本研究旨在透過角色扮演融入英語繪本教學在台灣國小二年級英語課室的運用，探討其對於英語學習動機和態度及英文朗讀能力之影響，並了解國小低年級學童對於角色扮演融入英語繪本教學之回應。本研究之台北市某國小的二年級一個班級學生共22人為研究對象，研究面向在英語學習動機方面著重於了解年幼英語初學者生的學習動機在內在學習動機方面及社會因素方面影響的改變。在英文朗讀能力方面著重角色扮演融入英語繪本教學對於朗讀流暢性、朗讀清淅度及字彙認讀之影響。資料蒐集包括前後評量、前後問卷調查及學生訪談。資料分析顯示學生英文朗讀在朗讀流暢性、朗讀清淅度及字彙認讀的進步情形。資料分析且顯示學生英語學習動機在社會因素方面的轉變。本研究結果顯示：一、角色扮演融入英語繪本教學有助於提升國小低年級英語初學者在社會因素方面的英語學習動機，學生更喜歡和老師一起讀英文繪本，也更喜歡和同學一起完成英文閱讀課裡的角色扮演活動。二、角色扮演融入英語繪本教學對於國小低年級英語初學者英語朗讀在朗讀流暢性、朗讀清淅度及字彙認讀方面有正面的影響且低成就學生之進步較明顯。三、國小低年級英語初學者對於角色扮演融入英語繪本教學運用在英語課堂學習的評價是正面的。最後，研究者歸納出研究結果並對未來進一步的研究提出參考建議。 / The purpose of this three-set/eight-class action research was to explore the effects of integrating Role Play into English picture books on second graders’ motivation and attitudes and oral reading ability in a second grade EFL classroom. Three research questions are as follows: 1. Does integrating Role Play into picture books improve second graders’ motivation/attitudes toward learning English? 2. Does integrating Role Play into picture books improve second graders’ English reading ability? 3. What are the participants’ perceptions of the integrating Role Play into picture books? Twenty-two students were involved to participate in this study. Three kinds of instruments were used, composed of the MLE (Motivation for Learning English) questionnaire, oral reading ability test (ORAT) and interviews. Before giving instruction of integrating Role Play into picture books, the pre-MLE questionnaire and pre-ORAT were administrated to measure students’ previous motivation and oral reading ability. The teaching and interviews were recorded to the purpose of classroom observation, modifying the experiment and collecting the data to accompany the results from the MLE and ORAT. After integrating Role Play into picture books, the post- MLE questionnaire and post-ORAT were used to compare and explain how students’ motivation/attitudes changed and their oral reading ability improved. Furthermore, interviews were conducted to understand students’ perspective toward integrating Role Play into picture books. Based on the findings, integrating Role Play into picture books has created an interesting environment for young EFL learners to use the language. That is, young learners as second graders need peer group’s accompany and proper pressure from performance to create a safe and positive learning environment in language classroom. The major results are summarized as follows: 1. The comparison of results of oral reading ability showed that more than half of the participants have made an improvement in oral reading ability, in terms of fluency, correct reading (“read correctly”), and vocabulary recognition (“vocabulary”), after the instruction. 2. The results of the questionnaires showed an improvement on participants’ motivation of social aspects and a small percentage of improvement on the two constructs of intrinsic motivation, learning curiosity and importance of learning, but not on learning involvement of intrinsic motivation. 3. The instruction of integrating Role Play into picture books had improved participants’ motivation for learning English on social aspects in terms of the participants like to read English picture books with teacher and classmates and like to work with classmates to finish the task of role play in English reading classes. 4. Students have gained attitude change toward English learning from integrating Role Play into picture books. They liked English more, practiced English by listening to CD, and recited more English words than the adult asked, and etc. Besides, the eight students’ oral description showed that five out from them felt the pressure to perform on the stage but no one of them felt pressure in group practice. The results showed the importance of peer group practice to make them feel relaxed without pressure. Finally, it is hoped that this study will provide more insightful ideas for educators and teachers. Regarding young learners, they need more interesting activities and opportunities to use the language. Key words: role play, motivation and attitudes, oral reading ability, elementary English

本研究旨在比較台北市與上海市國中生英語學習動機。本研究為質性研究，藉由兩地國中生以及他們的師長與家長的訪談，以理解兩地國中生的英語學習動機及影響學習動機的因素與結果。研究發現，台北市學生英語學習較趨以興趣為導向， 雖然他們仍須面對升學考試。而上海市學生面對人口競爭，學習壓力大，英語學習動機強烈。 / This study tried to investigate the different motivation in English learning and the elements that influence the student's motivation between the junior high school students in Shanghai and Taipei. This study is conducted through social observation and qualitative research approaches. The scope of this study focuses on the investigation in Taipei and Shanghai. The subjects of this research will be the junior high school students in Taipei and the junior high school students in Shanghai, and the graduated or elder students, and the students' teachers and parents as well. After the research, there are some findings. The overpopulated pressure lead students in China must study harder to enter top prestigious universities. The interviewers in this study revealed that Taiwanese students do not totally study due to external stress and English learning is based on interests. Parents in Taiwan hope their kids not only learn English for good grades but also develop their interests in English learning. In Shanghai, parents urge their children to study all the time. Parents concern the school grades very much. In Taipei, teachers are willing to be students’ friends. Differently, teachers in Shanghai are more authoritative than in Taipei. Teachers emphasize the accuracy on English learning. China’s accession to WTO affects the model of English learning. Globalization accelerates the trend to learn English. These years China runs some world-class convention and exhibition which attract more international business and tourists and encourage Chinese to learn English. In the process in this study, we found the English learning motivation of students in Shanghai is stronger than Taiwan's students.

