選擇台灣兒童美語補習班之關鍵因素探討 / We all know that English is the most spoken language all over the world. Students in Taiwan are required to learn English in elementary school. Parents notice the importance of English and start sending children to English cram schools. However, how should parents pick a school that is suitable for the children? The objective of this research is to indentify the key factors that influence parent’s decision while picking English cram schools for children in Taiwan. The methodologies used in this research are focus group, mystery shopper, and online survey. The goal of the focus group is to find out what factors parents consider while choosing English cram schools. The mystery shopper would visit different schools and act as a parent searching for school for the child. To verify the analysis one step closer and to find out the public’s recognition of English cram schools, an online survey was conducted. After analyzing the data, this research indicates a conclusion that the main factors that influence parent’s decision are the learning environment, teaching quality and attitude, long-term management and commitment, and price. Bigger chain stores have strong marketing positioning and brand recognition, however, that doesn’t mean better service and quality or the final decision to pick the cram school. In the short run, large chain stores not only gain the business opportunity, but also earn the profit as they wished. Nevertheless, in the long run, parents would notice the inconsistency and unsatisfying services and eventually switched to a smaller privately owned schools that hires experienced and professional teachers. The relationship between the cram schools, parents, and teachers are very important. Therefore the best outcome for the children and for the parents to find the best school is to get a balance of all these factors. This research pointed out problems that most parents might not have noticed before. Parents put a lot of effort in their children’s education and a large portion of the household income goes to the children’s tuition. There is a big market for English cram schools in Taiwan, and large chain schools have done well on marketing the school. In order to keep and maintain the walk-in customers’ business, the larger chain stores could focus more on the quality control and provide a survey or questionnaire for the parents periodically to get their feedback or suggestions. Thus for the smaller privately owned schools to differentiate themselves and get the public’s attention, they could spend more on advertising and selling the school by showing parents that they only hire experienced and professional teachers from North America or Canada. Then the children and the parents will get the best outcome in learning English and getting the services and quality they paid for.

在越來越重視幼兒學齡前英語教育的社會中，全美語沉浸式教學，成為父母期待子女學好英語的選擇，然而人們對全美語沉浸式教學，有正反兩極端的意見，本研究探討參加過全美語沉浸式教學之國小學童在國小英語的學習態度，以期能對全美語沉浸式教學的影響有所暸解，並對幼兒英語學習有所助益。 本研究資料分別取自於桃園ㄧ國小六年級學童及其家長的問卷與訪談。266位學生〈13位全美語和253位非全美語學童〉與220位家長〈12位全美語和208位非全美語家長〉的問卷，採四種統計方法進行分析：描述性統計、單因子變異數分析，LSD事後比較與皮爾森相關分析。而26位學生〈13位全美語和13位非全美語學童〉與10位家長〈5位全美語和5位非全美語家長〉的訪談，提供更進一步資料，反映學童對於英語學習的態度。資料分析結果如下： 1. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較多的學習信心。 2. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較高的學習興趣。 3. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較強的學習信念。 本研究亦發現參加過全美語沉浸式幼稚園之國小學童的家長比未參加過學童的家長，對於子女在英語學習上，顯示較高的信心、興趣與信念，與學童的資料分析結果相當一致。 / English immersion preschools, the choices for parents who expect their children to learn English well, exist in our society that values early English education. However, there are studies for and also against immersion learning. This study aims to investigate the English learning attitude of the primary school students who have attended English immersion preschools. The study is suggested to reveal the effect of the English immersion preschools in order to provide better English education for young learners in the future. This study employed questionnaires and interviews for the sixth graders and their parents of P primary school in Taoyuan. Two self-reported questionnaires respectively for 266 sixth graders (13 English immersion learners and 253 non-English immersion learners) and 220 parents (12 parents of English immersion learners and 208 parents of non-English immersion learners) were analyzed by four statistical methods: descriptive statistics, one-way ANOVA, LSD post hoc analysis, and Pearson correlation. Moreover, in-depth interviews were conducted for 26 learners (13 English immersion learners and 13 non-English immersion learners) and 10 parents (5 parents of English immersion learners and 5 parents of non-English immersion learners), which offered further information indicating learners’ English learning attitude. The results of the findings are summarized as follows. First, English immersion learners demonstrated more confidence than non-English immersion learners toward English learning in the primary school. Second, English immersion learners display more interest than non-English immersion learners toward English learning in the primary school. Third, English immersion learners hold stronger belief than non-English immersion learners toward English learning in the primary school. The results of this study also revealed that parents of the English immersion learners indicated more confidence, interest, and belief than parents of non-English immersion learners toward their children’s English learning in the primary school. The results are consistent with those of the learners.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第19433号 / 文博第711号 / 新制||文||631(附属図書館) / 32469 / 京都大学大学院文学研究科行動文化学専攻 / (主査)教授 田窪 行則, 教授 吉田 豊, 准教授 千田 俊太郎 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

一、研究動機：(1) 近年來台灣不斷朝著邁向自由化、國際化的方向進行, 外語人才 尤其以美語需求迫切。(2) 我國國高中的美語填鴨式為主，未能給予學生在畢業之後 學以致用的機會。因(1)(2)之故使美語補習班為之流行。故研究其消費者可對業者提 供行銷策略上之參考。二、研究目的：本研究之目的為1.分析並瞭解消費者選擇美語 補習班之過程。2.瞭解消費者在人口統計、社會經濟等變數上之分佈以提供業者在製 訂廣告訴求和市場區隔策略的依據。 3.瞭解廣告之資訊收集行為，以作為業者加強廣告效果和設計品牌之促銷策略。4.瞭 解消費者之偏好形成過程和對產品特性之態度，以作為廠商在制訂產品發展策略通路 策略和訂價策略的依據。三、研究方法：本研究之體以台北市為主，且以補習過之消 費者作問卷訪問，以大、中、小三級之美語補習班各拙取兩家，但去除以升學、考試 之補習班。資料收集包括初級料及次級資料。問卷共發出840 份，回收有效問卷185 份，回收率22％。本研究所利用的方法有，百分比法、次數分配法、卡方檢定法、因 素分析法、集群分析法等。四主要研究發現：1.年齡在20.∼35.歲的人有較高的需要 認知，教育程度在大專以上的其需要認知也高。2.日常生活中以看電視及雜志之廣告 對選擇補習班有較重要之影響。3.消費者最注重的評估因素為：師資、教學設備、聲 譽、交友機會等。4.所得對於消費者之參加與否則無顯著之差異。

教育部目前已要求所有國小自三年級全面實施英語教學，但有些學校特別是位於市區的學校卻自學生一年級起就開始實施英語教學。然而，即使有許多的學生從小學一年級就已經開始在學校裡學英語，家長卻認為學生在學校裡所學的並不足夠。因此，有許多學生在放學之後，仍然必需到私人的語言學習機構也就是所謂的補習班去學習英語。這些讓孩子到補習班去上英語課的家長，都希望他們的孩子在上國中之前能夠達到一定的英語程度。雖然目前已經有許多研究探討兒童的英語學習，但是針對補習班經營之成功關鍵因素探索所做的研究卻是極為有限。 本研究的目的在於兩個不同的美語補習班成功的特質。他們分別是佳音和吉的堡美語補習班。本研究問卷的對象為來自於佳音和吉的堡美語補習班經營者、美語教師和國小學童。資料收集的時間自2008年1月起至2008年8月止。本研究收集資料的方式是以研究對象為主所設計的三種不同的問卷和部份補習班班主任的訪談。 研究結果顯示學童、教師，以及補習班業者對於國小學童在補習班學習英語均抱持正面的看法。就英語學習而言，補習班通常提供小班教學、較長的上課時間讓學生學習英語、依學生英語能力等級進行分班、聘請外籍教師、優良的語言教學設備，並且提供學生相關的英語補充教材。此外，大多數的學童以及家長都認為在補習班學習英語能夠改善學童英語聽、說、讀、寫的能力。本研究也以成功的補習班目前所擁有的優勢為基礎，討論英語連鎖補習班成功的因素和未來持續成長的建議。 / The Ministry of Education has required all elementary schools in Taiwan to offer English lessons beginning from their third grade, and there are schools, especially those in urban areas, teaching English from first grade. Even though many young students are taking English lessons in the first grade, their parents still think what they are learning in school is not enough. They will need to study English after school in a private language institute, known as “English Bushiban” or “English chain educational institutions.” These parents hope that their children could attain a certain level of English proficiency before entering into junior high school. Although a large number of research studies regarding children’s English learning are available, very few of them have explored successful attributes for English chain educational institutions. The purpose of the study will be to explore the successful attributes of two different English chain educational institutions. They are Joy and Kid Castle. The questionnaires targeted at administrators, English teachers, and students of English chain educational institutions. Data collection began in January 2008 and ended in August 2008. The instruments used in this study were different versions of questionnaires designed for the three groups of participants and interviewed with some administrators of the two English chain educational institutions. The findings of the current studies indicated that the students, teachers, and administrators of English chain educational institutions seemed to have a positive attitude toward learning English in English chain educational institutions. In terms of advantages of English learning, English chain educational institutions offered students small classes, had a longer period of time for students to study English in contrast to ordinary school, grouped students into classes based on their proficiency levels, hired foreign English teachers, provided better learning equipment, and used effective learning materials for students. Moreover, most of the students reported that learning English in English chain educational institutions have helped students to improve their four language skills−listening, speaking, reading, and writing. Based on those advantages, English chain educational institutions had taught English to young students, the study will unfold the successful attributes to understand how to operate successful businesses for English chain educational institutions globally.

本研究旨在探討雅美語雙及物結構是否也有與英文，及其他語言如日語、希臘語、國語，一樣有與格轉換的語言現象。雅美語有一特別的強調系統可將名詞組移到主詞的位置上。在探討雅美語的雙及物結構前，必須先探討幾個問題。首先，研究名詞組的格位標記是否會因動詞的性質（動詞的及物性、動詞的論元結構）不同而有所改變，其次，提出論證證明強調系統並不適用於形容雅美語特殊的移位系統，而語態系統較能更進一步的形容此一名詞移位現象。最後，提出雅美語並不是一個作格語言，而是一個valency-neutral的語態系統。解決這些問題後，發現雅美語中也有類似英文中的與格轉換的語言現象，此一發現也驗證了Harley的提案，擁有“有”動詞的語言就會有與格轉換的現象。 / The aim of the present study is to examine the existence of dative alternation in Yami, a language with a rich case marking system, that is similar to Japanese and Greek which are both reported to have dative alternation, as well as very unique ‘focus’ systems that can promote any argument into the subject position. Several issues have to be addressed: first, the case marking on the nominal is investigated in four most commonly observed ‘focus’ constructions from various aspects including degree of transitivity, thematic structure, and event classes,…etc; second, the term ‘focus’ is misleading and is identified as ‘voice’; third, arguments against Yami as an ergative language and supports for a valency-neutral voice system are provided.　Once these basic linguistic properties have been clarified, an examination of trivalent verbs shows positive evidence of dative alternation in Yami. Dative alternation is found with the two trivalent Yami verbs meaning ‘distribute out/give out’ and ‘mail’. This finding is in accordance with Harley’s proposal of the co-existence verbal HAVE and dative alternation, and also suggests that dative alternation is not a language-specific property.

