国立情報学研究所で電子化したコンテンツを使用している。

民主成為一股全球性的潮流，帶動女性在缺席以久的政治場域上的出現和積極參與。從1960年斯里蘭卡誕生第一位民選女性總理開始，近半個世紀以來世界各國紛紛出現女性領導人。台灣於1996年首度舉行總統直選，2016年選出首位女性總統蔡英文，這樣的發展對台灣的性別平權有重大意義。本研究旨在透過文獻分析與深度訪談來分析，蔡英文身為一位女性在台灣的脈絡下成為首位女性國家領導人的條件；研究結果發現，政治機會、社會文化與個人資本是女性從政的重要條件。豐沛的個人資本奠定蔡英文政治參與的基礎，也是她進入合格人才庫及參選人才庫的要件；其次，即使具有高教育程度與專業經歷等條件，蔡英文的出場一開始仍然受到「男性不在場」的性別框架限制，但政治機會的出現與把握是她能夠突破參選人才庫的天花板成為民進黨內最高權力者的主因；最後，台灣社會性別文化由排斥女性參政逐漸轉變為鼓勵女性參政甚至欣賞女性政治菁英特質，也成為蔡英文當選總統的重要脈絡條件。本研究最後認為，以蔡英文為個案來探討台灣女性菁英的政治參與的重要意義在於進一步觀察，蔡英文成為首位女性國家領導人是否有助於提升台灣社會整體性別意識、改變父權的社會結構與文化，最終達成多數甚至全體台灣女性的解放。 / Against the background of global trend of democracy, women appear to be more active in the field of politics and public sphere where they have been absent for a long time. Since the election of the first ever female national leader in Sri Lanka in 1960, we have seen more democratically-elected female leaders around the world. Taiwan held its first direct presidential election in 1996, and elected its first female president Tsai Ing-wen in 2016. This is certainly a notable achievement as far as the pursuit of gender equality in Taiwan is concerned. Through literature analysis and in-depth interview and using Tsai Ing-wen as its case, this study seeks to explore the conditions, institutional as well as cultural, conducive to political empowerment and participation of female elites in the context of Taiwan. It is found that political opportunity, women-friendly culture, and personal capital are important for understanding the success of women in politics. In the case of Tsai, abundant personal capital lays the foundation for her participation in the government and in party politics. Which helps her enter ‘the pools of eligibles and of candidates.’ Despite the various forms of capital Tsai has enjoyed, political opportunities were only available for Tsai when “male are absent” specifically within her party, the Democratic Progressive Party. Last but not the least, an emerging more women-friendly culture among the society in Taiwan also contributes to Tsai’s success in politics. This study concludes that the contribution and value of studying the case of Tsai to discuss the elite women 's political participation in Taiwan lie in first, exploring the conditions that help female elites break the glass ceiling in traditionally male-dominate field of politics; and secondly, emphasizing that the election of Tsai as Taiwan’s first ever female president will only be truly meaningful for the pursuit of gender equality when the society’s gender consciousness is enhanced, patriarchal structure and culture changed, and most if not all women liberated.

