/applin/21.2.157
Suryasa, W., Prayoga, I. G. P. A., & Werdistira, I. (2017). An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE). International journal of social sciences and humanities, 1(2), 43-50.
Svanes, B. (1987). Motivation and cultural distance in second‐language acquisition. Language learning, 37(3), 341-359.
Tahaineh, Y., & Daana, H. (2013). Jordanian undergraduates’ motivations and
attitudes towards learning English in EFL context. International review of social
sciences and humanities, 4(2), 159-180.
Tremblay, P.F., & Gardner, R.C. (1995). Expanding the Motivation Construct in Language Learning. Modern Language Journal, 79(4), 505-518. https://doi.org/10.1111/j.1540-4781.1995.tb05451.x
Vakilifard, A., Khaleghizadeh, S., & Golpour, L. (2021). The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 13(27), 417-443.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies.
Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual review of applied linguistics, 24, 3-25.
Wallace, M. P., & Leong, E. I. L. (2020). Exploring language learning motivation
among primary EFL learners. Journal of Language Teaching and
Research, 11(2), 221-230.
DOI: http://dx.doi.org/10.17507/jltr.1102.10
Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian
EFL setting. Foreign language annals, 33(5), 535-545.
https://doi.org/10.1111/j.1944-9720.2000.tb01997.x
Yu, B., & Downing, K. (2012). Determinants of international students’ adaptation: Examining effects of integrative motivation, instrumental motivation and second language proficiency. Educational studies, 38(4), 457-471. https://doi.org/10.1080/03055698.2011.643111

國立臺灣師範大學教務處【各類英檢證照等級對照表】