近年來，英語學習在台灣已蔚為一股風潮。為使孩子日後更具國際競爭力，許多家長在幼兒學前教育時段，即紛紛選擇全美語幼稚園或雙語幼稚園就讀，但在許多幼兒教育的相關研究發現，幼兒階段學習外語，易因語言的隔閡產生偏食學習，也會造成幼兒對文化認同的危機，且使幼兒表達與思考能力受影響，導致就學後產生學習挫折與障礙。 本研究以臺北縣新莊市某國小三年級為研究對象，採問卷調查法蒐集資料，並以最小平方估計式模型（Ordinary Least Square）的估計，探究學齡前雙語教育對國小低年級學童學習成就的影響，及學童在不同性別、家庭子女數、有無兄姐、是否與父母同住、家庭所得及家庭社經地位（SES）等情形下與學童低年級學習成就之相關程度。實證結果發現，學童學齡前雙語教育經驗對學習一年後及二年後之學習成就（包含總成績、國語、英語及數學成績）除英語成績具有顯著影響外，其餘影響效果皆不顯著；在性別差異上，女生的學習成就均高於男生；家庭子女數多寡與學習成就呈顯著負影響；學童有無兄姐及是否與父母同住對學習成就的影響，在學習一年後有顯著影響，對學習二年後之學習成就影響則不顯著；家庭所得對學習成就影響較不顯著；另外，家庭社經地位對學習成就則呈現顯著正面影響。 / English learning has been gaining popularity recently. In order to make children more competitive internationally, many parents choose English immersion or bilingual kindergartens when their kids are in preschool ages. But according to many researches of preschool education, when preschool children learn English, it may cause them to pick what they like to learn because of the gap in languages, it may cause a crisis in children for identifying their cultures. It may affect their skills of expression and deliberation, and cause them to feel frustrated and hindered when learning. This research uses the 3rd grade students of an elementary school in Sinjhuang City of Taipei County for subjects, uses questionnaires to collect information, adopts the estimation of Ordinary Least Square, investigates the effects of preschool bilingual education for lower-grade students’ learning achievements in elementary schools, and compares the students’ relevant degrees with different genders, family members, whether having brothers and sisters, living with their parents or not, and their parents’ income and socioeconomic status. It proves that the experiences in preschool bilingual education for the learning achievements after having learned for one or two years, including their overall scores, and scores of Chinese, English and math. It turns out to be positive affection, but besides English scores, the affections are not obvious. In gender difference, girls’ learning achievements are better than boys. The numbers of their family members for learning achievements turn out to be negative affection. It is an obvious positive affection after having learned for one year whether the students have brothers and sisters or live with their parents or not, but having learned for two years and the parents’ income do not affect the learning achievements much. Their parents’ socioeconomic positions turn out to be positive affection, too.

本論文旨在描述並嘗試以優選詞彙功能語法理論(OT-LMT)處理雅美語的論旨角色與語法功能的連結。雅美語的論旨角色與語法功能連結呈現出作格語言的特性，以致跟中文或英文有很大的差別。並且雅美語的連結又受到了焦點系統的影響，所以更加的複雜。現存的連結理論無論是以變換語法理論為基礎或以詞彙語法為基礎的，似乎都無法很直接簡潔的描述雅美語。本論文嘗試架構一個以優選理論為基礎的新連結模型，並且除了將之使用在雅美語上之外，也同時以這個新的模型來處理中文和英文中的連結。由於優選理論具有彈性的特性，這三種語言不同的連結模式，都可以被包含在這個新的模型當中。 / This thesis studies the problem of argument-function linking in Yami and makes the fundamental claim that linking in Yami shows an ergative pattern, quite different from that in accusative languages, such as Mandarin and English. The linking phenomenon in Yami is complicated by its special voice system. Existing linking theories do not account for Yami straightforwardly. In trying to find a framework that can handle the Yami data, we find the flexibility of Optimality Theory a promising solution. The first part of this thesis is a description of the argument-function linking pattern in Yami and the proper place of the voice system is also discussed. And then we review several grammatical theories on linking. Both transformation-based theories and lexicalist theories are examined. We will demonstrate how these theories fail to account for linking in Yami in a straightforward manner. Thus we provide an optimality-theoretic account based on the lexical mapping theory of Lexical-Functional Grammar. This newly developed framework is applied not only to the Yami data but also to the relevant Mandarin and English data. It is claimed that this framework can accommodate all three different languages.

