雖然聽力在語言學習中佔重要的地位，研究學者對學習者的聽力信念的了解仍十分有限。因此本研究主要是探討五專學生對英語聽力的信念和學習策略，並探討聽力信念和學習策略二者之間的關係，另外程度不同的學生是否抱持不同的聽力信念及使用不同的策略，也是本研究探討的重點。 本研究採用量性研究方法，研究對象為北部某五專406位五專學生。研究工具為英語聽力學習者背景問卷、英語聽力學習信念問卷、聽力學習策略問卷和英語聽力測驗。 本研究的主要發現如下：學生均肯定聽力在語言學習過程扮演的角色，它可以幫助學生學習其它的英文能力。學生使用聽力學習策略約為中等程度，在不同的策略類型當中，學生最常使用認知策略，其次為後設認知策略。聽力信念和學習策略二者之間關係密切。而程度較好的學生在聽力信念方面，有較高的聽力學習效能，並認同口語的特色可以幫助了解英文。在學習策略方面，程度較好的學生會使用較多的學習策略，並視任務的不同而彈性使用適當的策略。 本論文並提出英聽教學上之應用建議。本研究結果可以幫助教師了解學生的聽力信念及學習困擾，幫助老師教導學生正確的學習信念及有效的學習策略，讓學生的英語聽力學習更有成效，進而改善英語聽力。 / Despite the importance of studying listening in foreign language learning, we still have very limited understanding of learners’ listening beliefs, and a more comprehensive system of listening beliefs is still not in sight. Hence, this study investigated junior college students’ listening beliefs, their listening strategy use, the relationship between their listening beliefs and strategies and the possible effects of English listening proficiency on junior college students’ listening beliefs and listening strategy use. This study mainly employed a quantitative approach to understanding junior college students’ beliefs about English listening comprehension, their strategy use and the relationship between listening beliefs and strategies. The participants were 406 students from one junior college in northern Taiwan. The instruments of the study were the Learner Profile Questionnaire (LPQ), the Belief About English Listening Comprehension Questionnaire (BELCQ), and English Listening Strategy Questionnaire (ELSQ) and the listening comprehension test. The results of the study suggested that: (1) most learners endorsed the belief that listening plays an important role in their English learning process and may facilitate the development of other language skills, (2) learners showed a medium level use of listening strategies and used a wide variety of strategies including cognitive and metacognitive strategies, (3) learners’ listening beliefs were associated with their use of listening strategies, (4) compared with ineffective learners, effective learners tended to report positive beliefs about listening comprehension, and (5) effective learners used a wider variety of strategies than ineffective listeners. Results of this study regarding junior college students’ listening beliefs and listening strategy use may provide rich implications for English education in Taiwan. It is hoped that through this study, more attention will be drawn to listening instruction in junior college students. Understanding students’ beliefs about listening may help English teachers become more aware of students’ frustrations and difficulties in listening to English. Moreover, it might enable EFL teachers to help students develop effective learning strategies and ultimately improve students’ English listening abilities.