本研究主要探討在英文敘述文和論說文文本中，英文限定關係子句的篇章功能(discourse functions)。我們主要是從句法、語意、語用和篇章結構(discourse structure)的觀點，來探討限定性關係子句的功能與它在篇章單位(discourse unit)所出現的位置有何關聯。研究結果顯示多數的限定性關係子句出現在篇章單位最前面的位置，而且他們往往引導他們新的先行詞(new head NPs)作為整個篇章單位的主題(topic)。因此我們認為，大多數限定性關係子句會出現在篇章單位最前面的位置，是因為它們有一個很重要的篇章功能，那就是它們要引介新的先行詞作為整個篇章單位的主題。此外，本論文也探討大學英文系學生在他們的英文寫作中，使用限定性關係子句的情形。研究結果發現，在大學生的寫作中，限定性關係子句的先行詞常是泛指，而且限定性關係子句的內容常常是舊有的訊息。因此，台灣大學生鮮少使用限定性關係子句來引導新的先行詞作為篇章單位的主題。我們推論大部份學生並未習得限定性關係子句的篇章功能。本論文根據此研究結果提出一些在英語教學上的建議：在課堂上教導英文限定性關係子句時，應以篇章單位為主，使學生了解限定性關係子句的篇章功能。 / The findings of the previous studies on discourse functions of English restrictive relative clauses are mainly based on spontaneous conversations and written narrations. Rare studies were found on the discourse functions of English restrictive relative clauses in written data. The purpose of the present study, thus, is to investigate the discourse functions of English restrictive relative clauses in written expositions and argumentations by native speakers of English. Also, we study the use of English restrictive relative clauses in the compositions by Taiwanese college students. In particular, we want to know how the discourse functions of English restrictive relative clauses are related to their occurrences in discourse structures. Thus, our analysis includes considerations from four dimensions: syntax, semantics, pragmatics and discourse. We found that the majority of English restrictive relative clauses occur in the beginning position of discourse units. And they serve as a device to introduce their new head NPs as the topics in the subsequent discourse when occurring in such a position. Therefore, we conclude that the main purpose of using a restrictive relative clause is to introduce a new head NP as the topic when the new referent is firstly mentioned in a new discourse unit. Moreover, we examined English restrictive relative clauses in the compositions by English Department juniors to see if the factors found in native speakers’ writings are also at work in their compositions. We found that students have not fully understood the discourse functions of English restrictive relative clauses. Based on our findings, we offer pedagogical implications with the aim of hoping that students can learn the discourse functions of English restrictive relative clauses.

改革開放以來，哪些菁英受到中共高層的重用？菁英流動的特性為何？背後是否具有一致的運作邏輯？本論文主要目的在於探索與釐清中國大陸菁英流動演變的型態，以及背後運作的邏輯。 在理論上，本論文從共黨政權演變的視角出發，採用組織理論的脈絡建構中共的菁英甄補邏輯。在組織邏輯下，本文認為改革開放的「經濟發展」路線，是中共為維持「專政」生存的工具性目標。而由於江澤民、胡錦濤依序接班後仍依循鄧小平改革開放的基本路線，這使得改革開放至今中國大陸政治菁英甄補與流動模式具有相當一致性的邏輯：即彰顯「專政」生存目的與「發展」工具性目的的政權演變特性。中共將依外在環境與組織目標的改變來調整內部成員，但調整的幅度與廣度將不會危害其執政地位，使得菁英流動呈現「有限活化」（limited renewal）的特色。 為了檢驗中共「有限活化」菁英體制的研究假設，本研究針對1978年3月至2008年3月曾任黨政正省部級職務（含以上）政治菁英進行系統性的實證分析。實證結果發現中共黨政菁英在納入新甄補元素的過程裡，的確具有專政地位維持的生存考量，符合本研究的理論預期。另一方面，雖然近年來外界強調中國菁英技術官僚的特質，但本文發現能夠在黨政領導職務任職時間較長，以及較快晉升至領導人職務的政治菁英，大多是前一個層級出身或具有黨職領導經歷者。這表示中共透過各級黨職歷練的規範，來確保這些領導菁英與黨意識型態路線或利益一致性。值得注意的是如此的甄補邏輯，改革開放至今並無系統性的改變。 最後，本論文也嘗試以菁英途徑解釋中國大陸未來的政體發展走向。透過有限活化菁英體制的現象檢證，我們認為菁英甄補的組織邏輯，應是中國大陸自80年代以來之所以能在快速經濟發展下維持共黨專政的重要因素。以此，本文認為中共在發展出以「黨職經歷」為重要資格的更替與晉升遊戲規則，短期內高層領導人應不至出現菁英分裂與衝突。而本文透過菁英流動課題來釐清中共「專政」與「發展」目的之邏輯本質，或許也能作為外界進一步闡述中共推行政治改革措施的思路。 / What kinds of political elites have been recruited and promoted by the leadership of the Chinese Communist Party (CCP) in the Reform Era? What are the characteristics of elite mobility in China? Is there a consistent inner-logic governing the selection and promotion of Chinese elites? To answer these questions, the thesis explores the continuity and change of political elite mobility in Mainland China, from 1978 to 2008. Theoretically, the author reveals the inner-logic of elite recruitment throughout China’s reform era by using the explanatory framework of organizational theory against the background of communist regime transition. According to the organization logic, “economic development” is merely a functional tool serving the higher ends of “one-party dictatorship” - the survival prerequisite for the CCP. Therefore, due to Jiang and Hu’s succession of party courses set by Deng, China’s elite recruitment and mobility have consistently embodied this organizational logic: While balancing between the survival prerequisite of one-party dictatorship and the functional target of economic development, the CCP has, on the one hand, adjusted its membership configuration in response to changing environment and organizational goals; whereas on the other hand, controlled the adjustment to a degree posting no threat to its ruling position, hence produced the characteristics of limited renewal within China’s elite mobility. To attest the theoretical hypothesis of limited renewal, the author conducts the systematic empirical studies on all the political elites who have worked on province and ministry level positions (and above) within the Chinese government and communist party from March, 1978 to March, 2008. As the empirical result shows, and consequently, confirms the hypothesis: the CCP did have assigned significant weight to the survival consideration in the process of elite recruitment. At the same time, despite the recent scholars focus on the rise of Chinese technocrats, the author however finds that, among the rising elites, those who worked longer in, or promoted faster to, the government and/or party positions, the crucial similarity they share lies not in the technocratic background but their party-position appointments on a lower level immediately before their promotions to leadership positions. This pattern of promotion demonstrated that the CCP has been using the party-positions experience as a required qualification for promotion, so as to ensure the elites’ alliance with party interest and loyalty to party ideology. Moreover, these recruiting and promoting principles have undergone no systematic changes throughout the period of the Reform Era. Finally, from the perspective of elite mobility, the author attempts to depict the potential direction of China’s regime development in the future. Having approved the pattern of limited renewal in China’s elite configuration and mobility, the author believes that the current recruiting criteria and the underlying organizational logic have significantly contributed to the success of the CCP in maintaining one-party dictatorship amid rapid economic development. Therefore, the author predicts that the likelihood for elite conflicts would remain fairly low, if the promotion requirement of party-position experience continues to function. But nevertheless, the research of elite mobility would uncover the inner logical relationship between the apparently-contradictory goals of dictatorship and development, which paved the way for the survival and the success of the CCP.

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.

1842年〈南京條約〉簽訂前，昔日清廷視為「天朝棄民」的海外華人，因英國建立海峽殖民地(Straits Settlements)，而成為英國直接統治下的「英國臣民」(British Subjects)。1843年，當廈門開放為條約口岸，大部分原鄉為閩南的英籍華民(Anglo-Chinese)，遂選擇以新身分脫離清廷管轄，合法返回廈門。然而由於這些華民語言、服飾和生活習慣與內地民人無異，便造成中英地方官管理上的問題，衍生一連串之外交交涉。本文即以英籍華民管轄權交涉為主軸，分別觀察其在晚清外交與僑務政策轉變、英國英籍華民管理制度調整，以及中英「管轄權」、「國籍」概念折衝與磨合三條歷史發展脈絡中之影響。藉此填補晚清外交、僑務、法律和國籍問題之不足。

