在昔日資訊缺乏的年代裡，政令宣導刊物曾經是民眾獲得有關政府訊息的 重要管道。但隨著時代的演進及傳播媒介的多樣化，閱聽眾獲得資訊的管 道及種類亦隨之增加。以往以消息來源為主、採單向傳播、未能確實了解 閱聽眾需求及掌握閱聽眾特性的政令宣導刊物，面對重視行銷策略的的各 型雜誌，因應之道即是找出目標閱聽眾，然後根據其需要重新加以設計訊 息內容，並形成獨特的風格。本研究以高雄市政府新聞處發行之「高雄畫 刊」主動索閱者為研究對象，以郵寄問卷的方式收集資料，然後以單因子 變異數分析、T 考驗、相關等統計方法，分析主動索閱者的人口變項、接 觸「高雄畫刊」行為、親身傳播行為及政治心理取向的不同是否對閱讀 「高雄畫刊」的動機與閱讀後的滿意程度有顯著差異。

悅讀是指讀者自己挑選有趣的書籍，自發性地廣泛閱讀。本研究是要探討悅讀對國中生的閱讀動機，閱讀能力，和寫作能力的影響。本實驗邀請台北市某所國中61位的八年級生參加，分為實驗組(悅讀組)和對照組(傳統閱讀組)。本實驗共為期23週，在學生的英文閱讀課進行，每週一次，每次45分鐘。實驗期間， 實驗組在上閱讀課時只專心於閱讀自己所選的圖畫故事書，而對照組則繼續原來由老師所主導的傳統閱讀課程。實驗進行前後二組學生都接受全民英檢的閱讀和寫作能力測驗及閱讀動機評量。這些測驗資料由電腦進行量化處理與分析，個別訪談結果則用來輔助說明結果與討論。 結果顯示，經過悅讀的實驗，學生的整體閱讀動機提升了。此外，多面向的動機顯示，參與者的閱讀自信和閱讀成就與目地深受悅讀課程所影響，尤其是參與者從悅讀中產生很強的愉悅感，也增強了自信心。此結果證明了悅讀的最大功能—增進愉悅感。但是此研究並未發現悅讀能有效地改進參與者的閱讀和寫作能力。 因為小樣本及有限的資料，本實驗結果只能提供建議性而非決地性的結果，不過本實驗還是能提供一些教育性的建議。如悅讀能納入學校課程當作正規英文課的輔助。學校每天的早自習是讓學生悅讀的最佳時間。另外，賦予不同程度的學生不同的閱讀目標與配合適當的閱讀活動能增進他們的英語能力。爲了更深刻了解悅讀對國中生的效益，最好從校內全體的七年級生開始進行為期三年的悅讀課程，最後以高中入學的基本學力測驗英文科成績來檢驗其成效。期待面對繁重課業壓力的國中生能透過悅讀快樂地並有效地學習英文。 / Pleasure reading refers to any reading in which self-motivated readers pick up books they are interested in and engage themselves in those books. Pleasure reading has long been recognized as a powerful tool for fostering reading interest and enhancing literacy development. This study aimed to investigate the impacts of pleasure reading on EFL junior high school students’ reading motivation, reading comprehension, and writing ability. Sixty-one eighth graders in a junior high school in Taipei were divided into the experimental group (pleasure reading group) and the control group (traditional reading group). This program was carried out during the English Reading class, once a week with 45 minutes for each period. During the 23-week reading program, the experimental group only focused on reading self-selected picture books without any instructions while the control group still received the skill-based reading approach. Before and after the program, their reading and writing ability were examined by the reading and writing tests of General English Proficiency Test (GEPT) and their reading motivation was measured by the Motivation for Reading Questionnaire (MRQ). The data collected were analyzed quantitatively and the interview data were utilized to interpret and support the findings. The results revealed that the experimental group participants’ overall reading motivation was enhanced significantly after the program. As for the multifaceted motivation, the results showed that the participants’ “reading self-efficacy” and “reading achievement values and goals” were influenced strongly by pleasure reading. Among the 12 reading dimensions, “enjoyment” was the most significant factor. All the findings confirmed the main value of pleasure reading-- reading for enjoyment, and such enjoyment promoted students’ reading motivation very positively. With respect to the participants’ reading and writing ability, the results did not show significant improvement. Pleasure reading did not influence the participants’ language proficiency positively. However, both groups made some progress in the posttest in the gain score. Therefore, pleasure reading appeared to be at least as effective as the traditional reading approach. Pleasure reading was more interesting and enjoyable for junior high students. Although the results may not be taken as conclusive because of limited data and small samples, this study still provides some pedagogical implications and suggestions. Pleasure reading can be implemented into school curriculum as a counterpart of regular English class, a kind of skill-based English class. The school’s morning session is a good time for students to read self-chosen materials. Moderate tasks should be set for students with different language levels to conquer. Appropriate reading activities can be integrated to help stimulate students’ reading. To get a clear picture of its effect on junior high level students, it is necessary to conduct the program for a longer duration and with larger samples. Therefore, it is suggested that further study can start with all the seventh graders in junior high schools and the study should last for three years. The entrance exam of senior high school, the Basic Competence Test can be adopted as the measurement of language proficiency. It is expected that junior high students under academic pressure can learn English happily and effectively.