本研究旨在探討台灣高中學生學習英語字彙時所使用之學習策略，除了解各種不同字彙學習策略的使用頻率情形，找出較常和較少使用之字彙學習策略，探求字彙學習策略的使用和字彙成就表現的關係外，並找出字彙成就高者和字彙成就低者對學習策略使用之不同處，藉此，俾能提供老師有效教學及學生有效學習字彙之依據。 本研究以271位高三學生為調查對象，研究工具為字彙學習策略問卷和字彙測驗。分析方法主要採量化分析，包括描述性統計、皮爾遜積差相關分析及獨立樣本t檢定。 本研究結果如下：(一)最常使用的是認知策略，最少使用的是社會策略。(二)學生偏愛機械記憶或與拼字及發音有關之策略。(三)學生的策略使用和其字彙成就表現有明顯相關。(四)字彙學習成就較高者與字彙成就學習較低者在策略使用上亦有明顯差異。高字彙學習成就者較喜重複念誦記憶單字的策略，並傾向於有上下文的情境中學習單字；低字彙學習成就者偏愛重複書寫的策略，並傾向學習孤立的單字。 / This study investigated the vocabulary learning strategies used by senior high students in Taiwan. The aim was (a) to investigate the frequencies of different vocabulary learning strategies use; (b) to find out the most and the least frequently used strategies; (c) to explore the relationship between strategy use and vocabulary size; and (d) to identify the differences in strategy use between good and poor learners. A total of 271 senior high students in northern Taiwan participated in the study. A vocabulary learning strategies questionnaire and a Vocabulary Levels Test were administered to the participants as instruments. The collected data were analyzed by using SPSS version 10.0, including descriptive statistics, Pearson product-moment correlations, and independent-samples t-tests. The results are summarized as follows. (1) Cognitive strategies were reported as the most frequently used strategies while metacognitive and social strategies the least frequently used strategies. (2) Students favored strategies related to “rote repetition” or “the form of a word.” (3) Students’ strategy use was significantly correlated with their vocabulary size. (4) There was a significant difference in strategy use between good and poor learners. Good learners tended to learn words in context while poor learners tended to learn words in isolation. The findings of the study suggest that teachers should introduce students to a variety of vocabulary learning strategies, especially deep strategies and strategies related to context.

在概念構圖的相關研究中，並非每一次的教學處理都 能達到顯著的效果，其關鍵應該包括哪些因素？此外，有 一些概念構圖研究中，教學者本身並未深入研究過概念構 圖，所以對於概念構圖之所以能夠產生學習效果的機制可 能並不清楚，甚或這些教學者本身的信念是否可以接受這種新的教學法，尚不得而知，教師若只是在上課時間內用 少許的時間呈現該學習單元的概念圖，或是「模仿」了一 套概念構圖的教學程序，是否能夠產生概念構圖教學應有 的學習效果就更令人懷疑了。 因此，本研究的進行即是先進行整合相關的心理學研究與理論，從不同的理論來審視一個有意義學習的歷程， 教學者在教學上應該注意哪些因素或持有哪些信念，然後 再由研究者親自進行概念構圖學習策略的教學，並透過各種指標來考驗學生的學習效果，並嘗試回答以下的問題。 一、接受以概念構圖為學習策略的兩組學生(實驗組)，與未接受實驗操弄的學生(控制組)，在教師自編測驗的成績表現上沒有差異。 二、接受以概念構圖為學習策略的兩組學生(實驗組)，與未接受實驗操弄的學生(控制組)，在高層次思考測驗的成績表現上沒有差異。 三、接受以概念構圖為學習策略的兩組學生(實驗組)，與未接受實驗操弄的學生(控制組)，在記憶保留量測驗的成績表現上沒有差異。 四、學生的學習能力(高、中、低)與教學法(傳統、概念構圖)之間沒有交互作用。 五、「以概念構圖為學習策略的教學法」對不同學習能力的學生(高、中、低)之促進學習的效果沒有差異。 本研究的結論如下： 一、接受以概念構圖為學習策略的學生(實驗組)，並未比未接受任何實驗操弄的學生(控制組)，在教師自編測驗中有有較佳的表現，其原因與測驗題目的類型有關。 二、接受以概念構圖為學習策略的學生(實驗組)，只有合作學習式概念構圖組的學生，會比未接受任何實驗操弄的學生(控制組)，在高層思考的試題上有較佳的表 現。 三、接受以概念構圖為學習策略的學生(實驗組)，只有合作學習式概念構圖組的學生，會比未接受任何實驗操弄的學生(控制組)，在記憶保留量的試題上有較佳的 表現。 四、合作學習式概念構圖組中，不同學習能力的學生與教學法之間有交互作用。 五、以「合作學習式概念構圖」為學習策略的教學法，對中、低學習能力學生的學習促進效果，優於高學習能力組的學生。

字彙學習在語言學習上佔有非常重要的地位。本研究之目的旨在探究台灣國中學生在學習英語字彙時使用字彙學習策略的情形，首先，想了解各種不同字彙學習策略的使用頻率，並找出較常和較少使用的字彙學習策略，此外，想探討字彙學習策略的使用和字彙學習成就之間的關係，並找出不同字彙學習成就程度的學生在字彙學習策略使用上的差異之處。 本研究以147位國中三年級學生為調查對象，研究的工具為字彙學習策略問卷和字彙學習成就測驗，資料的分析採用SPSS，包含描述性統計、皮爾遜積差相關分析及單因子變異數分析。研究結果指出(1)整體而言，國中學生使用字彙學習策略的頻率並不高；(2)國中學生最常使用認知策略，最少使用社會策略；(3)國中學生比較常使用「表層」處理策略，比較少使用「深層」處理策略，例如，學生會注意單字的發音及拼法，並且偏愛重複背誦的方式，相反地，他們很少使用聯想或造句的方式來學習字彙；(4)國中學生的字彙學習成就和字彙策略的使用有顯著的相關性，在字彙學習上成就較高的學生，不僅會使用較多樣的策略來學習字彙，而且會更常使用這些字彙策略；(5)在字彙學習上成就較高的學生會比較注意上下文的關聯性、發音與拼法的相關性、字彙的詞性，他們會把單字分成音節而且會把字彙學習與自身的經驗相結合，另外，他們在教材的使用比較積極，相反地，成就較低的學生比較不注重單字的發音；(6)國中學生的學習策略來源主要是學校老師，他們選擇使用某些特定的策略主要原因是因為這些策略比較方便且容易使用，此外他們最想學的字彙學習策略與增加自然練習英語的環境有關。 