本研究旨在探討台灣大學生英語被動語態的使用，並且探討台灣大學生是否理解英語被動語態在單句以及篇章的功能。本研究受試者為27位政大英語系大一作文班學生。受試者使用英語被動語態的語料則由三種不同類型的研究工具蒐集而來：中英單句翻譯，英文篇章選擇，與英文作文。 研究結果發現台灣大學生對於英語被動語態沒有完善的理解。受試者在單句翻譯的表現顯示當中文句子裡沒有中文被動提示詞時，受試者翻譯時容易使用錯誤的語態。此發現同時也點出受試者對於英語動詞種類以及英語語意角色這些和英語被動語態密切相關的概念相當陌生。在無法辨別句子裡動詞種類的情況下，受試者無法正確判斷句中名詞的語意角色，因而寫出錯誤的句子。然而，受試者在英文篇章選擇的表現顯示他們了解英語被動語態是一個能夠增進文章句子之間的連結以及一貫性的句型結構。而受試者在英文作文的表現也顯示了他們知道如何實際運用英語被動語態來建立自己文章中所要闡述的主題，並進一步強化文章整體結構。 為了進一步理解台灣大學生對於英語被動語態的知識如何形成，本研究也檢視了目前台灣國中以及高中所使用的英語教科書當中，對於英語被動語態的呈現方式以及介紹內容。本研究發現英語教科書對於英語被動語態的介紹多半侷限在此句型結構於單句以及句法的使用，而忽略了英語被動語態在篇章以及語意層面的功能。根據以上的研究發現，本研究亦提出了如何在英語被動語態的教學上加入篇章以及語意層面的介紹，以幫助台灣英語學習者學到更完整的英語被動語態的知識。 / The present study investigates the use of English passive voice by Taiwanese college students. The purpose is to see how Taiwanese college students use English passive voice on sentential and discourse level, and if they understand the functions of English passive voice from their performances. Twenty-seven college students participated in this study. And their uses of English passive voice were investigated with three different instruments, Single-sentence Translation, Passage Completion and English Compositions. The results of the analysis showed that Taiwanese college students do not have complete understanding on English passive voice. In Single-sentence Translation, the participants fail to recognize the correct voice in translating Chinese sentences when Chinese passive markers are removed. This finding points out that the participants do not have the knowledge of English verb types, their argument patterns, and semantic roles. Because they are unable to identify the type of English verbs in the sentences, they are not aware of the semantic roles of noun phrases accompanying the verbs in the sentences. As a result, they are unable to produce correct English passive sentences. In Passage Completion, however, the participants’ performances indicate they understand English passive voice is a useful device in facilitating the connections between the sentences and maintaining thematic progression of passages. In English Compositions, it is found that the participants demonstrated ways of using English passive voice that are not observed in the previous two research instruments. Their performances show that they know how to use this structure to facilitate the cohesion as well as coherence of their writings, and how to use English passive voice to establish the idea they want to elaborate on in the paragraph. To see how Taiwanese EFL learners build up their knowledge of English passive voice, English textbooks of junior high and senior high school are reviewed to see how this structure is presented. It is found that much emphasis is placed on the introduction of English passive voice on sentential and syntactic level, neglecting the introduction on discourse and semantic level. Based on the findings in the present study, it is suggested that the teaching of English passive voice include the introduction of this structure on discourse and semantic levels to help Taiwanese EFL learners gain a more comprehensive understanding of English passive voice.