自1999年起我國實施開辦大學研究所碩士在職專班，開啟高等教育新紀元，迄今已實施10多年，根據教育部2010年的大專院校概況統計，98學年度碩士在職專班學生數高達57,074人。碩士在職專班儼然成為在職人士進修學習的熱門方法。 因此本研究希望針對在職專班學員進行學習成效評估，以瞭解「在職專班課程」是否達到學員入學前的動機需求。另本研究也將試圖找出影響在職人士參與在職專班課程的動機因素，並分析在職人士參與在職專班課程之動機對於其學習成效之影響性。此外將針對在職人士參與在職專班課程學習行為對於學習成效之影響進行探討。 本研究以政大「行政管理碩士在職專班」88級至97級歷屆學員進行問卷調查，共發出問卷150份，回收問卷總數為106份，總回收率為70.6%，扣除退件及填答不完全的無效問卷，有效問卷105份，有效樣本回收率佔70%。本研究資料分析除以描述性統計外，且以T檢定、單因子變異數分析、皮爾森積差相關分析及多元迴歸分析等方式予以統計驗證， 本研究發現：1、學習動機中以「求知興趣」動機取向最強，其次為「職業進展」取向，以「外界期望」動機取向最弱；2、學習行為中以「學習策略」最佳，以「學習習慣」最差；3、學習滿意度中以「學習氣氛」最佳，以「課程內容」最低；4、學習之成效評估則以「學習層面」最強，「行為層面」最弱；5、不同背景變項在職專班學生參與在職專班課程其「學習動機」、「學習行為」及「學習成效」皆有顯著差異；5、在職專班學員「學習動機與其學習行為」、「學習動機與其學習滿意度」、「學習動機與其成效評估」、「學習行為與其學習滿意度」、「學習行為與其成效評估」皆達顯著正相關；6、學員之學習動機強烈，其學習滿意度程度亦會跟著提高。學員之學習行為愈佳，對於參與在職專班課程之學習滿意度也高。 經由研究結果本文提出下列建議：1、建議未來相關系所辦理在職專班課程，有關課程規劃部份，可考量在職專班學員學習動機之取向，設計提供學員增進知能、彌補專業力並且可與工作進行連結應用之課程；2、各系所除提供及規劃合適課程外，亦需營造師生、同儕之間人際交流的氣氛，學習氣氛之建立將可增加學員學習之效果；3、建議未來可以擴大研究的對象至不同領域之在職研究所，藉以比較不同領域系所間學習滿意度的差異及人力專業成長的差異情形；4、建議增加更多面向的實証研究，以完備研究內容；5、建議未來研究能融入質性的訪談，將能獲得更深入的資料。

本研究旨在透過量化研究的方式，探究國小高年級學童知覺的教師教學風格類型與數學學習情緒、學習動機之間的關係。於研究歷程中，擇定台北市、新北市國小高年級學童共計872人為研究對象，採用教師教學風格量表、數學學習情緒量表、數學學習動機量表為評量依據，蒐羅研究資料，進而輔以描述統計與分析、卡方考驗、獨立樣本t考驗、皮爾遜積差相關分析、多元迴歸分析等統計方法進行結果分析。本研究之主要發現如下： 1.國小高年級學童知覺的教師教學風格類型以學習者中心型居多，教學者中心型次之。 2.國小高年級學童在數學學習情緒中之正向活化情緒與負向活化情緒兩方面的感知度同樣強烈，但正向活化情緒略高於負向活化情緒。 3.國小高年級學童在數學學習動機之動機涉入概念方面，以「堅持」之得分最高，「工作選擇：挑戰性」居次，「工作選擇：取悅他人」最低；而在行動控制策略方面，「情境控制」之平均得分略高於「他人控制」。 4.不同性別之高年級學童知覺的教師教學風格類型有顯著差異。 5.不同教師性別之高年級學童知覺的教師教學風格類型有顯著差異。 6.不同性別之高年級學童在正向活化情緒方面有顯著差異，且男生的感受度會較女生強烈。 7.不同性別之高年級學童在負向活化情緒方面有顯著差異，且女生的感受度會較男生強烈。 8.不同教師性別之高年級學童在正向活化情緒方面無顯著差異。 9.不同教師性別之高年級學童在負向活化情緒方面無顯著差異。 10.不同性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」與「工作選擇：取悅他人」層面有顯著差異，且男生得分會顯著高於女生。 11.不同性別之高年級學童在動機涉入概念方面之「堅持」層面並無顯著差異。 12.不同性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面皆有顯著差異，且女生得分顯著高於男生。 13.不同教師性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」、「工作選擇：取悅他人」、「堅持」層面皆無顯著差異。 14.不同教師性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面無顯著差異。 15.教師教學風格與負向活化情緒之間未有顯著相關性。 16.教師教學風格與正向活化情緒之間存有顯著負相關。 17.高年級學童在正向活化情緒方面的得分與動機涉入概念的三個面向皆有顯著正相關。 18.高年級學童在正向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 19.高年級學童在負向活化情緒方面的得分與動機涉入概念之「工作選擇：取悅他人」層面有顯著正相關，與「工作選擇：挑戰性」、「堅持」兩層面之得分則未存有顯著相關性。 20.高年級學童在負向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 21.高年級學童知覺之教師教學風格與動機涉入概念中的「工作選擇：挑戰性」、「堅持」兩個層面存有顯著負相關，但與「工作選擇：取悅他人」層面無顯著相關性。 22.高年級學童知覺之教師教學風格與行動控制策略中的「情境控制」和「他人控制」兩個層面皆存有顯著負相關。 23.數學學習情緒對教師教學風格與數學學習動機的關係有顯著的中介效果。 最後，依據研究結果進行討論，並針對教育工作者、父母、未來研究者提出 具體建議，供後續實務工作及研究參酌。 / This study aims to explore the relationship between teacher’s teaching styles perceived by elementary school higher-grade students, and emotions and motivations in math learning by the method of quantitative research. Samples of the study are 872 elementary school higher-grade students in Taipei city and New Taipei city; the data are gathered by the scores evaluated through teaching styles scale sheet, emotion scale sheet for math learning, and motivation scale sheet for math learning, in addition, the data are further analyzed by descriptive statistics, chi-square test, independent- samples t test, Pearson product-moment correlation analysis, and multiple regression analysis; the results of the study are as follows: 1.The majority of the teachers’ teaching styles perceived by the students are the learner-oriented styles; the second high is the teacher-oriented styles. 2.The students have equal strong perceptions on the activation of positive emotions and negative emotions; however, the level of positive motions is slightly higher than that of negative emotions. 3.On the motivational engagement of the students on math learning, the students earn the highest score in “insistence”, the second high, in “choosing challenging works”, the lowest, in “choosing pleasing works”; on action control strategy, the students earn slightly higher score in “environment control” than in “people control”. 4.Gender of the students significantly influences their perceptions on the teaching styles. 5.Gender of the teachers influences the teaching styles perceived by the students. 6.Gender of the students significantly influences their activation of positive emotions and boys perceive the activation stronger than the girls do. 7.Gender of the students significantly influences the activation of negative emotions and girls perceive the activation stronger than the boys do. 8.Gender of the teachers does not significantly influence the activation of positive emotions of the students. 9.Gender of the teachers does not significantly influence the activation of negative emotions of the students. 10.Gender of the students significantly influences their motivational engagement on the aspects of “choosing challenging works” and “choosing pleasing works”, and boys earn higher scores than girls. 