最後，本研究建議老師應該 (1)教導學生如何使用各種不同的字彙學習策略；(2)在介紹策略的時候要考慮學生的程度；(3)教導學生聯合使用「表層」及「深層」處理策略；(4)教學生猜測單字的意思後，要查字典；(5)提供互動的活動讓學生在自然的環境下學習字彙；(6)鼓勵學生獨立規劃自己的字彙學習。 / Vocabulary learning is of critical importance to language acquisition, whether the language is first, second, or foreign. After suffering from being neglected for decades, vocabulary learning and teaching now have attracted considerable attention in the field of ESL or EFL research. The interest of research has been particularly in studying learners’ approaches to vocabulary learning. The present study aims to investigate the kinds of vocabulary learning strategies used by JHS students in Taiwan. Moreover, it examines whether there is any relationship between JHS students’ vocabulary strategy use and their vocabulary learning achievement. The data were collected from 147 third-grade students from a junior high school in Miaoli by means of two materials. The Vocabulary Learning Strategy Questionnaire was designated to survey what kinds of vocabulary learning strategies JHS students used and how often. The Vocabulary Achievement Test was used to discriminate the participants into different levels in vocabulary learning achievement. Data analysis was performed by SPSS, including descriptive statistics, Pearson product-moment correlations, and one-way ANOVA. The major findings of this study are summarized as follows. (1) JHS students as a whole are moderate users of vocabulary learning strategies. (2) JHS students use cognitive strategies most frequently and social strategies least frequently. (3) JHS students employ “shallow” processing strategies more often than “deep” processing strategies. They particularly favor repetition strategies and pay more attention to the form of a word. On the other hand, they seldom put words in a meaningful context or utilize imagery techniques. (4) JHS students’ vocabulary strategy use is strongly related to their vocabulary learning achievement. Students with better vocabulary learning achievement not only use a wider range of strategies but also use them much more frequently. (5) JHS students with the highest level of vocabulary learning achievement pay much more attention to textual context, dividing words into syllables, active use of the learning materials, the matching between spelling and sound, word classes, and the personalization of information. On the other hand, JHS students with the lowest level of vocabulary learning achievement pay much less attention to the sound of a word. (6) JHS students learn vocabulary strategies primarily from school teachers and their major reason for strategy choice is because of convenience and ease of employment. The strategies that they want to learn most have something to do with increasing authentic input. According to the findings, several pedagogical implications are suggested. Teachers should (1) help JHS learners to raise their awareness of vocabulary learning strategy use; (2) take JHS learners' individual differences, such as vocabulary learning achievement, into account when recommending strategies; (3) instruct JHS learners to increase using the “shallow” processing and “deep” processing strategies in combination; (4) guide JHS students to use the “guessing” and “dictionary” strategies in combination; (5) provide JHS students with more authentic input and communicative interaction for vocabulary learning; (6) encourage JHS students to take charge of their vocabulary learning and view it as a life-long process. If JHS students can be equipped with the abilities to employ appropriate strategies, they can build up vocabulary more effectively and efficiently on their own.

