| Summary: | 碩士 === 臺北市立大學 === 英語教學系 === 104 === The purpose of the present study was fivefold: (a) to explore Taiwanese junior high school students’ motivational orientations, (b) to examine Taiwanese junior high school students’ perceptions regarding various motivational strategies, (c) to investigate the frequency of teachers’ use of motivational strategies and the strategies being underused, (d) to examine whether students at different grade levels perceive motivational strategies differently, and (e) to explore how Taiwanese junior high school students’ motivational orientations relate to their perceptions concerning various motivational strategies. The participants of the present study were 270 junior high school students in Pingtung. The instruments used in this study included two sets of questionnaires: (1) a motivational orientation questionnaire and (2) a questionnaire investigating students’ perceptions on the effectiveness and the frequency of different motivational strategies. The collected data were analyzed mainly through a series of t-tests (one-sample, independent-sample, and paired-samples) and Pearson’s product-moment correlations. The results showed that the participants’ instrumental motivational orientation was the highest among the six motivational orientations. In addition, there was no significant difference between the 7th and the 8th graders with respect to the six types of motivational orientations. Recognizing students’ effort in learning was considered as the most effective motivational macrostrategy by the participants. The results also revealed that proper teacher behavior was the most frequently used motivational macrostrategy and familiarizing learners with L2-related values was the most underused motivational macrostrategy. Additionally, both the 7th and the 8th graders held similarly positive perceptions on three macrostrategies: proper teacher behavior, recognizing students’ effort in learning, and promoting learners’ self-confidence. The results of Pearson’s correlations showed that instrumental and intrinsic orientations were significantly positively correlated with all of the motivational macrostrategies (instrumental orientation: r ranging from .18 to .38; intrinsic orientation: r ranging from .25 to .50). Integrative orientation and extrinsic orientation were also significantly positively correlated with most of the motivational macrostrategies (integrative orientation: r ranging from .19 to .40; extrinsic orientation: r ranging from .19 to .31). On the other hand, requirement orientation had significantly negative and weak correlations with two of the macrostrategies: increasing learners’ goal-orientedness (r = -.19) and familiarizing learners with L2-related values (r = -.20). Amotivation orientation was significantly negatively correlated with five out of the 10 macrostrategies, with r ranging from -.30 to -.07. Discussion includes pedagogical implications and directions for future research.
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