本研究以台北縣及桃園縣立案且以美語為主要托育方式之合格私立幼稚園(托兒所)之主管為對象，採取立意及滾雪球抽樣方式，選取台北縣私立幼兒園(園所數有七十五所)和桃園縣私立幼兒園(園所數有八所)共計八十三所。 研究目的有四：一、瞭解全美語幼兒園「市場導向」；「核心競爭能力」及「組織績效」的內涵及現況分析；二、探討不同「背景變項」的全美語幼兒園在「市場導向」、「核心競爭能力」及「組織績效」的差異情形；三、探討全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」之間的相關分析；四、探討全美語幼兒園「市場導向」、「核心競爭能力」對「組織績效」之聯合預測力分析。 本研究採用「園所基本資料」問卷、「市場導向」、「核心競爭能力」及「組織績效」量表，採問卷調查為資料蒐集分法。研究結果發現如下： 一、全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」的內涵及現況分析 (一) 全美語幼兒園「市場導向」 在情報產生部分各題項的回答趨向於「大致符合」；在情報回應部分除了可透過同業的外聘教師獲知競爭者情報及定期(至少一個月兩次)對市場趨勢舉行會議研討兩個題項趨向於「有點符合」之外，其餘都趨向於「大致符合」；在情報傳播部分各題項的回答趨向於「大致符合」。 (二) 全美語幼兒園「核心競爭能力」 在創新能力的部分各題項的回答趨向於「大致符合」；在人資管理能力部分除了「經常辦理師資訓練(研習)以提升教師專業素質」趨向於「大致符合」之外，其餘各題項都趨向於「非常符合」；在策略管理能力部分各題項的回答趨向於「大致符合」；最後在行銷運籌能力的部分各題項的回答也趨向於「大致符合」。 (三) 全美語幼兒園「組織績效」 在「組織績效」(財務控管、顧客滿意、運作品質、學習成長)各部分之各題項的回答皆趨向於「大致符合」。 二、不同「背景變項」在全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」之差異情形 全美語幼兒園在「市場導向」(情報產生、情報傳播、情報回應)、「核心競爭能力」(創新能力、人資管理能力、策略管理能力、行銷運籌能力)與「組織績效」(財務控管、顧客滿意、運作品質、學習成長)，不會因園所「基本變項」(規模、師生比、經營型態、兼營項目)之不同而呈現差異存在。 三、探討全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」之相關分析 全美語幼兒園「市場導向」與「核心競爭能力」之間具有正相關；全美語幼兒園「市場導向」與「組織績效」之間具有正相關；及全美語幼兒園「核心競爭能力」與「組織績效」之間具有正相關。 四、探討全美語幼兒園「市場導向」、「核心競爭能力」對「組織績效」之預測力分析 「核心競爭能力」(創新能力、人資管理能力、策略管理能力、行銷運籌能力)皆以「情報產生」為最大預測因子，其預測力在23%~54%之間；且在「組織績效」變項中的「財務控管」的最佳預測變項是「創新能力」；「顧客滿意」的最佳預測變項是「行銷運籌能力」；「運作品質」的最佳預測變項是「策略管理能力」；「學習成長」的最佳預測變項是「策略管理能力」；「組織績效整體」的最佳預測變項是「行銷運籌能力」。「核心競爭能力」變項中的「創新能力」、「策略管理能力」及「行銷運籌能力」為「組織績效」最主要的三個預測變項。 / This study selected 83 English immersion preschools ranging from Taipei and Taoyuan Counties from the purposive and snowball sampling techniques. The research aims are: 1. Exploring the contents and current situation of the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools; 2. Exploring the significant differences of the Market Orientation,core competitive competence and organizational performance in the English Immersion Preschools across various background variables; 3. Examining the correlation relationship among the Market Orientation, Core Competitive Competence and Organizational Performance in the English immersion preschools; and 4. Examining the accutable variance in the organizational performance from the Market Orientation and core competitive competence in the English Immersion Preschools .The result findings are as followed: 1. The contents and current situation of the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools. (1) The Market Orientation The items of the construct (Information Production) are approaching in the “almost agreement”; The items of the construct (Information Correspondance) approach in the “almost agreement”except two items such as getting the competitor’s information from the part-time teachers of counter parters; and regular meeting to the current marketing trend approaching to “somewhat agreement”. (2) The Core Competitive Competence The items of three constructs (Innovative Ability, Strategic Manament Ability and Marketing Coping Ability) in the English Immersion Preschools approach “almost agreement”; however, the items of the construct (Personnel Management Ability) approach higher hierarchy of scale—“agree strongly”. (3) The organizational performance The items of four constructs (Financial Control, Customer Satisfaction, Operating Quality and Learning Development) in the English immersion preschools approach “almost agreement”. 2. There are no significant differences existed in the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools across various background variables. 3. There is positive correlation relationship existed among the constructs of the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools. 4. “Information Product”can account for between 23% and 54% variances of the core competitive competence (Innovative Ability, Personnel Management Ability, Strategic Manament Ability and Marketing Coping Ability); Innovative Ability, Strategic Manament Ability and Marketing Coping Ability are the primary predictive variables to the “Organizational Performance”.

