外語學習動機在外語教學領域上是一個重要的研究方向。近期外語學習動機學者Dörnyei (2005, 2009) 提出了以第二語言自我形象為架構的動機理論 (L2 Motivational Self System)，並在許多國家接受驗證，證明其理論可用來預測外語學習者的學習動機。不過，目前尚未有學者以此理論作為基礎來調查台灣青少年學子的英語學習動機。此外過去以此理論為基礎的研究大多專注於教室內的第二外語學習經驗，這並無法完全反映學生的語言學習經驗。尤其在台灣的學習環境，學生除了在正規教育裡接受英語教育之外，也在課後花費許多時間在補習班上英語課。
本研究透過發放以第二語言自我形象為架構的動機理論而製成的問卷給全台一千六百九十八位國中生。除了驗證Dörnyei所提出的動機理論外，更進一步探討在正規教育中的英語學習經驗和補習班裡的英語學習經驗如何影響學生的英語學習動機。本研究共採取了三種衡量標準。第一是學生預期的學習程度、第二是學生在教室內的英語學習行為，和第三是學生校外的英語自主學習行為。
根據多元迴歸的結果顯示，本研究發現最能夠預測台灣國中生的英語學習動機是學生對於第二語言的學習態度以及他們的英語學習經驗。另外，應有我(Ought-to L2 Self)和台灣國中生的英語學習動機之間也有著相當程度的關聯性。此外，學生在補習班的額外英語學習經驗也會改變工具類傾向目標對於學生英語學習動機的影響，以及促成理想我(Ideal L2 Self)的形成。
透過全國性的調查，本研究證明以第二語言自我形象為架構的動機理論可用來預測台灣國中生的英語學習動機。就理論而言，應有我的影響力則需要再做進一步的檢驗，以找出導致台灣國中生認為應該要學習英語的原因為何。在教學上，若要增進台灣國中生的英語學習動機，本研究建議教師可在教室內透過動機教學演練來幫助學生獲取正面的英語學習態度和經驗。在課堂上也可以結合能夠增進想像力和維持理想我的動機策略來促成學生理想我的形成。

Dörnyei’s (2005, 2009) L2 Motivational Self System has drawn much research attention in the field of L2 motivation. Although this model has been empirically validated in diverse national contexts, no empirical study has utilized the L2 Motivational Self System as a theoretical framework to investigate Taiwanese young learners’ English learning motivation. Previous studies mainly focus on classroom-based L2 learning experience, which is unable to fully reflect learners’ L2 learning experiences (Csizér & Kormos, 2009; Papi, 2010; Taguchi et al., 2009). Particularly in the learning context of Taiwan, in addition to English instructions in formal educational settings, a high percentage of students attend private English institutes (Chen, 2003; Chang, 2008; Chung & Huang, 2010).
By distributing questionnaires designed based on the L2 Motivational Self System to 1,698 junior high school students across Taiwan, the present study aims to validate Dörnyei’s L2 Motivational Self System in the context of Taiwan, and further explore how the two types of L2 learning experiences (in school formal English instruction and out of school private English tutoring) affect learners’ motivation towards English learning. To examine learners’ L2 motivation, their intended learning effort, the frequency of their motivated learning behaviors in the English classrooms, and how often they voluntarily learn English outside the classrooms are taken as criteria measures.
The findings of the present study show that L2 Learning Attitude and English Learning Experience act as the best predictors of English learning motivation of Taiwanese junior high school students. Ought-to L2 Self is found to be a pertinent contributory factor in Taiwanese young adolescents’ English learning motivation. Further, it seems that additional English instruction outside the formal educational settings changes the correlation between instrumentality-prevention and students’ English learning motivation, and contributes to the emergence of Ideal L2 Self.
Through a large scale quantitative research, the findings suggest the feasibility of applying Dörnyei’s L2 Motivational Self System in Taiwan. Theoretically, the stronger influence of Ought-to L2 Self on students’ L2 motivation needs to be further investigated in order to figure out what makes Taiwanese young language learners think they have to learn English. Pedagogically, the present study suggests that English teachers in the formal educational settings could apply motivational teaching practices or motivational strategies aiming to generate and sustain ideal L2 self in order to increase Taiwanese junior high school students’ English learning motivation.