11.Gender of the students does not significantly influence their motivational engagement on “insistence”. 12.Gender of the students significantly influences their choosing of strategy of action control on the aspects of “environment control” and “people control”, and girls earn high scores than boys. 13.Gender of teachers does not significantly influence the students’ motivational engagement on the aspects of “choosing challenging works”, “choosing pleasing works”, and “insistence”. 14.Gender of the teachers does not significantly influence the students’ choosing of strategy of action on the aspects of “environment control”, and “people control”. 15.The teachers’ teaching styles are not significantly correlated to the activation of negative emotions. 16.Teachers’ teaching styles are significantly correlated to the activation of positive emotions. 17.The scores of the students in the activation of positive emotions are significantly positively correlated to the three aspects of motivational engagement. 18.The scores of the students in the activation of positive emotions are significantly positively correlated to the two aspects of action control. 19.The scores of the students in the activation of negative emotions are significantly positively correlated to the aspect of “choosing pleasing works” of motivational engagement; the scores, are not significantly correlated to the aspects of “choosing challenging works”, “and “insistence”. 20.The scores of the students in the activation of negative emotions are significantly positively correlated to the two aspects of action control. 21.The students’ perceptions of teachers’ teaching styles are significantly negatively correlated to the aspects of “choosing challenging works”, and “insistence” of motivational engagement; however, the perceptions are not significantly correlated to the aspect of “choosing pleasing works”. 22.The students’ perceptions on teachers’ teaching styles are significantly correlated to the aspects of “environment control” and “people control” of action control strategy. 23.The emotions in math learning have significant mediating effect in the relationship between teaching styles and motivations in math learning. In addition, the results of the study may serve as a reference for future studies and as practical suggestions for teachers and parents.

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.

本研究旨在探討影響台灣非英語系大學生英語學習動機之因素，並建構動機模式。透過文獻探討，此動機模型包含以下五種動機成分：「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」。本研究之研究對象為302位來自台北市8所大學的非英語系大一生。研究工具為包含「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」五個量表的動機問卷。資料分析方法為結構方程模式(Structural Equation Modeling)。首先探討初始假設模型與樣本的適配情形，其次根據修正指標及相關理論進行模式修正，修正後之模式與資料適配。修正後的模式中，「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」彼此相關。然而，在此四變項中，僅「融合取向」(Integrativeness)」對於「動機行為(Motivational Behaviors) 」有顯著影響。此結果顯示「融合取向」(Integrativeness)」之定義可能已有所轉變。而研究對象之背景、變項之間的相互抵銷作用以及中介變項可能是其餘三變項對於「動機行為(Motivational Behaviors) 」無顯著影響之因。文末進一步提出相關建議，以期能作為台灣英語教師及未來研究參考。 / The purpose of this study was to investigate what kinds of motivational component influence motivational behaviors of Taiwanese non-English majors, and to propose an empirically grounded model of English learning motivation which presented the relationship among these components. The components in the model are Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. The participants in the study were 302 freshmen studying in Taipei City. The instrument was an adapted questionnaire composed scales of Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. Structural Equation Modeling (SEM) was applied to analyze the data. The hypothesized model was tested and modified using the 302 samples of the participants. In the final model, the four components, Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation were found to correlate with one another. However, among the hypothesized influences on Motivational Behaviors, namely, the influences from Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation on Motivational Behaviors, only the path between Integrativeness and Motivational Behaviors was left in the modified model. The result may indicate the transfer of the definition of Integrativeness, and the two removed paths and one no significant path may be explained by the background of the participants, the compensatory effects, and the existence of mediating variables. Finally, it is expected that the results of the present study offer a new perspective to understand Taiwanese EFL learners’ English learning motivation, and provide pedagogical implications for English instructors in Taiwan and future studies.