民國八十九年七月，政府通過施行庫藏股交易制度，並於民國九十年十一月明令禁止子公司買回母公司股票。本研究欲藉由實證研究方式探討該期間兩交易之關聯性。研究結果顯示：(1)庫藏股交易動機基本上符合股價低估假說及資本結構調整假說；子公司買回母公司股票交易動機基本上符合護盤假說。(2)買回庫藏股票公司的後續盈餘比買回前更佳；被子公司買回之母公司的後續盈餘則不比買回前更佳。再次支持兩交易買回動機分別為股價低估假說及護盤假說。(3)不論庫藏股交易或子公司買回母公司股票交易，交易期間的異常股價報酬與異常盈餘反應顯著成正向關係。表示市場投資人能正確反應公司之盈餘表現。(4)以觀察期內同時進行兩交易的公司為樣本進行研究，發現庫藏股制度對子公司買回母公司股票交易不僅無抑制作用，反而呈現同向變動。 / The listed firms in Taiwan were legally allowed to repurchase outstanding shares while the cross investment in parent company's stocks by subsidiary firms was not prohibited during the period of July 2000-November 2001. This study investigates the relationship between repurchases and cross investments in this period. 　　The findings of the study are as follows. First, the motivation of the subsidiary company's cross investments in parent company's stocks is to manipulate stock price because the unexpected quarterly earnings over the announcement quarter and the subsequent quarter are not found. However, the repurchases are motivated by stock undervaluation. Second, the empirical results show that a positive relation between abnormal returns and unexpected quarterly earnings are found in both repurchases and cross investments. This illuminates the fact that investors are able to distinguish the economic substance of repurchase from that of the cross investments. Finally, there is no substitute effect of repurchases on cross investments.

