This study was conducted to investigate the eighth graders’ English learning difficulty in the Shi-Shi Junior High School. Based on the previous researchers’ similar points of view, it is concluded that students’ learning difficulty is associated with three dimensions, including the school factors, personal factors, and family factors. The three dimensions were related to students’ English learning difficulty. The research methods incorporated qualitative such as in-depth interviewing and quantitative methods such as descriptive statistics and T-test. 120 students participated in the survey, and ten students and three teachers took part in the in-depth interviewing. According to the result, such factors as the teachers’ teaching and explaining ways and their shortage of interest in English have led to students’ English learning difficulty. Female students are bombarded with more English learning difficulty associated with emotional problems such as their bias toward their English teachers and parents’ expectation. Students retrogressing in the junior high school encounter more English learning difficulty, including the gap between their English learning in the elementary school and that in the junior high school and their parents’ expectation. Too many exams, the usage of the present English textbook, the learning gap, students’ shortage of interest in English learning, their previous learning experience of failure, and their learning pressure contributed to the English learning difficulty of students with lower achievement. Suggestions are offered based on the research consequence.

本研究旨在調查高一學生英文字彙學習困難，目的在於探尋高一學生所遭遇字彙學習困難的原因、瞭解課堂上老師所用的字彙敎學技巧、找出課堂上老師所使用的字彙練習活動、檢視用於測驗高一學生的字彙測驗類型、並發掘高一學生所使用的字彙學習策略。 本研究調查對象為臺北區七所公立高中的560位高一學生及三位英文任課教師，研究工具包括學生的字彙學習問卷調查及老師的口頭訪問。 研究結果，發現高一學生英文字彙學習困難的兩項主要原因：(1)高一字彙量太多。 (2)高一相關字彙練習活動困難。此外，最常用的字彙敎學技巧乃是以老師為中心的字彙敎學方法；字彙練習活動如造句及同義字、反義字練習最常用於課堂上；最常用的字彙測驗類型亦是傳統無上下文單題式字彙測驗類型；學生並不常運用字彙學習策略來幫助其學習字彙。除上述研究發現外，並對本研究的侷限及未來從事相關研究給予建議。 / This study investigated Senior I (first-year) high school students’ vocabulary learning difficulties. The purpose of the study was to (a) seek for reasons to account for vocabulary learning difficulties encountered by Senior I students, (b) investigate the vocabulary teaching techniques used in class, (c) find out the vocabulary practice activities used in class, (d) examine the vocabulary assessments given to Senior I students in class, and finally (e) explore vocabulary learning strategies used by Senior I students. 560 Senior I students and three teachers from the seven senior high schools in Taipei area participated in the present study. A vocabulary learning questionnaire was administered to the students, and the three teachers joined the oral interviews. Data were collected through the questionnaires for the students and oral interviews for the three teachers. Descriptive statistics were computed for data analysis. Two major reasons that account for vocabulary learning difficulties encountered by the Senior I students were: (1) huge increase of vocabulary size in Senior I and (2) more demanding vocabulary practices in Senior I. Besides, the most popular vocabulary teaching techniques were conventional teacher-centered ways of presenting new vocabulary items. Vocabulary practices such as sentence making are frequently used in senior I class, followed by synonym and antonym practices. Traditional decontextualized vocabulary assessments were frequently used in class. Finally, the students did not utilize vocabulary learning strategies frequently to help their vocabulary learning. Along with these findings, limitations of the study and implications for future research have been suggested.