英語字彙的知識和能力是學好英語的關鍵因素之一，同時亦是影響閱讀流暢度的主要原因。但英語字彙教學常受限於時間及語言學習環境的限制，致使學習成效有限。隨著資訊科技的進步，許多研究著手於發展科技輔助英語字彙學習系統來輔助學習者進行英語字彙學習，希望能將英語字彙學習擴展到課程之外的時間。過去閱讀標註系統已被成功應用在提升學生的閱讀及字彙能力，然而相關的研究大都以使用文字、圖片和影片單一標註功能為主，鮮少研究探討多媒體閱讀標註對於字彙學習的研究。此外，閱讀標註部份也以教師的標註輔助學習為主，未有透過學生合作標註輔以英語字彙學習的研究。鑒於多媒體標註功能對教學的助益，本研究探討以具多媒體標註功能的數位閱讀標註系統來輔助英語字彙學習，不同多媒體標註組合對於英語字彙學習的影響差異。 據此，本研究探討在英文閱讀文本上讓國小學童採用文字及聲音(學生錄音)、圖片及聲音(學生錄音)與文字、圖片及聲音(學生錄音)等三種不同多媒體閱讀標註輔以英語字彙學習，對於兒童英語字彙學習成效、英語學習動機、學習滿意度以及記憶保留的影響差異。此外，也進一步探討採用上述三種不同多媒體閱讀標註輔以英語字彙學習，對於不同認知風格、不同英語能力及不同性別學童的英語字彙學習成效、英語學習動機、學習滿意度，以及記憶保留的影響差異，希望能發展出最有助於兒童基於多媒體閱讀標註輔以英語字彙學習的有效閱讀標註輔助學習模式。 研究結果發現：（1）採用語音標註搭配文字及圖片標註的學童在英語字彙學習的成效上，顯著優於採用語音標註搭配圖片標註的學童，而採用語音標註搭配圖片標註的學童之成效又顯著優於採用與語音標註搭配文字標註的學童；（2）採用語音標註搭配文字及圖片標註以及採用語音標註搭配圖片標註的學童在英語字彙記憶保留的成效上顯著優於採用語音標註搭配文字標註的學童；（3）採用三種不同多媒體搭配進行合作式閱讀標註的學童，其英語學習動機除了使用語音標註搭配文字標註的學童在「動機強度」向度的表現顯著優於使用語音標註搭配圖片標註的學童外，其餘向度未達顯著差異；而學習滿意度均無顯著差異；（4）採用語音標註搭配文字及圖片標註的圖像型學童，在英語字彙學習成效顯著高於採用語音標註搭配文字標註的圖像型學童；（5）採用語音標註搭配文字及圖片標註進行英語字彙學習的圖像型學童之英語字彙學習保留成效，顯著優於採用語音標註搭配文字標註的圖像型學童；（6）採用語音標註搭配文字及圖片標註的高分組學童之英語字彙學習成效，顯著高於採用語音標註搭配文字標註以及採用語音標註搭配圖片標註的高分組學童；（7）採用語音標註搭配文字及圖片標註的高分組學童之英語字彙學習保留成效，顯著優於採用語音標註搭配文字標註的高分組學童；（8）學童採用語音標註搭配文字、語音標註搭配圖片標註、語音標註搭配文字及圖片標註三種模式進行合作式閱讀標註，其英語字彙學習成效與英語字彙記憶保留程度，以及英語學習動機與學習滿意度之間具顯著相關性。最後，本研究亦提出應用多媒體標註於英語教學以及未來研究方向上的建議。 / English vocabulary knowledge and capability are the key factors in well learning English as well as the major factor in reading fluency. Nonetheless, English vocabulary teaching is often restricted to time and language learning environments to further restrict the learning achievement. With the advance of information technology, a lot of research focuses on developing technology-assisted English vocabulary learning systems to help learners’ English vocabulary learning, expecting to expand English vocabulary learning to the time beyond lessons. Past reading annotation systems were successfully applied to enhance students’ reading and vocabulary capabilities. However, most relevant research stressed on single annotation function of text, picture, and video, but seldom on multimedia reading annotation towards vocabulary learning. Moreover, reading annotation also concentrated on teacher annotation-assist learning, but not on student cooperative annotation assisted English vocabulary learning. In consideration of the assistance of multimedia annotation in teaching, a digital reading annotation system with multimedia annotation functions is utilized for English vocabulary learning to discuss the effects of different multimedia annotation combination on English vocabulary learning. Accordingly, English vocabulary learning assisted with different multimedia reading annotation of text & voice (student recording), picture & voice (student recording), and text, picture & voice (student recording) in English reading texts for elementary pupils is investigated the effects on children’s English vocabulary learning achievement, English learning motivation, learning satisfaction, and