英文摘要 |
The motivation and achievement of English learning among junior high school students had long been a subject of great concern, especially the English education and learning performance of junior high school students in out-islands from Taiwan had long been neglected. The family socio-economic status and learning motivation of students in out-islands that what was the impact of English learning? Does family socio-economic status influence English learning achievement through motivation of English learning? Based on the survey, the research constructed the English Learning Performance Questionnaire for 376 students at Magong junior high school in Penghu county. The following conclusions showed that: 1. The highest English learning motivation was the instrumental motivation, followed by the motivation of achievement, and finally the motivation of English learning was the intrinsic motivation, and the achievement of English learning was above the passing standard. 2. Female students and families had a high socioeconomic status, and had a higher motivation to study English who had tutor time in the first two years of elementary school. 3. The higher the socio-economic status of the family, the better the English learning achievement was, and the higher the motivation and the higher the motivation of the students in the first and second year of elementary school students. 4. The families' socioeconomic status was partially mediated by the motivation to enhance their English learning achievement. Although seventh graders had higher motivation and achievement in learning English who had tutor time in the first two years of elementary school, this study did not encourage students to take up English gram early, which was further discussed in this study. |