本研究旨在瞭解台南市國小高年級學童英語補習現況與英語補習經驗及其英語學習態度。以台南市公立國小高年級學童為研究對象，進行叢集抽樣，抽取15所學校，30個班級為樣本，以研究者自行編製的「台南市國小高年級學童英語學習態度問卷」為研究工具，採問卷調查法取得443份有效問卷，將所得資料以描述統計、t檢定、單因子變異數分析等統計方法進行分析。獲致本研究結果如下： 一、 台南市國小高年級有七成學童參加英語補習，補習年數以3-4年者最多； 每週補習英語的時數，以4小時以下者最多；學童參加英語補習最主要的動機，以升學與課業需求者最多。 二、 台南市國小高年級學童在一般英語學習態度、學校英語課程學習態度、英語補習課程學習態度為普通偏中上。 三、不同性別之學童在英語學習態度上部分有顯著差異，女學童優於男學童。 四、不同主要照顧者之家長教育程度之學童在英語學習態度的三層面均未有顯著差異。 五、不同英語補習年數之學童，僅在對學校英語課程的看法有顯著差異，補習年數1-2 年者優於3-4年及7年以上者。 六、每週英語補習時數不同之學童在一般英語學習態度有顯著差異；學校英語課程的學 習態度則未有顯著差異；英語補習課程學習態度部分有顯著差異，每週英語補習時 數5小時以上者優於於4小時以下者。 七、不同英語補習動機之學童在一般英語學習態度、英語補習課程的學習態度有 顯著差異，學校英語課程的學習態度部分有顯著差異，英語補習動機為自己 興趣者優於於其他英語補習動機。 / This study aims to understand English cram status quo. cram school learning experience and English learning attitude of the fifth and sixth graders in Tainan City. Totally 443 participants are selected from the fifth and sixth graders in Tainan City. The data are analyzed through descriptive statistics, t-test and one way ANOVA. The major research findings are as follows: 1.Seventy percent of elementary high graders in Tainan City go to English cram schools, and most of them go there at least three to four years. Besides, most of them take English lessons everyweek under four hours. The main motivation is to enter a higher school and have better academic performance. 2. High graders students’ English learning attitude are above the average. 3. Different high graders genders have partly different attitude. Female students are better than male ones. 4. High graders with different primary caregivers of education have no significant difference on three levels. 5. High graders with different attending cram school years have significant difference partly. One to two English learning years are better than those with three to four years and more than seven years. 6. High graders with different English learning hours every week on general English learning attitude have significant differences.Students who learn English in cram school for more than five hours are better than students who learn English in cram school for less than four hours. 7. Significant difference of different motivations were found among general English learning attitude and English courses of going to cram schools. High graders with different motivation on the English courses have significant differences partly. Students who are interested in going to cram school get better grades than the other motivations. / 摘要 i Abstract ii 致 謝 iii 目 次 iv 表 次 vi 圖 次 vii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 5 第三節 名詞釋義 5 第四節 研究範圍與限制 6 第二章 文獻探討 9 第一節 國小英語教學與英語補習的現況 9 第二節 英語學習態度 22 第三節 英語補習經驗與英語學習態度 27 第四節 英語學習態度的相關研究 37 第三章 研究方法 45 第一節 研究架構 45 第三節 研究工具 47 第四節 研究步驟 57 第五節 資料處理與分析 58 第四章 研究結果與討論 61 第一節 受試學童基本資料、參加英語補習經驗與英語學習態度之分析 61 第二節 不同背景變項的學童在英語學習態度的差異分析 65 第三節 不同英語補習經驗之學童的英語學習態度之差異分析 69 第四節 綜合討論 78 第五章 結論與建議 83 第一節 結論 83 第二節 建議 84 參考文獻 86 附錄一 96 附錄二 100

摘要 本研究主要在調查國中英語教師對於教學方面的意見，其內容包含以下六個部分：一、探討語言學的內涵與研究範圍。二、探討語言學習理論的基礎。三、介紹語言教學的發展。四、介紹語言測驗的重要性。五、了解教具與教學資源的種類。六、建議與結論。 本研究以台北市國民中學英語教師為調查對象，在學校方面抽出20所國民中學，發出200份問卷，回收167份，回收率83.5%，有效問卷151份。調查工具採自編之「國中英語教師教學意見調查」問卷。研究中所採用的統計方法包括次長分配、百分比統計以及卡方考驗等，問卷的處理則採SPSS for windows統計套裝軟體進行統計分析。 據此，本研究的研究結果如下： 一、 在英語教師應接受的專業訓練方面：超過90%的國中英語教師認為英語教師應接受語言學的訓練，而其中以語言發展史與語音學為最重要的範圍。 二、 在各種英語教學方法中以溝通、口說教學法最受國中英語教師的重視。值得注意的是默示教學法、暗示教學法這類新式的教學法只有不到六成的英語教師覺得重要，這有可能是因為有多數的英語教師不了解其意涵，且此兩種教學法在現行的國中英語教學上有其施行的困難。 三、 在教學技巧上，現行國中英語教師認為教導學生學習會話與造句的技巧最重要。 四、 在語言測驗方面，現行國中英語教師認為聽力與發音的測驗最重要。 五、 在教具與教學資源上，現行國中英語教師認為使用圖片與黑板、戲劇來教學是重要的。 再者，綜合文獻探討、研究過程及實證調查之分析結果，針對有關單位與 國中英語教師、未來研究提出以下建議： 對於有關單位的建議： 一、 釐清英語教學的目的及其在中學教育的地位。 二、 實施英語教學的內容，宜將聽、說、讀、寫四種技能列為平常地位來設計課程與教材。 三、 提供充分的教具與教學資源。 四、 採用合宜的入學測驗，導正正確的英語教學。 五、 具有彈性的英語課程內容與授課時數。 六、 籌劃真正實用的英語師資培養課程及提供足夠進修管道。 對於國中英語教師的建議： 一、 教師應建立終身學習的信念。 二、 授課時所採用的教學教法須與教學理論配合。 三、 採用合宜學習評量的方式。 對於未來研究的建議： 一、 本研究採量化之研究，未能再深入了解英語教學的現況，建議可再採深度訪談或觀察的方式來進行研究。 二、 研究對象方面，建議可將研究對象擴大至台灣省英語教師的研究。 