摘要

本研究探討促使台灣學生修習以全英授課（EMI）教授的初級西班牙語課程之動機。研究對象為21位選修初級西班牙語課程的台灣學生，每位參與者填寫一份修課動機問卷，其中10位參與者亦接受個別訪談。問卷結果以Bourdieu所提出的社會資本理論及Richard and Pun所提出影響學生選擇EMI課程的四項社會資本（專業領域資本（Disciplinary Capital）、經濟資本（Economic Capital）、語言資本 （Linguistic Capital）、文化資本（Cultural Capital）進行分析。
　　皮爾森相關係數（Pearson's correlation coefficient）分析結果顯示，社會資本與學生選擇EMI（英語授課）西班牙語課程的動機有顯著的關聯性。其中，文化資本與動機的關聯性最強，並與其他三項資本（經濟資本、社會資本、語言資本）密切相連。顯示學生選擇EMI西班牙語課程的主要原因是希望能夠接觸來自不同文化背景的同儕並參與文化交流。
　　參與者普遍認為這門課程能提升他們的英語能力，並對他們未來職涯有所助益。此外，由於英語與西班牙語在心理類型上的相似性（psychotypological closeness），學生們認為透過EMI學習西班牙語能夠獲得更多學習資源，並且更有效率地學習西班牙語。

關鍵詞：EMI、西班牙語學習、第二外語學習、多語學習、學習動機

Abstract

The present study explores the underlying factors that motivate Taiwanese university students to enroll in a basic Spanish language course delivered through English Medium Instruction (EMI). A total of 21 participants completed a structured motivation questionnaire, with 10 of them also engaging in individual semi-structured interviews. The collected data were analyzed through the lens of Bourdieu’s Social Capital theory, incorporating the four dimensions of Social Capital delineated by Richard and Pun: Disciplinary Capital, Economic Capital, Linguistic Capital, and Cultural Capital.
　　Statistical analysis using Pearson’s correlation coefficient indicates a significant positive relationship between Social Capital and students’ motivation to choose the EMI Spanish course. Notably, Cultural Capital emerged as the most salient factor, exhibiting strong correlations with students’ motivation. It is also highly correlated with the remaining three capitals: Disciplinary, Economic, and Linguistic. These findings suggest that students enroll in the EMI Spanish course primarily to interact with peers from diverse cultural backgrounds and to engage in intercultural exchange.
　　Overall, participants believe the EMI Spanish course would enhance their English language proficiency and offer advantages for their future career development. Moreover, due to their perception of the psychotypological closeness between English and Spanish, students believe the EMI course is more resourceful and pedagogically effective compared to its Chinese Medium Instruction (CMI) counterpart. Therefore, they believe it offers a more efficient and engaging Spanish learning experience.

Keywords: EMI, Spanish learning, L3 acquisition, multilingualism, learning motivation


DOI:10.30404/FLS.202606_(43).0005