知識經濟時代的來臨，身負創意和創新能力的人將躍升為主角，多元的生活經驗與豐富的知識是創意者所必備的，閱讀是主要的途徑或管道，且需從小養成閱讀的習慣，以學習累積相關知識。相關研究指出讀得多、讀得有方法的人，其「閱讀動機」也會較高，而國小五年級學生是否會在守門人 — 父母的引領下，養成其個人的閱讀動機，成為一位喜好閱讀、讀得多、讀得勤且讀得有方法的創意新世代，是本研究的研究旨趣。 　　本研究對抽取自台北市、台中縣、台南市與台東縣的487名國小五年級學生，以「閱讀動機問卷」、「父母創意教養量表」、「父母閱讀教養調查問卷」、「閱讀行為調查問卷」、「閱讀策略量表」與「創意生活經驗量表」等六項研究工具進行調查研究。主要研究結果發現：（1）父母的創意教養方式、父母的閱讀教養方式對學生的閱讀動機有顯著正相關。（2）當學生知覺到父母實施較多創意教養方式、正向的閱讀教養方式，和自己擁有較高的閱讀動機時，則其個人為課業、為自己興趣而閱讀的天數較多、一天中的閱讀時間較長、一星期中閱讀書本數也較多，和一個月中為自己興趣閱讀而購買或借閱的書本數也比較多，且擁有較常使用閱讀策略和表現創意的經驗。 　　依據研究結果對家長提出「增強子女閱讀的內在動機」、「家中設置閱讀環境，與塑造閱讀文化」、「要求兒童動手做的行為，以利兒童產生較高層次的行為表現」、「從多元的管道接觸知識，培養兒童批判思考的能力」與「鼓勵並增進兒童的創意生活經驗」等具體建議，並對學校教師與未來相關研究亦提供數點建議。

Bates et al.(2009)之實證發現，美國公司自1980年至2006年之間，平均現金比率有大幅上升的現象，但由於全球資本市場逐漸走向自由化與國際化，因此任一國家的資本市場若受到了某些衝擊，將會迅速地影響、擴散到其他國家，因此本研究認為，現金持有量的改變可能並非單一存在於某幾個國家，而是更廣泛地存在於世界各國；另外，就公司企業的融資決策而言，由於公司本身所持有之現金可能與企業融資決策的改變有較為直接的關係，因此當融資方式有所改變的時候，將較容易於現金比率上反映出來，據此，研究資本市場的變化對企業現金比率的影響，將對瞭解企業融資方式的改變有所助益。因此，本研究以世界35國國內之上市公司為樣本，分析使企業現金比率產生變化的可能原因。 本研究所選用之財務指標以及非財務指標之參數估計值為顯著者，均符合預防性動機(The Precautionary Motive)、代理問題(The Agency Motive)，或是Bates et al.(2009)所提出的「交易成本的考量」等論點；另外，研究結果亦顯示，不論是依循Fama and French (1998)之計量方法，或是使用時間序列截面迴歸(TSCSREG: Time Series Cross Section Regression)之分析方式，在1996年之後，一直到2008年為止，公司的現金比率均會因為股票市場的相對發展程度較高而較高，本研究認為上述現象可能與公司於股票市場上取得資金所需承擔的發行成本之高低有關，此結論亦與前述預防性動機之推論相符合(The Precautionary Motive)。

社交網站一直都是網際網路相關應用與發展中相當蓬勃的一部分。過去傳統的社交網站主要是提供使用者人際互動的服務平台，然而隨著網路技術的進步，社交網站的型態以及所提供的功能也逐漸出現轉變。例如：近來在台灣引起風潮的微網誌Plurk，以及因為其中遊戲開心農場而引起風潮的Facebook都展現了一些過去社交網站所沒有的特質。不論是微網誌簡單、即時的特點，又或Facebook所展現的遊戲性，其所呈現出來的現象、效應，以及對於使用者的影響，實非過去社交網站相關研究所能良好詮釋，並且不論在學界或業界也都越來越受到關注。 基於過去的研究文獻，本研究分別針對兩種不同型態的社交網站進行實證。針對具有簡單、即時特性的微網誌，本研究從訊息特性的差異切入探討，試著去瞭解個體動機對於其在微網誌中自我揭露、即時資訊分享的行為，並且探討個體的使用行為對於其社會支持、對社交網站的依賴以及社會自我效能的影響。而在針對Facebook的部分，本研究則將個體使用社交網路的行為分為從事網路社交活動以及使用網站內嵌社交遊戲，來探討個體使用動機與兩者之間的關係，並且同樣進一步討論使用後對於個體心理與社交層會產生什麼樣的影響。 本研究使用偏最小平方法（Partial Least Squares）針對實證所回收的樣本進行分析。模式一的部分，研究結果顯示人氣、社交與追求流行會顯著影響個體在微網誌中自我揭露的行為；社交和娛樂需求則會正向影響個體即時資訊分享的行為。而自我揭露行為與即時資訊分享會正向影響個體知覺社會支持，並且個體使用微網誌所知覺到的社會支持也會正向影響其社會自我效能。至於在模式二的部分，研究結果顯示人氣、社交、娛樂以及追求流行四種需求會正向影響個體在Facebook中從事網路社交的行為；而沉浸與成就需求則會正向影響個體使用Facebook中內嵌社交遊戲。此外，網路社交行為與社交遊戲使用都會正向影響個體知覺社會連繫以及對於社交網站的依賴，並且社會連繫的高低也與其社會自我效能有正向的關聯性。