本研究旨在探討台灣綜合高中學生學習字彙時所運用的字彙學習策略，研究問題主要探討：學術學程及職業學程的學生在學習字彙時是否運用不同的字彙學習策略並找出其較常和較少使用之字彙學習策略，以及字彙學習高成就者和低成就者字彙學習策略之差異。藉此俾能提供英文老師幫助不同學程、成就的學生運用字彙學習策略，以期達到更佳的字彙學習成效。 本研究抽樣台北縣、市8所綜合高中共648位高三學生為調查對象，研究工具為字彙學習策略問卷與字彙能力測驗。分析方法主要採量化分析，包括獨立樣本t檢定、描述性統計、斯皮爾曼等級相關，本研究結果發現如下： 一、學術學程及職業學程的學生之字彙學習策略使用頻率具有顯著差異，學術學程的學生比職業學程的學生運用較多決定策略及記憶策略。 二、學術學程及職業學程的學生之字彙學習策略使用頻率排序相同，在發現字義部份依序為決定策略、社會策略；在鞏固字義部份依序為認知策略、記憶策略、後設認知策略、社會策略。 三、字彙學習高成就者和低成就者之字彙學習策略使用頻率具有顯著差異，高成就者比低成就者運用較多字彙學習策略。 最後，本文依據研究結果，提出老師英語教學上之應用及未來研究之建議。 / The purpose of this study was to investigate the vocabulary learning strategies used by comprehensive high school students in Taiwan. There were three questions focusing on the differences of use frequency of vocabulary learning strategies between academic-oriented and vocational-oriented students, the strategy use rank between these two groups of students, as well as the relation between vocabulary achievement and vocabulary learning strategy use frequency. A total of 648 students in Taipei City and Taipei County participated in the study. A vocabulary learning strategy questionnaire and a vocabulary achievement test were applied as instruments to obtain the data needed. Data from the students’ responses were computed and analyzed by means of independent-sample t-tests, descriptive statistics, and Spearman’s rank correlation. The findings of this study were summarized as follows. 1.There was a significant difference in vocabulary learning strategy use frequency between academic-oriented students and vocational-oriented students. The former applied more determination strategies to discover the meaning of a new word, and more memory strategies to consolidate the words encountered. 2.The ranking order of use frequency in vocabulary learning strategies by academic-oriented and vocational-oriented students was identical. In Part 1 (discovering the meaning of a new word), determination strategies were used most frequently, then followed by social strategies. In part 2 (consolidating the words encountered), cognitive strategies were used most frequently, followed by memory strategies, metacognitive strategies, and the last, social strategies. 3.There was a significant difference between good learners and poor learners in vocabulary learning strategy use frequency. Good learners applied more vocabulary learning strategies than poor learners to know an English word’s meaning. Based on the above results, some pedagogical implications for English teachers were developed and suggestions for future research were provided at the end of the study.