Abstract (Chinese) i
Abstract (English) ii
Acknowledge iv
Table of Contents v
List of Tables vii
List of Figures ix

Chapter One – INTRODUCTION 1
Chapter Two – LITERATURE REVIEW 4
2.1. Overview 4
2.2. Early L2 learning motivation research 4
2.3. Introduction of L2 Motivational Self System 6
2.4. Studies under the L2 Motivational Self System 8
2.5 L2 Motivation Research in Taiwan 16
2.6. Introduction of private English institutes 18
2.7. Summary of Chapter 2 20
2.8. Research Questions 21
Chapter Three – METHODOLOGY 23
3.1 Design of the Study 23
3.2 Participants 23
3.3 Instruments 24
Chapter Four – RESULTS 29
4.1. Validity and reliability of scales 29
4.2. Descriptive statistics and correlations among motivational scales 30
4.3. Predictive effects of the motivational scales on three criteria measures 34
4.4. Descriptive statistics of private English institutes 38
4.5. Comparative analysis of the motivational scales 41
4.6. Relationships between the motivational scales and three criteria measures in two groups of students 44
Chapter Five – DISCUSSION 53
5.1. Two future selves in L2 Motivational Self System 53
5.2. The impact of English learning experiences in private English institutes on learners’ L2 motivation 57
Chapter Six – CONCLUSION 60
6.1. Overview 60
6.2. Limitations of the study 61
6.3. Directions for future research 61
6.4. Theoretical implications 62
6.5. Pedagogical implications 63
References 66
Appendix A 76
Appendix B 86
Appendix C 91

大學入學考試中心 (民103)。高中英語聽力測驗–測驗簡介。取自http://www.ceec.edu.tw/TELC/AboutTELC.aspx
張武昌、周中天、陳純音、葉錫南、林正昌、許月貴（2003）。國民中學學生基本學力測驗英語雙峰現象暨改進措施。教育部委託報告。
謝敏青 (民95)。國中校外英語補習經驗, 學校英語學習態度與英語學習成就之相關研究-以屏東縣中正國中為例。國立高雄師範大學教育學系碩士班碩士論文，未出版。
楊文彥（2004）。英語補習與國小學生英語學業成就關聯性之研究。國立台東大學教育研究所碩士論文，未出版，台東市。
于吉蘭（2004）。國小學童英語補習對英語學習之影響-以台北市萬華區為例。國立新竹教育大學進修部數理教育碩士班碩士論文，未出版。
Au, S. Y. (1988). A critical appraisal of Gardner's social-psychological theory of second-language (L2) leanring. Language learning, 38, 75-100.
Brown, H. D. (2007). ‘Sociocultural Factors’ in H. D. Brown (eds), Principles of Language Learning and Teaching, Pearson Education.
Campbell, E., & Storch, N. (2011). The changing face of motivation: A study of second language learners’ motivation over time. Australian Review of Applied Linguistics, 34(2), 166-192.
Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction—An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.
Chang, M. M. (2010). Effects of self-monitoring on web-based language learners' performance and motivation. The CALICO Journal, 27(2), 298-310.
Chang, Y. F. (2008). Parents’ attitudes toward the English education policy in Taiwan. Asia Pacific Education Review, 9 (4), 423-435.
Chen, S. C. (2003). The spread of English in Taiwan: Changing uses and shifting attitudes. Taipei: Crane Publishing Co., Ltd.
Chen, S. C. (2006). Simultaneous promotion of indigenization and internationalization: New language-in-education policy in Taiwan. Language and education, 20(4), 322-337.
Chen, J. F., Warden, C. A., & Chang, H. T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 39(4), 609-633.
Chern, C. L. (2002). English language teaching in Taiwan today. Asia Pacific journal of education, 22(2), 97-105.
Chung, I. F., & Huang, Y. C. (2010). English is not easy, but I like it!: An exploratory study of English learning attitudes amongst elementary school students in Taiwan. Educational Studies, 36(4), 441-445.
Clement, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign-language classroom. Language Learning, 44 (3), 417-448.
Clement, R., Gardner, R. C., & Smythe, P. C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioral Science, 12, 293-302.
Coetzee-Van Rooy, S. (2006). ‘Integrativeness: untenable for World Englishes learners?’ World Englishes, 25: 437-50.
Cogo, A. (2012). English as a lingua franca: Concepts, use, and implications. ELT Journal, 66 (1), 97-105.
Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge, UK: Cambridge University Press.
Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English in Z. Dörnyei and E. Ushioda (eds): Motivation, Language Identity and the L2 Self. Multilingual Matters, pp. 66-97.
Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: the case of English and German in Hungary. System, 38 (1), 1-13.
Dornyei, Z. (1990). Conceptualizing motivation in foreign languag learning. Language learning, 40, 46-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.
Dornyei, Z. (2001). Teaching and Researching Motivation. Harlow, England: Longman.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition, Mahwah, NJ: Lawrence Erlbaum.
Dornyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(winter), 3-4.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (PP. 9-42). Bristol, UK: Multilingual Matters.
Dörnyei , Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462.
Dörnyei, Z., Csizér, K., & Nemeth, N. (2006). Motivation, Language Attitudes and Globalization: A Hungarian Perspective. Clevedon: Multilingual Matters.
Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. In Working papers in applied linguistics: Vol. 4 (pp. 43-69). London: Thames Valley University.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in Second Language Research, New York & London: Routledge.
Dörnyei, Z. and Ushioda, E. (2011). Teaching and Researching Motivation, 2nd ed. Harlow: Longman.
Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 536). Oxford, UK: Blackwell Publishing Ltd.
Freiermuth, M. R., & Huang, H.C. (2012). Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation. Language Teaching Research, 16(1), 61-88.
Gardner, R. C. (1968). Attitudes and motivation: Their role in second language acquisition. TESOL Quarterly, 2, 141-150.
Gardner, R. C. (1980). On the validity of affective variables in second language acquisition: Conceptual, contextual, and statistical considerations. Language Learning, 30, 255-270.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (1988). The socio-educational model of second language learning: Assumptions, findings, and issues. Language Learning, 38, 101-126.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition. (Technical Report 23, pp. 1-19). Honolulu, HI: University of Hawai’I, Second Language Teaching and Curriculum Center.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner, R., & Macintyre, P. D. (1993). On the measurement of affective variables in second language learning. Language learning, 43(2), 157-194.
Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54(1-34).
Gardner, R. C., & Smythe, P. C. (1975). Motivation and second-language acquisition. Canadian Modern Language Review, 31(3), 218-230.
Gardner, R. C., Smythe, P. C., & Clement, R. (1979). Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency. Language Learning, 29, 305-320.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. The Modern Language Journal, 78, 359-368.
Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81(3), 344-362.
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55–77.
Harmer, J. (2007). ‘The changing world of English,’ in J. Harmer (eds), The Practice of English Language Teaching, Pearson, Harlow.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.
Higgins, E. T. (1996). The ‘self-digest’: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology, 71 (6), 1062-1083.
Ho. H. L. (2004). Effects of pre-junior high English learning experience on students’ English achievement: From the perspective of instructions in the private Children language institute. Mater thesis, University of Tsing Hua.
Ho, M. C. (1998). Culture studies and motivation in foreign and second language
learning in Taiwan. Language, Culture and Curriculum, 11(2), 165-182.
Hsieh, C. N. (2009). L2 learners' self-appraisal of motivational changes over time. Issues in Applied Linguistics, 17(1), 3-26.
Hsu, M. C. (1988). Attitudes, motivation, and foreign language teaching. English Teaching and Learning, 12(4), 4-11.
Huang, K. M. (2011). Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction. System, 39(2), 186-201.
Huang, S. C., Cheng, Y. S., & Chern, C. L. (2006). Pre-reading materials from subject matter texts—Learner choices and the underlying learner characteristics. Journal of English for Academic Purposes, 5(3), 193-206.
Huang, H. T., Hsu, C. C. N., & Chen, S. W. (2013). Motivation and selves in learning a third language: The case of foreign language learning in Taiwan. The 2013 conference of the American Association for Applied Linguistics (AAAL), March 16-19, Dallas, Texas.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
Kim, T. Y. (2009). The dynamics of L2 self and L2 learning motivation: A qualitative case study of Korean ESL students. English Teaching, 64(3), 49-70.
Kim, T. Y. (2011). Korean elementary school students’ English learning demotivation: a comparative survey study. Asia Pacific Education Review, 12, 1-11.
Kim, T. Y. (2012). The L2 motivational self system of Korean EFL students: Cross-grade survey analysis. English Teaching, 67(1), 29-56.
Kim, Y. K., & Kim. T. Y. (2012). Korean secondary school of students’ L2 learning motivation: Comparing L2 motivational self system with socio-educational model. English Language & Literature Teaching, 18(1), 1-18.
Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior. Language Learning, 58 (2), 327-355.
Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495-516.
Krashen, S. (2003). Dealing with English fever. Selected paper from The 12th International Symposium on English Teaching. English Teacher’s Association. pp. 100-108. Taipei: Crane Publishing Co., Ltd.
Lamb, M. (2004). Integrative motivation in a globalizing world, System, 32: 3-19.
Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case study. TESOL Quarterly, 41(4), 757-780.
Lamb, M. (2009). Situating the L2 self: Two Indonesian school learners of English. Motivation, language identity and the L2 self, 229-247.
Lamb, M. (2012). A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 1-27.
Lambert, W. E. (1967). A social psychology of bilingualism. Journal of Social Issues, 23, 91-109.
Leou, Y. M. & Huang, S. H. (2007). The impact of balanced reading instruction on students’ reading ability and reading motivation. Journal of National Taiwan Normal University: Education, 52(1), 133-157.
Lin, S. C. (2003). The relationship between teacher immediacy and students’ willingness to communicate in English: An EFL context in Taiwan. Unpublished master’s thesis, National Normal University, Taipei, Taiwan.
Liu, M. (2007). Chinese students’ motivation to learn English at the Tertiary Level. Asian EFL Journal, 9(1), 126-146.
MacIntyre, P. D., MacKinnon, S. P., & Clément, R. (2009). The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43-65). Bristol: Multilingual Matters.
Magid, M., & Chan, L. (2012). Motivating English learners by helping them visualize their ideal L2 self: Lessons from two motivational programmes. Innovation in Language Learning and Teaching, 6, 113–125.
Markus, H. & Nurius, P. (1986). ‘Possible selves’ American Psychologist, 41: 954-69.
McClelland, N. (2000). Goal orientations in Japanese college students learning EFL. In: Cornwell, S., Robinson, P. (Eds.), Indiviudal differences in foreign langauge learning: Effects of aptitude, intelligence, and motivation. Japanese Association for language teaching. Tokyo, pp. 99-115.
Ministry of Education, Republic of China (2004). General guidelines of grades 1-9 curriculum for elementary and junior high school education. Retrieved August 10, from http://teach.eje.edu.tw/9CC2/9cc_97.php?login_type=1.
Norton, B. (2001). Non-participation, imagined communities and the language classroom. In M. P. Breen (Ed.), Learner contributions to language learning: A new directions in research (pp. 157-171). Harlow, UK: Longman.
Oxford, R. & Shearin J. (1994) Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38, 467-479.
Ryan, S. (2008). The ideal L2 selves of Japanese learners of English. PhD thesis, University of Nottingham.
Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. Dörnyei and E. Ushioda (eds): Motivation, Language Identity and the L2 Self. Multilingual Matters, pp. 120-143
Shaaban, K. A., & Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33(6), 632-644.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education – or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates.
Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(2), 265-283.
Taguchi, T., M. Magid, & M. Papi. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study in Z. Dörnyei and E. Ushioda (eds): Motivation, Language Identity and the L2 Self. Multilingual Matters, pp. 66-97.
Takahashi, C. K. (2013). Ideal L2 self and university English learners: An interview study. The Language Teacher, 37 (6), 3-8.
Tsai, C. H., & Chen, K. . (2005). Broadway musicals as an alternative EFL material in stimulating English learning motivation. Studies in English Language and Literature, 16, 13-20.
Wang, C. (2002). Innovating teaching in foreign language contexts: The case of Taiwan. In interpreting communicative language teaching: Contexts and concern in teacher education, ed. S.J. Savignon, 41-81. New Haven, CT: Yale University Press.
Warden, C., & Lin, H. J. (2000). Existence of integrative motivation in Asian EFL setting. Foreign Language Annals, 33, 535-547.
Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30, 235-251.
Wu, W. C., & Marek, M. (2009). The impact of teleconferencing with native English speakers on English learning by Taiwanese students. International Journal on E-Learning, 8(1), 107-125.
Yashima, T. (2000). Orientations and motivations in foreign language learning: A study of Japanese college students, JACET Bulletin, 31: 121-34.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. Motivation, language identity and the L2 self, 144-163.
Yashima, T., Zenuk‐Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
Zentner, M. & Renaud, O. (2007). Origins of adolescents’ ideal self: An intergenerational perspective. Journal of Personality and Social Psychology, 92(3), 557-574.
Zhou, C. (2003). Schools give early English lessons. China Post. On WWW at http://www.chinapost.com.tw