本研究旨在探討運用點讀筆是否具有提升國中生之英語學習動機、英語朗讀流暢度及學習滿意度效益。此外，本研究亦探討場地獨立型與場地依賴型不同認知風格學生應用點讀筆進行英語學習，在提升英語學習動機、英語朗讀流暢度上是否具有差異。 本研究以桃園縣某公立國中兩班共62位七年級學生為研究對象，分為實驗組與控制組，實驗組以教師搭配點讀筆進行英語教學，控制組則以教師施予傳統教學方式進行。量化資料分析來自一分鐘口語流暢度之前後測、學習動機與滿意度問卷。所得資料以描述性統計、t考驗、單因子共變數分析與Pearson積差相關進行資料分析與研究結果歸納，質化資料分析包含學生訪談問卷之開放問題與教師教學省思。 本研究之主要發現如下： 1.相較於施予傳統英語教學的控制組，教師應用點讀筆輔助英語教學的實驗組，整體學習動機明顯優於控制組； 2.無論是施予傳統英語教學的控制組或是教師應用點讀筆輔助英語教學的實驗組，兩組的英語朗讀流暢度表現無顯著差異，但在口語朗讀字數進步幅度上實驗組明顯優於控制組；3. 教師應用點讀筆輔助英語教學能顯著提升不同認知風格的學生之英語學習動機； 4.教師應用點讀筆輔助英語教學對不同認知風格的學生英語朗讀流暢度表現無顯著差異，但能顯著提升不同認知風格的學生的口語朗讀字數進步幅度，研究結果顯示實驗組場地獨立與場地依賴學生的英語朗讀字數進步幅度明顯優於控制組； 5.實驗組學生使用點讀筆的次數與口語流暢度具有顯著正相關；6.實驗組學生的學習滿意度顯著優於控制組，實驗組學生自覺應用點讀筆輔以英語教學使他們更勇於開口朗讀英文、會注意發音與語調，對英語學習更有自信、上課更專心，也更積極參與課堂活動。 總結而論，本研究結果顯示教師應用點讀筆輔助英語教學，為一種有助於提升國中學生的英語學習動機、學習滿意度及英語朗讀能力的有效教學模式。國中英語教師可參考此結果，善加運用多元的數位資源融合於英語學習的教學活動之中，以觸發更有效的英語學習效果。最後，根據研究結果，本研究亦提出教師應用點讀筆輔助英語教學在教學、教材設計及教育行政單位配合之建議，希望能作為國中英語教學設計與實務教學上的參考。 / The purpose of this study is to investigate the effects of the intelligent pen on EFL junior high school students’ oral reading fluency, learning motivation and learning satisfaction. It also attempts to compare the performance among students of different congnitive style on learning motivation and oral reading fluency. The pretest-posttest nonequivalent group design was adopted. The subjects were two groups of the junior high school students, one as the experimental group instructed by the application of intelligent pen and the other, as the control group, instructed by the traditional lecture method. At first, a pretest was conducted to measure the students’ English oral reading fluency and learning motivation. At last, English oral reading fluency, English learning motivation and satisfaction were also measured as parts of posttests. The data were analyzed with descriptive statistics, t-test, ANCOVA,and Pearson’s correlation coefficient. As for the data collected from the students’ responses to the questionnaires, they are analyzed both quantitatively and qualitatively. The following were the main findings of this study. 1. The experimental group’s posttest learning motivation score was higher than the control group’s. Compared the experimental group’s pretest and posttest learning motivation scores, the posttest levels were significantly higher than the pretest ones. For the control group, there was no significant difference between the pretest and posttest scores. 2. The experimental group’s posttest English oral reading fluency score was not significantly higher than the control group’s. However, the experimental group made progress more significantly than the control group. For the experimental group and the control group, there were significant difference between their own pretest and posttest scores, because the control group was still offered more chances to read English aloud than before. 3.Not only field-independent (FI) students but also field-dependent (FD) ones were superior in the learning motivation. 4.Both the Field-independent (FI) and field-dependent (FD) students of the experimental group made progress in a gain of WCPM more significantly than the control group. 5. A student’s oral reading fluency score was positive correlation with the frequency of using the intelligent pen. 6. The experimental group’s posttest learning satisfaction scores were significantly higher than the control group’s.The findings suggest that the students of the experimental group’s learning satisfaction toward English had improved significantly after the proposed instruction. Most students reported that not only their pronunciation and intonation had become better but also they had become more concentrative in class and more active in participating in the classroom learning owing to the intelligent pen. In conclusion, compared with the traditional lecture method, applying intelligent pen to English teaching had significantly positive effect on promoting junior high school students’ English oral reading proficiency, learning motivation, and learning satisfaction. Furthermore, the students held positive attitudes towards the proposed instruction. Designing teaching curriculum, the English teachers in junior high schools may take the effects and differences into consideration.Meanwhile, the teachers can apply the digital resource in the English teaching activities to achieve more effective learning results. Hence, pedagogical implications and suggestions for future research are provided in the end.

