國民中學學生英語學習策略與英語學習成就相關之研究

A Study of English Learning Achievement in Relation to English Learning Strategy of Junior High School Students in Taiwan

本研究採文獻調查法、晤談法與問卷調查法，以多階段叢集抽樣方式對臺中縣42所國民中學進行取樣。樣本人數共計 1006 人。本研究經由英語學習策略與英語學習成就量表的調查所得資料，以描述統計、t 考驗、單因子變異數分析、單因子多變項變異數分析、典型相關分析等統計程序處理後，主要結論如下：一、國中學生的性別、英語學習經驗、出國經驗、與家庭社經地位是影響英語學習策略的因素。二、國中學生的性別、英語學習經驗與家庭社經地位是影響英語學習成就的因素。三、國中學生英語學習策略與英語學習成就呈中低度正相關。

The main purposes of this study were: (1)To examine if the students with different gender， English learning experience， traveling experience， and socioeconomic status have different English learning strategy (ELS); (2)To discuss whether English learning achievement (ELA) has any association with ELS; (3)To see whether there were any interactions between ELS and ELA; and (4)To build the norm of ELA test in Taichung county. The subjects were 1006 Junior High School students randomly selected from grade 8 in Taichung county. For the empirical study， two questionnaires were used: (1)An English learning strategy questionnaire (2)An English learning achievement test Statistical methods employed in this study were: (1)t-test (2)Oneway ANOVA， Oneway Multivariate of Variance (3)Canonical Correlation IRT analysis The analysis of the data revealed the following main findings: (1)The students with different gender， English learning experience， traveling experience， and socioeconomic status have significantly different ELS. (2)The students with different gender， English learning experience， and socioeconomic status have significantly different ELA. The findings suggested the education concerned authorities should: (1) Pay more attention to the compilation of English textbooks for junior high schools (2)Offer English teachers with regular advanced study programs (3)Hold language activities like language summer camp (4)Update audio-visual equipment The English teachers should: (1)Train students to use ELS (2)Help low socioeconomic status students learn English (3)Make good use of the outcomes of ELA.