memory retention. Furthermore, the above multimedia reading annotation assisted English vocabulary learning are also discussed the effects on English vocabulary learning achievement, English learning motivation, learning satisfaction, and memory retention of pupils with different cognitive styles, English capabilities, and genders, expecting to develop the most effective reading annotation assisted learning model based on multimedia reading annotation assisted English vocabulary learning. The research findings are summarized as below. (1) Pupils applying voice annotation with text & picture annotation significantly outperform the ones with voice annotation and picture annotation on English vocabulary learning achievement, while the ones with voice annotation with picture annotation remarkably outperform those voice annotation and text annotation. (2) Pupils applying voice annotation with text & picture annotation and the ones applying voice annotation with picture annotation notably outperform the others with voice annotation and text annotation on the achievement of English vocabulary memory retention. (3) Among pupils applying different multimedia with cooperative reading annotation, the ones with voice annotation and text annotation present significantly better performance than those with voice annotation and picture annotation on Motive Strength in English learning motivation, but not on the rest dimensions. Besides, the learning satisfaction does not appear remarkable difference. (4) Pictorial pupils applying voice annotation with text & picture annotation notably present higher English vocabulary learning achievement than those pictorial pupils with text annotation. (5) Pictorial pupils applying voice annotation with text & picture annotation significantly outperform the other pictorial pupils with voice annotation and text annotation on the achievement of English vocabulary learning retention. (6) High-score pupils applying voice annotation with text & picture annotation remarkably outperform the other high-score pupils applying voice annotation with text annotation and voice annotation with picture annotation on English vocabulary learning achievement. (7) High-score pupils applying voice annotation with text & picture annotation notably outperform the other high-score pupils with voice annotation and text annotation on the achievement of English vocabulary learning retention. (8) Pupils applying different cooperative reading annotation of voice annotation with text annotation, voice annotation with picture annotation, and voice annotation with text & picture annotation show significant correlations between English vocabulary learning achievement and English vocabulary memory retention as well as English learning motivation and learning satisfaction. Finally, suggestions for applying multimedia annotation to English teaching and for future research directions are also proposed in this study.