本研究旨在探討兒童美語補教業消費者決策行為。由於過去相關文獻以量化 調查為主，缺少質化觀點；又因強調首次購買，忽略了時間脈絡及決策環境的影響；另外假定消費決策者為家長，也使得消費使用者-兒童的決策影響力未見著墨；因此本研究試圖以質性方法，探索兒美補教消費本質，並加入時間脈絡及親子互動觀察，試圖建構更完整之消費決策樣貌。 研究設計方面，先就過去文獻之研究發現進行整理，提出值得進一步探索之 問題，而後擬定訪談大綱，分別針對家長及兒童進行訪談，其中家長訪談為求深入以補充過去文獻不足，以一對一方式進行；兒童訪談部分，由於沒有文獻曾經探討兒童在補教消費的觀點，因此以焦點團體方式蒐集多元意見，進行探索研究。 本研究結果可歸納為七大點：(一)兒美補教首次消費接近特殊品之消費性 質，家長涉入深（二）家長對於兒美補教首次消費知覺風險高，決策勝任感不足（三）兒美補教消費為具嘗試性重購（Trial Repeat Purchase）之序貫決策（Sequential Decision）（四）反向代間影響於嘗試性重購時期漸增（五）同儕影響在兒美補教業存在且顯著，以社會支持、社會認同與社會遵從等三種方式影響（六）孩子與家長在選擇補習班決策準則與購買後滿意度準則均不同（七）兒美補習決策存在影響甚大的『詢問脈絡口碑』(Seeker-Initiated WOM)。 / This study intends to inquire consumer’s decision making process of children’s English learning program in a qualitative way. While there are many quantitative studies about this process, few are conducted qualitatively. revious studies are all focused only on the first purchase, neglecting their subsequent repeat purchase processes; and parents are assumed to be the decision makers, ignoring the role of the children in the process. This study thus purports to explore and provide a clearer depiction of the parent-child interaction in the repeat purchase context. After reviewing 27 prior studies, this researcher suggested research questions in this study. Data were collected through several interviews with parents and children respectively. Parent interviews were conducted through one-on-one basis, while children interviews through focus groups. Interviews were taped, transcribed, and analyzed qualitatively. The results of this study can be concluded into seven parts as follows. First of all, the essence of the first purchase decision in children’s English learning program is close to the essence of the purchase decision of special goods, and the consumers’ (parents) involvement is deep. Second, the risk conception of the first purchase is high and consumers are lack of confidence in first purchase in the decision making. Third, the process is a sequential decision with trial repeat purchase process. Fourth, the influence of reverse intergeneration is increasing in the process of trial repeat purchase process. Fifth, the peer-influence exists remarkably in three ways : social support, social identification and social conformity. Sixth, both decision and satisfying criteria are distinct from parents and children. Finally, the seeker-initiated WOM is a tremendous factor in the decision of children’s English learning program.