本研究は主としてカナダで開発された北米モデルを尺度として用い, 日本人普通科高校生学習者の英語学習動機を明らかにし, 彼らの英語学習動機の構造を解明することを目的とするものである。因子分析による解析の結果, 日本人普通高校生の英語学習動機は4種類から構成されていることが明らかになった。また, MANOVAによる解析の結果, 2年生と3年生の間には, 2種類の内発的動機(因子1, 2)および非動機において有意差が認められた(2年生>3年生)。また, 男性・女性の間には内発的動機・知識/成長(因子1), 外発的動機(因子3), および非動機(因子4)において有意差が認められた(女性>男性)。

The present study aims to explore the English learning motivation of students in the general education course of senior high schools in Japan. A set of questionnaires on English learning motivation was administered to 244 senior high school students. The data were analyzed first using a factor analysis in order to extract factors that could best explain the subjects' perception of their English learning motivation. The results revealed that their perception was explained by four kinds of motivation. The obtained data were further analyzed using a 2 x 2 MANOVA with the sum of the scores for each factor as the dependent variable and year (grade) and gender as the independent variables. The results indicated that there were significant differences between the 2nd year and the 3rd year (2nd year > 3rd year) for the intrinsic motivations (F1, F2) and amotivation (F3). It was also found that there were significant differences between males and females (females > males) for the intrinsic motivations / knowledge and growth (F1), extrinsic motivation (F3) and amotivation (F4)