原住民國中生一直處於不利的語言學習環境中，因而在英語學習的過程中，潛在一些值得探索的問題，包括學習態度與動機。本研究旨在探討臺灣現行英語教學對原住民國中生學習態度與動機的成效；同時，本研究也探討原住民家長的態度，以期能對其子女的英語學習有所助益。 本研究資料分別取自新竹縣二所國中的190位學生(106位原住民: 84位非原住民)及162位家長(78位原住民: 84位非原住民)的問卷，並採用三種統計方法進行分析：描述性統計、獨立樣本T檢定、斯皮爾曼等級相關。資料分析結果如下: 1.原住民國中生對英語學習的整體態度和非原住民國中生一樣高。 2.原住民國中生對英語課程的滿意度和非原住民國中生一樣，皆為中級滿意度。 3.原住民國中生的父母對英語學習的正面態度及支持度和非原住民國中生的父母一樣高。 4.與原住民國中生的英語學習動機有顯著相關的因素為：學習英語的態度、子女對父母支持英語學習的認知、對英語課程的滿意度。 本研究亦發現原住民國中生的正面態度與動機並未因而帶動學習風氣；另外，原住民學生的家長並未因為對英語學習持肯定的態度與支持度而主動參與子女的學習中。 / The disadvantageous language learning environment which aboriginal junior high school students are placed in contributes to some potential problems in the process of their English learning, including attitudes and motivation. An aim of this study was to investigate whether the current context of English teaching in Taiwan affect aboriginal junior high school students’ attitudes toward the language and motivation in learning it. Two self-report questionnaires were respectively distributed to 190 8th- and 9th- grade students (106 aborigines vs. 84 non-aborigines) and 162 parents (78 aborigines vs. 84 non-aborigines) from two junior high schools in Hsin-Chu. Three statistical methods were conducted to analyze the data collected. They were the descriptive statistics, the independent sample t-test, and Spearman rank-order correlation. The findings of the study are summarized. First, aboriginal students’ overall attitudes toward English learning were as high as those of non-aboriginal ones. Second, aboriginal students were as motivated to learn English as their non-aboriginal counterparts on account of the medium degree of satisfaction with English classes existing in both of them. Third, like those of non-aboriginal students, parents of aboriginal students presented very positive attitudes toward and support for English learning. Finally, the variables that significantly correlated with aboriginal students’ motivation in learning English were “their attitudes toward English learning,” “their perceptions of parents’ support for English learning,” and “the degree of their satisfaction with English classes.” The results of the study also revealed that aboriginal students were not exposed to English more often outside the classroom in spite of their positive attitudes and motivation. Besides, in spite of the positive attitudes toward and support for English learning, parents of aboriginal students did not involve themselves in the process of learners’ English learning.