本研究主要目的是以文獻分析、問卷調查、潛在成長模式等方法探討數學焦慮、數學學習動機與數學學業成就等三個變項的縱貫模式及因果結構模式。根據五百二十九位國三學生所填的五波調查問卷資料，進行兩部分研究。 研究一乃在估算數學焦慮、數學學習動機、數學學業成就的潛在改變量模式及 數學焦慮、數學學習動機、數學學業成就兩兩之間的因果結構模式。結果發現1.數學焦慮縱貫模式上，符合「焦慮遞增理論」；2.數學學習動機縱貫模式上，符合「動機先升後降理論」；3.數學學業成就縱貫模式上，符合「成就先升後降理論」； 4.數學焦慮與數學學習動機因果結構模式上，符合「動機焦慮交互激發效果理論」；5.數學焦慮與數學學業成就因果結構模式上，符合「焦慮成就交互抑制效果理論」；6.數學學習動機與數學學業成就因果結構模式上，符合「動機成就交互激發效果理論」。 研究二則依據研究一二變項因果結構統計驗證成立的三套理論，建構出三變項因果結構六模式，並驗證有無中介效果。結果顯示，1.前焦慮、中動機、後學業成就因果模式上，符合「動機未完全中介前焦慮、後學業成就理論」；2. 前動機、中焦慮、後學業成就因果模式上，符合「焦慮未完全中介前動機、後學業成就理論」；3.前焦慮、中學業成就、後動機因果模式上，符合「學業成就未完全中介前焦慮、後動機理論」；4.前學業成就、中焦慮、後動機因果模式上，符合「焦慮未完全中介前學業成就、後動機理論」；5. 前動機、中學業成就、後焦慮因果模式上，符合「學業成就未完全中介前動機、後焦慮理論」；6.前學業成就、中動機、後焦慮因果模式上，符合「動機未完全中介前學業成就、後焦慮理論」。 除了上述結果外，研究也對數學焦慮、數學學習動機與數學學業成就縱貫模式的趨勢與時間效果量，國三學生轉折點界定，數學焦慮、數學學習動機與數學學業成就適當模式產出及個別中介角色剖析有深入探討。 / This study, using literature review, questionnaire survey, and latent growth model, investigated the longitudinal model and causal model among math anxiety, learning motivation, and academic achievement. After collecting 529 students with 5 waves, I conducted two studies. The purpose of study 1 was to estimate the latent change model and the causal model of math anxiety, learning motivation, and academic achievement. Results showed that 1. The anxiety increasing theory was supported by the math anxiety longitudinal model. 2. The first increasing then decreasing theory was supported by the math learning motivation longitudinal model. 3. The first increasing then decreasing theory was supported by the math academic achievement longitudinal model. 4. The reciprocal activated effect theory was supported by the math anxiety and learning motivation causal models. 5. The reciprocal inhibitive effect theory was supported by the math anxiety and academic achievement causal models. 6. The reciprocal activated effect theory was supported by the math learning motivation and academic achievement causal models. According to the final three theories stated above and proved by study 1, I constructed the six causal models in order to verify the mediated effects of math anxiety, math learning motivation, and math academic achievement. I found that 1. Math learning motivation did not mediate fully the effects on early math anxiety and late math academic achievement. 2. Math anxiety did not mediate fully the effects on early math learning motivation and late math academic achievement. 3. Math academic achievement did not mediate fully the effects on early math anxiety and late math learning motivation. 4. Math anxiety did not mediate fully the effects on early math academic achievement and late math learning motivation. 5. Math academic achievement did not mediate fully the effects on early math learning motivation math and late math anxiety. 6. Math learning motivation did not mediate fully the effects on early math academic achievement and late math anxiety. In addition, the research also explored the longitudinal model trend and effect, the key period for 3rd year junior high school students, the proper models, and the mediated roles among math anxiety, learning motivation, and academic achievement.