本研究主要目的為：(一)探討不同主修領域背景的大學生，其知識信念是否有差異。(二)探討大學生知識信念與學習策略的關係。(三)探討大學生主修領域背景與學習策略的關係。 本研究以自編「大學生知識信念與學習策略量表」為工具，抽取政治大學、清華大學、中興大學法商學院、台灣藝術學院與東海大學等五所大學 368 位大學生為對象，共分為自然科學領域大學生 116 人，社會科學領域大學生 141 人與人文學科領域大學生 111 人。探討主修領域背景對大學生知識信念與學習策略的影響。 主要研究結果如下： 一、知識信念是一個具備多個面向的信念系統。 二、知識信念並不具有跨領域特性；學習策略的使用也會受個體主修領域背景所影響。 三、個體對知識本質與認識本質的看法會影響其學習策略的使用。 四、自然科學領域的大學生比其它兩個主修領域的大學生擁有較靜態的知識信念與傾向於常使用複誦策略來學習。 本研究並對教育實務與未來的研究方向，提供以下幾點建議： 一、教育實務方面 1.實施具有反思性特質的科學教育。 2.實施反思性師範教育方案。 3.多使用具建構精神的教學法。 4.實施具備「科技整合」特質的大學教育並多開設「學習策略學習」有關的課程。 5.教學時需多種教學元素的配合，才能促動學生更有效學習。 二、未來研究方向 1.配合多種方法研究大學生的知識信念。 2.對大學生的知識信念進行長期縱貫性的研究。 3.編製信效度良好的學習策略量表。

本研究旨在探討從小四開始學英語的國一新生的英語學習焦慮、學習動機和學習策略。參與研究的對象為來自台北縣四所公立國中的639位國一新生。 研究者採用外語課室焦慮問卷、動機強度問卷以及外語學習策略問卷為研究工具。除了問卷之外，也包括低分群學生的面訪。 本研究結果經由統計分析與面訪而產生。由敘述性統計分析獲得學習焦慮、學習動機強度與學習策略使用的情況，由皮爾森積差相關分析獲得學習焦慮、學習動機強度與學習策略使用的相關性。由獨立樣本t考驗得到性別與起始年齡影響性的差異比較以及高、低分同學問卷結果的比較。低分群同學的學習問題則經由面訪而得。 本研究主要發現如下: (一) 從小四開始學英語的國一新生沒有英語學習焦慮，他們有足夠的動機強度，也能使用各種學習策略。（二）學習焦慮負面影響學習動機以及學習策略，而學習動機與學習策略呈現正相關。此三者中，學習動機與學習策略的相關性較強。（三）性別與學習起始年齡顯著影響學習焦慮、學習動機與學習策略。男、女學生學習動機和學習策略使用上有顯著差異。然而，學習起始年齡顯著影響學習焦慮和學習策略的使用。（四）相較於其他學生，低分群學生的英語學習是焦慮的、動機強度稍低以及使用較少的學習策略。他們需要老師的協助。 綜觀上述，本研究者提供國中英語教師下列幾項建議以幫助國一新生的英語學習: 減少測驗的頻率及難度、練習社會策略、多留意男學生以及自小四才開始學英語的學生，以及提供多元補救教學課程以滿足低分群學生不同的學習需求。 / The study is intended to explore the learning situations of the beginning junior high school learners with English learning experience in Northern Taiwan. A total of 639 students from four junior high schools in Taipei County participated in the study. The Foreign Language Classroom Anxiety Scale (FLCAS), the Motivation Intensity Questionnaire (MIQ), and the Strategy Inventory for Language Learning (SILL) were used as the study tools. Besides, a follow-up interview of anxious low-scoring students was also conducted. All the results were generated from statistic analysis and interview. The results of students’ learning anxiety and motivation, and strategy use were obtained through descriptive statistics. The correlations were from the Pearson’s Correlation. The comparisons of the effects of gender and initial learning grade and the questionnaire results of the low-scoring students and the non-low scoring students were through the independent-samples t-test. Meanwhile, the low-scoring students’ learning problems were explored through the interview. The major findings of the present study are stated as follows: 1. The beginning junior high school students with English learning experience in primary school in the present study did not seem to be anxious about English learning. Meanwhile, they had enough motivation intensity and could sometimes apply all kinds of language strategies. 2. Learning anxiety negatively correlated with the English learning motivation and the English learning strategy use, and English learning motivation correlated with strategy use positively. Among the three, motivation intensity and strategy use were more strongly related to each other. 3. Either gender or the initial learning grade significantly influenced the learning anxiety, motivation, and learning strategy use. There were significant differences between the male students and the female students in learning motivation and learning strategy use. And the initial English learning grade significantly influenced the English learning anxiety and learning strategy use. 4. The low-scoring students proved that they were more anxious, less motivated, and employed fewer learning strategies than the non-low scoring students. They needed various assistances from teachers. Based on the findings, the researcher suggests that junior high school English teachers take some measures to help their beginning learners. These measures include reducing the frequencies and the difficulties of tests, practicing social strategies, paying more attention to the male students and the students with fewer years of English learning experience, and supplying multiple remedial courses to meet the various needs of the low-scoring students.

