期刊專區/ Periodical Section

學習動機和有效認知負荷對外語學習表現之影響

Motivation, Germane Cognitive Load, and Task Performance in Foreign Language Learning

所屬期刊：	第7卷第4期 「測驗與評量」 主編：國立成功大學教育研究所特聘教授 陸偉明
系統編號：	vol027_03
主題：	測驗與評量
出版年份：	2011
作者：	陳怡容;謝佩蓉
作者(英文)：	I-Jung Chen;Pei-Jung Hsieh
論文名稱：	學習動機和有效認知負荷對外語學習表現之影響
論文名稱(英文)：	Motivation, Germane Cognitive Load, and Task Performance in Foreign Language Learning
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	18
中文關鍵字：	認知負荷理論;有效認知負荷;學習動機;拔靴法
英文關鍵字：	Cognitive load theory;Germane cognitive load;motivation;Bootstrapping
服務單位：	德明財經科技大學應用外語系副教授;國家教育研究院測驗及評量研究中心博士後研究員;國立臺北科技大學技術及職業教育研究所博士
稿件字數：	5759
作者專長：	英語教學
投稿日期：	2010/12/2
論文下載：
摘要(中文)：	認知負荷理論指出，一旦我們的工作記憶開始從事與認知相關的活動，有效認知負荷就啟動了，並且對於學習表現有正向的影響。本研究旨在於探討學習動機、有效認知負荷、以及學習表現之間的關係。研究對象為某科技大學應用外語系109位四技學生，透過學習動機量表、認知負荷量表、以及英語聽力測驗收集資料，結果發現：學習動機和有效認知負荷間、有效認知負荷與學習表現間均為正相關，學習動機和學習表現間的相關則未達統計上顯著水準。進一步以徑路分析和拔靴法進行資料分析，發現有效認知負荷確實為學習動機和學習表現之中介變項，亦即本研究所提出之學習表現徑路模式可獲得資料之支持。最後根據研究結果，提出數項建議以供參考。
摘要(英文)：	Germane cognitive load (GCL) is the load incurred when working memory resources are devoted to cognitive activities. GCL posits that GCL needs to be maximized for the best learning results. This study investigated the relationship among motivation, germane cognitive load, and task performance. The participants were 109 students majoring in English. Correlational analysis indicated a positive relationship between motivation and GCL as well as between GCL and task performance. However, motivation was not correlated with task performance. Path analysis confirmed the overall relationship of the variables under discussion. Bootstrapping was used to test the indirect effect of GCL. Results suggest that affective factors, such as learning motivation, are important in CLT.
參考文獻：	Anakanishi, T. (2002). Critical literature review on motivation. Journal of Language and Linguistics, 1(3), 278-287. Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3-21. Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559. Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York, NY: Freeman. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. Bonney, C. R., Cortina, K. S., Smith-Darden, J. P., & Fiori, K. L. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18(1), 1-10. Borg, G., Bratfisch, O., & Dornic, S. (1971). On the problem of perceived psychology. Scandinavian Journal of Psychology, 12, 249-260. Chung, K. K. H. (2008). What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters? Learning and Instruction, 18(1), 96-108. Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25(2), 315-324. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York, NY: Lawrence Erlbaum. Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Retrieved March 11, 2010, from http://paedpsych.jku.at:4711/LEHRTEXTE/Cooper98.html Csizer, K., & Donyei, Z. (2005). The Internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36. Dornyei, Z. (2001). Teaching and researching motivation. London, England: Longman. Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32. Dornyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 589-639). Oxford, England: Blackwell. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self determination in human behavior. New York, NY: Plenum Press. DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of Educational Psychology, 100(1), 223-234. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco, CA: W. H. Freeman. Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70(1), 28-35. Gardner, R., & Lambert, W. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Edward Arnold. Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Toward a full model of second language learning: an empirical investigation. The Modern Language Journal, 81(3), 344-362. Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: evidence from hypertext-based instruction. Educational Psychologist, 38(1), 33-41. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Pearson. Heppner, P. P., & Heppner, M. J. (2004). Writing and publishing your thesis, dissertation, and research: A guide for students in the helping professions (1st ed.). Belmont, CA: Brooks Cole. Huk, T., & Ludwigs, S. (2009). Combining cognitive and affective support in order to promote learning. Learning and Instruction, 19(6), 495-505. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17. Kline, R. B. (2011). Principles and practice of structural equation modeling (3th ed.). New York, NY: Guilford. Kormos, J., & Csizer, 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. Ngeow, K. Y.-H. (1998). Motivation and transfer in language learning. ERIC Clearinghouse on Reading, English, and Communication Digest [ED427318]. Noels, K. A. (2001). Learning Spanish as a second language: Learners orientations and perceptions of their teachers communication style. Language Learning, 51(1), 107-144. Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85. Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-18. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. Paas, F., Tuovinen, J. E., Van Merrienboer, J. J. G., & Darabi, D. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research and Development, 53, 25-34. Paas, F., Van Merrienboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual Motor and Skills, 79, 419-430. Pae, T. I. (2008). Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27(1), 5-27. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. Rivera-Mills, S., & Plonsky, L. (2007). Empowering students with language learning strategies: A critical review of current issues. Foreign Language Annals, 40(3), 535-548. Schnotz, W., & Kurschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508. Shaikholeslami, R., & Khayyer, M. (2006). Intrinsic motivation, extrinsic motivation, and learning english as a foreign language. Psychological Reports, 99(3), 813-818. Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-29). New York, NY: Cambridge University Press. Sweller, J. (2007). Cognitive load. Paper presented at the Symposium on Cognitive Load: Theory and Applications. Fo Guang University, Yilan, Taiwan. Sweller, J., Van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. Van Merrienboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. Warden, C. A. (2000). Existence of integrative motivation in Asian EFL setting. Paper presented at the LT 2000-Quality Language Teaching Through Innovation & Reflection Conference, Hong Kong University of Science and Technology, Hong Kong. Weiner, B. (1986). An Attributional Theory of Motivation and Emotion. New York, NY: Springer-Verlag. Yeung, A. S., Jin, P., & Sweller, J. (1997). Cognitive load and learner expertise: split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23(1), 1-21.