本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形，此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知，比較其中差異。很少研究同時參考雙方面的意見，本研究透過問卷的方式詢問老師使用動機策略的頻率，也詢問學生對於相同教師策略使用頻率的感受，目的在找出何種動機策略最常被使用，也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點，以瞭解在學生的觀點中，哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人，學生216人。另外，研究者還進行了10堂課的課室觀察，期以觀察所得的資料與師生填寫的問卷資料做對照。 研究結果顯示，學生和老師大致上對使用頻率較高的策略有共識。在48個動機策略當中，老師和學生對各項的排序幾乎相同。前幾名分別是適當的教師行為、辨別出學生的努力、適當地呈現教學任務、提升學習者的自我信心、創造愉悅的教室氣氛等。但是程度上老師表示的和學生體認到的卻大不相同，以T檢定比較學生和教師問卷，發現大部分項目都達顯著性差異，教師表示使用的頻率高，但學生體驗到的頻率卻相對較低。在課室觀察的資料中，發現最常被觀察到教師使用的動機策略為：呈現教學工作、提供回饋、教師行為、提升學習者自主性，和提升與第二語言相關的價值，可能因為這些外顯行為的項目較其他容易被實際地觀察到。 此外，比較學生對不同策略重要性的看法問卷當中也指出，學生對於動機策略的想法的確和老師報導的使用頻率不相同。學生對重要性前幾項依序為：提升學習者的自主性、創造愉悅的教室氣氛、辨別學生的努力、適當的教師行為，和提升學習者的自信心。特別在提升學習者的自主性這個類別裡，老師和學生的看法就很不一樣。老師們最少使用這個類別的策略，但是學生卻認為這些是最有效於提升他們對學習語言動機的策略。 / The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data. The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable. In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.

University of Macau / Faculty of Education

University of Macau / Faculty of Education