本研究基於字彙學習以及字彙學習策略的重要性，探討台灣國中學生使用字彙學習策略的情形。且加入其在字彙學習程度高低的因素，來探討台灣國中學生使用策略之情形。本研究問題有二：第一，台灣國中學生最常使用的字彙學習策略有哪些？最不常使用的字彙學習策略有哪些？第二，台灣國中學生字彙學習程度與字彙學習策略之間是否有關聯性？如果有，其關聯性又為何？本研究依據Oxford（1990）的語言學習策略分類標準，測驗某台北市立國中二年級的學生使用字彙學習策略的情形，同時也比較字彙學習程度不同的學生使用這些策略的頻率高低。結果顯示如下：(1)台灣國中學生最常使用的字彙學習策略為認知策略，最少使用的字彙學習策略為情意策略。(2)程度高的學生使用字彙學習策略的頻率高於程度低的學生。此研究結果可為英語教師和學習者在字彙教與學方面提供一些參考，讓英語字彙的教學變得更加有效率。 / The study investigates the usage of English vocabulary learning strategies by some junior high school students in Taiwan. The factor of the levels of the students is included. There are two research questions: (1) what are the most commonly used English vocabulary learning strategies among junior high school students in Taiwan? (2) whether the levels of the students are related to the types of vocabulary learning strategies they use? If the answer is “yes”, what relationship it is? The study is based on the language learning strategies in Oxford（1990）. The subjects are some second graders in a junior high school in Taipei. In the study, the researcher compares the usage of English vocabulary learning strategies among students at different vocabulary levels. The result shows that the most commonly used vocabulary strategy among the students is cognitive strategy, and the least commonly used one is affective strategy. Furthermore, the result also shows that higher level students use vocabulary learning strategies more often than lower level students. The researcher hopes that this study could give the English learners some suggestions to make vocabulary learning more effective.