本研究以國中生為對象，描述其學習困難、學習壓力、社會支持與生活適應的現況及探討其間的關聯。在北、中、南國中抽取有效樣本1094人，以問卷調查其學習困難、學習壓力、社會支持與生活適應；而後以皮爾森積差相關、t考驗、單變量變異數分析、單因子多變量變異執分析、典型相關分析、多元迴歸分析等方法進行資料處理。研究的主要結果如下： 　　壹、國中生學習困難、學習壓力、社會支持與生若適應的現況 　　　　一、國中生所經歷的學習困難中，以「不能勝任作業和考試要求」的因素排名第一，而後為「身心倦怠」「缺乏定力和興趣」、「難以適應教材教法」若就題目而言，「怕考不好」為全體國中生最常遭遇的學習困難。 　　　　二、國中生在學習過程中最常感受到的壓力是考試壓力，而上課則較少感受到壓力。 　　　　三、國中生所獲得的社會支持，以「朋友支持」的因素排名第一，而後為「家庭支持」、「學習困難支持」，「校院名稱支持」則排名最後；若就題目而言，「你和朋友可共渡愉快的時光」名列第一；「當你有麻煩和煩惱時，你可以從校院名稱或師長那裡得到滿意的幫助」及「當你想要去做一種新的事情時，師長都會給你滿意的接受和支持」同列最後。 　　　　四、由生活通應的因素排行顯示出國中生的「社會適應」較「個人適應」為佳，而個人適應中，以神經症狀方面適應最好，便有較多退縮傾向；社會適應中，以社會標準方面的適應最佳，校院名稱關係則最差。 　　貳、國中生學習困難、學習壓力、社會支持與生活適應的關係 　　　　一、國中生的學習困難興學習壓力有顯著正相關，其中以「不能勝任作業和考試要求」與學習壓力的相關最高；且學習困難程度不同的國中生在學習壓力上有顯著差異。 　　　　二、國中生的學習困難與社會支持有顯著負相關，其中以「難以通應教材教法」與「校院名稱支持」相關程度最強；且學習困難程度不同的國中生在社會支持上有顯著差異。 　　　　三、國中生的學習困難與生活適應有顯著負相關，其中以「缺乏定力和興趣」與「家庭支持」的相關程度最強；且學習困難程度不同的國中生在生活通應上有額著差異。 　　　　四、國中生的學習壓力與社會支持有顯著負相關，其中以學習壓力與「校院名稱支持」相關程度最強；且學習壓力程度不同的國中生在社會支持上有顯著差異。 　　　　五、國中生的學習壓力與生活適應有顯著負相關，其中以學習壓力與「自恃」的相關程度最強；且學習壓力程度不同的國中生在生活適應上有顯著差異。 　　　　六、國中生的社會支持與生活適應有顯著正相關，其中以「家庭支持」與「家庭關係」的相關程度最強；且社會支持程度不同的國中生在生活適應上有顯著差異。 　　　　七、學習困難、學習壓力及社會支持三者對生活適應的交互作用未達顯著。 　　　　八、學習困難、學習壓力及社會支持等變項與生活適應的各個因素，可抽取出五組頗著的典型相關。 　　　　九、學習困難、學習壓力及社會支持三者能有效預測生活適應，三者能解釋生活通應約43%的變異量。 　　依據研究結果，提供若干建議供未來研究及教育輔導工作參考。

本研究旨在探索瑞典華語學習者漢字學習歷程、漢字學習困難、產生困難的因素及其之間的關係、以及因應困難的策略，屬質性個案研究。對象為瑞典林奈大學選讀初級華語課程的四位華語學習者，以深度訪談、學習週記、課室觀察作為資料收集方法。 研究發現學習者的漢字學習困難，除了過去研究提出的漢字書寫、辨識、記憶困難以外，還有漢字讀音困難與線上資源應用困難。而他們面對漢字學習困難的因應策略可以分為三種，分別是積極的尋求老師協助、積極的尋求網路資源協助、消極的逃避。影響漢字學習的「內在因素」有「語言學習態度與方式」、「華語學習動機」、「對漢字的看法」；「外在因素」有「環境因素」、「教學因素」、「簡繁體班因素」。影響漢字學習的內外在因素之間的互動關係，除了「外在因素」的「教學因素」是單方面影響「內在因素」，其它的內在因素與外在因素都是相互影響。 建議華語教學者除了加強學習者的漢字書寫、辨識、與記憶能力，還有漢字讀音的演練與線上資源應用的學習。而影響學習者漢字學習的因素有很多，因素之間也會相互影響，因此教學者可以通過了解影響學習者漢字學習的內外在因素，而給予學習者適切的協助。 / This qualitative study aims to explore Swedish learners’ Chinese-characters learning process, with a focus on discovering their difficulties and coping strategies and identifying the factors that influence the learning of Chinese characters and their relationship. The research participants were four Swedish learners who took the class “Chinese for Beginners” in Linnaeus University in Sweden. Multiple sources of data were collected, including in-depth individual interviews, learning journals, and class-room observations. The results showed that the four participants had difficulties in learning Chinese characters, including reading, writing, recognizing, and memorizing Chinese characters as well as the application of online resources. Despite learning difficulties, these Swedish learners were actively asking for the teacher’s help, using the online re-sources, and passively avoiding facing leanring difficulties. The internal factors that influence learning Chinese characters were “language learing attitudes and methods,” “the motivation of leanring Chinese,” “the feeling toward Chinese characters.” The external factors included “environmental factors,” “teaching factors,” and “tradition-al/simplified Chinese charactes class factors.” The relationship between internal factors and external factors were bi-directional, except that the ways the instructor teach Chinese characters may influence students’ attitudes, motivation or feelings unilater-ally. This study suggested that Chinese teachers should enhance students’ Chinese-characters writing, recognizing, memorizing ability and provide oppotunieis for be-ginners to practice reading Chinese characters and using online resources. It is also important for Chinese teachers to know the complexity and interaction of the factors that may influence students’ learning of Chinese characters. In so doing, Chinese teachers are able to offer beginners appropriate assistance in learning Chinese charac-ters.