語用教學研究大多專注在教學成效，並以量化研究比較跨文化語用文化規範和溝通策略之差異，然，只有少數的質化研究探討語用研究理論如何落實在外語教學師生的學習動機。準確來說，本研究檢視以英語為外語師生如何看待語用能力培養，以及學習社會語言之動機相關經驗。先前文獻已經指出，第二語言語用學習動機研究，需要投入更多的努力。 因此，本質化個案研究旨在探討臺灣以英語為外語師生學習語用動機。資料蒐集透過面訪、課室觀察和課堂筆記以及研究者的省思日誌，從學習動機的角度審視外語語用教學，洞悉多層次語言學習動機。 研究結果顯示，受訪師生均認為語用教學對第二語言發展極為重要，縱使社會政治情境因素的干擾，諸如考試領導教學、授課時數嚴重不足和偏重語法教學，然而，在學習語言禮貌和適切性方面，受訪者均偏好語言實用功能和實際生活應用，甚於傳統單一語法教學。受訪老師指出在語言四項技能統整課程，語用教學比例明顯偏低，認為語用教學在臺灣並不普及。另外，臺灣英語為外語老師普遍未能滿足學生語用學習需求。 雖然師生起初對學習外語語用似乎未注意其重要性，然而，在回顧外語學習的歷程中，受訪者提高對於文化適切表達之醒覺。本研究期許幫助臺灣學習英語為外語師生了解語用教學在溝通功能中扮演的重要角色，促進未來語用教學研究之實踐，發展語言使用者之溝通能力。 / Though much of L2 pragmatics research has focused on the effectiveness of instructional pragmatics and cross-cultural variations of pragmatic norms and strategies used in the target language via cross-sectional quantitative research, little, however, has been conducted to explore teachers’ and students’ motivational experiences of implementing pragmatics instruction in real-life teaching and learning practices in EFL contexts. Specifically, little was known about what and how teachers and students perceive the role of developing pragmatic ability and their motivations to teach and learn socio-pragmatic functions since prior research has suggested that more research efforts should be done in the line of L2 pragmatics research. Therefore, this study aims to investigate both teachers’ and students’ motivations of learning and teaching pragmatics through qualitative research. Multiple data sources were collected through face-to-face interviews, classroom observations and field notes as well as the researcher’s reflective journals, to illuminate the dynamic, multifaceted motivational experiences of L2 instructional pragmatics. The findings suggest that both teachers and students considered the role of teaching and learning pragmatics essential to second language development pertaining to the polite and appropriate use of the target language, and its learning utility, practical functions and intrinsic interest in using language for authentic communication purposes despite the sociopolitical factors, such as exam-oriented teaching, lack of top-down institutional support and the implementation of English language policy in Taiwan. Nevertheless, the teacher voiced her inadequacy of teaching L2 pragmatics in a four-skill integrated course and demonstrated her concerns about the prevalence of teaching students how to speak English in a culturally appropriate way, which is, however, contrary to students’ eager expectations to learn L2 pragmatics. Albeit both the teacher and the students tended to ignore L2 pragmatics at first, after the initial reflections they raised their awareness of culturally speaking in an appropriate way. In this study, it was hoped to empower both teachers and students to understand their teaching and learning practices by sensitizing them to L2 pragmatics in EFL contexts, to facilitate the implementation of L2 pragmatics instruction in the classroom and to underscore the importance of developing learners’ communicative competence in Taiwan.