本研究主要在探討臺北縣、市國民中學新移民子女學習態度與策略及學習成就之指標、內涵與現況，進一步建構預測分析的模式，再依研究結果提出建議。 為達上述目的，本研究係採取文獻分析法及問卷調查法進行研究， ，並以編製之「新移民子女學習態度與策略對學習成就影響問卷」為主要研究工具，以探討不同背景(包含學校所在地、性別、母親、家庭)之新移民子女其學習態度與策略對學習成就之影響；進一步以97學年度臺北縣、市國民中學新移民子女國三學生為實施調查之對象，問卷共計發出600份，回收410 份，有效問卷402份，可用率67%，調查結果應用SPSS12.0統計套裝軟體進行分析，問卷資料以平均數、標準差、t考驗、單因子變異數分析，以及積差相關、多元逐步迴歸分析等統計方法進行處理。並根據研究結果提出具體建議，提供學校行政單位、國中教師及未來研究之參考。 茲針對研究發現，歸納本研究之結論，敘述如下： 一、新移民子女學習態度與策略及學習成就的指標、內涵與現況 (一)新移民子女學習態度與策略包括學習動機、學習興趣、學習習慣、學習方法、學習信心、學習焦慮、學習過程、自我測驗八個向度，其整體、分向度得分均為中程度，其中以自我測驗得分最高。 (二)新移民子女學習成就包括國文領域、作文、英文領域、數學領域、自然領域、社會領域、總成績、PR值、最煩惱的領域、最感興趣的十個向度，其整體、分向度的得分，除PR值分向度為中程度外，其餘皆為中低程度。 二、不同背景變項在新移民子女學習態度與策略及學習成就之差異情形 (一)不同背景變項在新移民子女學習態度與策略的得分方面：研究發現在性別、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在學校所在地、母親國籍上則無顯著差異。 (二)不同背景變項在新移民子女學習成就的得分方面：研究發現在學校、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在性別、國籍上則無顯著差異。 三、新移民子女學習學習態度與策略及學習成就的相關情形 整體新移民子女學習態度與策略和其整體學習成就間呈現中度正相關，學習成就各分向度中，則以PR值和新移民子女學習態度與策略總量表的相關程度最高。 四、新移民子女學習學習態度各向度對學習成就的預測情形 新移民子女學習態度與策略之學習習慣、學習信心及學習興趣三向度對整體新移民子女學習成就的聯合預測力最佳。 / The purpose of this research is to discuss the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children in Taipei city and Taipei county. According to the document analysis, we provide some suggestion. In order to reach this goal ,literature analysis and the questionnaire survey were used in this research. The samples of students were selected from the third grade of junior high schools with new immigrants’ children. All of the 600 questionnaires were distributed with 410 returned and 8 nullities. With the effective questionnaire of 402, All data had been dealt and analyzed by SPSS for Windows 10.0, descriptive statistics, three-way ANOVA and canonical correlation analysis. and the results obtained as follows: (1) the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children a. the targets of learning attitude and strategy of new immigrants’ children including learning motivations, learning interests, learning habits, learning methods, learning confidence, learning anxiety, learning procedure , self-testing. All items are average and self-testing is the highest. b. Learning achievement including Chinese, writing, English, math, science, society, grades, PR’s value, annoying subject, interesting subject. All items are below average except PR’s value, which is in the average. (2) Different background influence the learning attitude, strategy and achievement of new immigrants’ children a. according to the research, the gender, the educational background of mother, the Chinese degree of mother, learning environment, have significant influence on learning attitude and strategy. b. the educational background of mother, the Chinese degree of mother,the learning environment, have significant influence on learning achievement. (3) Correlated situation between learning attitude , strategy and achievement of new immigrants’ children The whole learning attitude and strategy have positive reference to learning achievement . Among the learning achievement ,PR value is the most significant to attitude and strategy. (4) The forecast of learning attitude to learning achievement Learning habits, learning confidence, and learning interests are the best parts to learning achievement of new immigrants’ children.

本研究之主要目的係探討高中生學習策略、學業興趣與學業性向對英文科及數學科學業成就的影響，並根據研究結果，提出具體建議供學習輔導之參考。 　　本研究採分層隨機抽樣方式抽取國立師大附中、臺北市立中山女中、成功高中、景美女中、中正高中、復興高中、臺灣省立板橋高中、新莊高中等八所臺北區公立高中高一共十五班學生為研究對象，總計有效樣本數為509人。所用研究工具計有「中小學學習及讀書策略量表」、「高中生英文及數學科學習興趣問卷」及「高中系列學業性向測驗」等。研究所得資料，以皮爾遜積差相關、單因子多變量變異數分析、二因子多變量變異數分析、多元迴歸分析、區別分析等統計方法進行處理。 　　綜合本研究結果如下： 　　一、高中生學習策略、學業興趣與學業性向的情形 　　1.高中學生不論在學習策略、學業興趣或學業性向之得分，均接近常態分配，而多數學生在學習策略的運用不盡理想，尤以時間管理為最；在英文科學習興趣問卷之得分較偏向高分，數學科學習興趣問卷之得分則偏向低分；高中系列學業性向測驗的得分較集中在高分，且語文推理略高於數量比較。 　　2.高中男女學生在學習策略上有差異，男生在自我效能、批判思考與導向學習的策略運用優於女生，在考試焦慮方面也高於女生，其他學習策略則沒有差異。 　　3.高中男女學生在英文科與數學科學習興趣上有差異，女生在英文內容與應用、欣賞與閱讀英文作品的興趣高於男生，在英文的深究興趣方面，則男女生沒有顯著的不同；男生在數學課程內容、數學思考方式與工作的興趣高於女生，在數學解題方式的興趣方面，則男女生沒有顯著的不同。 　　4.高中男女學生在學業性向上有顯著差異，在語文推理方面女生優於男生，在數量比較方面則男生優於女生。 　　二、學習策略與學業成就之關係 　　1.英文科學業成就與教育評價、時間管理、努力與堅持、專心等學習策略達顯著正相關，與批判思考的學習策略則呈顯著負相關。 　　2.數學科學業成就與重複溫習、監控策略、調整策略、時間管理、努力與堅持、專心、社會互動等學習策略達顯著正相關。 　　3.影響英文科與數學科學業成就的學習策略不同，監控、調整等後設認知策略與數學科學業成就有關連。 　　4.學習策略中時間管理、努力與堅持、專心的運用，影響英文科高、低學業成就，且高分組均優於低分組。 　　5.學習策略中內在酬賞、監控策略、調整策略、時間管理、努力與堅持、專心的運用，影響數學科高、低學業成就，除內在酬賞是高分組優於中分組外，均是高分組優於低分組。 　　6.英文科、數學科學業成就之高低不受性別因素之影響而在學習策略上有所差異。 　　7.學習策略對數學科學業成就的預測力略高於英文科，然而對二者的預測力均相當有限(8.37>6.29%)。 　　三、學業與趣與學業成就之關係 　　1.在英文科學習興趣中，英文內容與應用、欣賞與閱讀英文作品及英文興趣總分均和英文科學業成就達顯著正相關；數學科學習興趣三個因素（數學課程內容、數學思考方式與工作、數學解題方式）與數學科學業成就的相關，都達.01的顯著水準。 　　2.英文科高、低學業成就組在英文內容與應用的興趣及欣賞與閱讀英文作品的興趣方面，高分組高於低分組，且英文科學業成就之高低不受性別因素之影響而在英文科學習興趣上有所差異。 　　3.數學科高、低學業成就組在數學課程內容、數學思考方式與工作及數學解題方式的興趣均是高分組高於低分組，且數學科學業成就之高低受性別影響，除數學科學業成就高分組中女生在數學解題方式的興趣高於男生外，其餘均是男生高於女生。 　　4.英文科學習興趣，能預測英文科學業成就的12.64%；數學科學習興趣，能預測數學科學業成就的12.81%。 　　四、學業性向與學業成就之關係 　　1.英文科學業成就不受學業性向影響，數學科學業成就受數量比較學業性向影響，數量比較得分愈高，數學科學業成就愈高。 　　2.學業性向不是預測英文科學業成就的主要因素，語文推理、數量比較，兩者能預測數學科學業成就的12.47%。 　　五、學習策略、學業興趣、學業性向對學業成就的預測 　　1.對英文科學業成就的預測力，英文科學習興趣高於學習策略；對數學科學業成就的預測力，數學科學習興趣高於學業性向，學業性向高於學習策略。 　　2.英文科學習興趣、學習策略可顯著區分英文科學業成就的高分組與低分組；數學科學習興趣、學業性向、學習策略可顯著區分數學科學業成就的高分組與低分組。 　　最後，根據研究結果，提出在教育與輔導及未來研究方面的相關建議。