近年來隨著網路學習的發展，能夠透過網路輔以學習者進行線上合作閱讀學習的合作數位閱讀標註系統興起，並已發展出多媒體的標註模式，不但可以由學生自己針對閱讀文本進行合作閱讀標註，更可以在閱讀文本上進行標註互動討論，具有提昇閱讀理解成效的效益。而數學應用問題的閱讀理解，影響學習者對於數學應用問題的解題甚巨，但是長久以來並無好的提升數學應用問題閱讀理解策略。本研究比較採用合作數位閱讀標註系統及使用傳統同儕面對面合作學習數學應用問題的實驗組與控制組學習者，在解決數學應用問題的學習成效及學習動機上是否具有顯著差異。此外，亦探討場地獨立/場地依賴型不同認知風格及高/低不同學習能力的學習者，採用上述兩種不同學習方法進行數學應用問題學習之學習成效與學習動機是否具有顯著的差異，最後探討實驗學習者使用此合作式數位閱讀標註系統輔以數學應用問題學習之學習滿意度。 研究結果發現：（1）採用合作式數位閱讀標註系統輔以進行數學一元一次方程式應用問題學習，在學習成效與學習動機上均顯著優於傳統同儕面對面合作學習數學一元一次方程式應用問題；（2）採用合作式數位閱讀標註系統以及傳統同儕面對面合作學習輔以進行數學一元一次方程式應用問題學習的實驗組與控制組學習者，在回歸到一般學習後，實驗組在學習成效上仍顯著優於控制組學習者；（3）無論是場地獨立或場地相依認知風格學習者，採用合作式數位閱讀標註系統輔以進行數學一元一次方程式應用問題的標註學習後，在學習動機上均顯著優於採用傳統同儕面對面合作學習輔以進行數學一元一次方程式應用問題學習的控制組學習者；（4）無論是高低不同能力學習者，採用合作式數位閱讀標註系統輔以進行數學一元一次方程式應用問題的標註學習後，在學習動機上均顯著優於採用傳統同儕面對面合作學習輔以進行數學一元一次方程式應用問題學習的控制組學習者；（5）實驗組場地獨立學習者在使用合作式數位閱讀標註系統後的學習動機優於場地相依學習者；（6）實驗組高學習能力學習者在使用合作式數位閱讀標註系統後的學習動機優於低能力學習者。 綜合以上，本研究所提出採用合作數位閱讀標註系統輔以數學應用問題閱讀理解的學習模式，具有提升學習動機與閱讀理解成效的效益，可推廣至解決更複雜數學單元之閱讀理解，甚至發展為創新數學教學之翻轉教學模式。 / Along with the development of web-based learning in past years, cooperative digital reading annotation systems, which could assist learners in online cooperative reading learning through the Internet, are emerged. Besides, multimedia annotation models are also developed for students, aiming at the reading texts, proceeding cooperative reading annotation as well as annotation interactive discussion on the reading texts. It presents the benefit to enhance the reading comprehension efficiency. The reading comprehension of mathematical application problems would largely affect learners’ mathematical application problem solving. However, there has not been a good strategy to enhance the reading comprehension of mathematical application problems. In comparison with the experimental group and the control group, which respectively apply the cooperative digital reading annotation system and traditional peers’ face-to-face cooperative learning to solve mathematical application problems, the differences in the learning outcome and learning motivation are discussed in this study. Furthermore, learners with field independent/field dependent cognitive styles and high/low learning abilities are preceded above two different learning approaches for learning mathematical application problems to discuss the differences in the learning outcome and learning motivation. Finally, learners learning mathematical application problems with the cooperative digital reading annotation system in the experiment are discussed the learning satisfaction. The research findings are summarized as below. (1) Learners applying the cooperative digital reading annotation system to learn the mathematical application problems in linear equation with one unknown present better learning outcome and learning motivation than those using traditional peers’ face-to-face cooperative learning for the mathematical application problems in linear equation with one unknown. (2) The experimental group, applying the cooperative digital reading annotation system to learn mathematical application problems in linear equation with one unknown, still outperforms the experimental group, using traditional peers’ face-to-face cooperative learning, on the learning outcome after return to general learning. (3) Learners with either field independent or field dependent cognitive style present significant better learning motivation, after learning mathematical application problems in linear equation with one unknown with the cooperative digital reading annotation system, than those applying traditional peers’ face-to-face cooperative learning. (4) Learners with either high or low ability show remarkably better learning motivation, after learning mathematical application problems in linear equation with one unknown with the cooperative digital reading annotation system, than those using traditional peers’ face-to-face cooperative learning. (5) Field independent learners in the experimental group present better learning motivation than field dependent learners after using the cooperative digital reading annotation system. (6) Learners with high learning ability in the experimental group reveal better learning motivation than those with low ability after using the cooperative digital reading annotation system. In sum, the learning model for the reading comprehension of mathematical application problems with the cooperative digital reading annotation system proposed in this study could enhance the benefits of learning motivation and reading comprehension. It could be promoted to solve the reading comprehension of more complicated mathematical units and even to become the flipped teaching model for innovative mathematics teaching.