第一章 緒論 第一節 研究動機與目的 第二節 研究問題與名詞釋義 第三節 研究範圍與研究限制 第二章 文獻探討 第一節 語言學的意義與研究範圍 第二節 語言習得理論 第三節 英語教學法的介紹 第四節 英語測驗的重要 第五節 英語教學與視聽教育工具 第三章 研究方法 第一節 調查研究的架構 第二節 調查對象與樣本之選取 第三節 調查研究工具的編製 第四節 調查研究的實施過程 第五節 調查研究資料的統計處理 第四章 調查結果的分析與討論 第一節 對於教師應接受的教學訓練的調查結果 第二節 對於各種英語教學法看法的調查結果 第三節 對於各種教學技巧看法的調查結果 第四節 對於英語測驗的看法的調查結果 第五節 對於使用教具看法的調查結果 第五章 結論與建議 第一節 結論 第二節 建議 / The study of the investigation of the teachers' opinions about teaching in Junior High School Abstract The main purpose of this study are to explore junior high school teachers' opinions about teaching. It contains six parts: First, the study explores the content of Linguistics. Second, the study explores the basic theories of language learning. Third, the study introduces the development of language teaching. Forth, the study introduces the importance of language exams. Fifth, the study wants to understand the kinds of teaching resources. Six, the conclusions and suggestions. Objectives of the study include public junior high school English teachers in Taipei City. 20 schools have been sampled and 200 copies of the questionnaires dispatched. 151 copies of effective samples are actually acquired. Data of questionnaires statistic packaging software "SPSS for windows". Based upon data of literature review and questionnaire, conclusions have been reached as follow: 1.The professional training about English teachers: Over than 90% of English teachers think that an English teacher should accept the training of linguistics. Most important parts of linguistics are Phonetics and the history of language development. 2.Most of the junior high school English teachers think that communicative language teaching method, and audio-lingual method are most important teaching methods to teach English in junior high school. 3.Most of the English teachers think that the most important teaching skills is how to teach conversation and sentence-making. 4.The junior high school English teachers think that the listening exam is the most important part of language exams. 5.The junior high school English teachers think it important to use blackboard, drama to teach English. According to the results of this study, following proposals are offered: 1. As to the educational authorities, they should (1) Make sure that status of English in junior high school education. (2) Design the textbook with the equality of four skills, the content contains: Listening, speaking, reading, and writing. (3) Offer enough teaching resources. (4) Adopt suitable entrance examination. (5) Design flexible class. 2. As to the teacher: (1) The teachers should have the faith to learn as old as one can. (2) The teachers should use suitable teaching method. (3) The teachers should adopt suitable exams. 3. As to further study: (1) They can enlarge the samples. (2) The can use another way understand the truth of English teaching in junior high schools.

本論文評量臺灣學生國中三年對英文重音與語調的學習成果，並探討造成學生學習困難的原因。五，名高一學生唸相同兩篇對話和十名母語為英語的外藉人士比較。結果顯示可暗示說話者態度的調型對學生最難，一些特殊句型的調型次之，而普通句型的升、降調最容易。重音方面則以牽涉到英文節奏和前後文的重音型較難。 　　經由對比分析，發現英文本身的問題和中英文的差異都對學習不利。英文本身的問題包括重音與語調的多變性和書面表示方式的不足。中英文的差異包括音調的範圍、語調對單字發音的影響、訊息焦點的表示方式、態度的表示方式、音調的高低度、以及中文調型的干擾。另外，由五十位國中老師和五十位學生所回答的問卷結果也顯示一些教學上的因素也會造成某種程度的干擾。 　　文末對教學方法、教材以及老師和學生的教學均有建議，期望對英語教學的更臻完善有所幫助。 / This thesis evaluates Taiwan junior high school students' performances in English stress and intonation and uncovers some reasons causing students' learning difficulties.　Compared against ten native speakers' performances, forty students' performances in reading two dialogues are evaluated.　The results show that the contours with attitudinal meanings are more difficult for students than the contours of special grammatical constructions, which in turn are more difficult than ordinary falling and rising contours.　And students have more difficulties in the stress patterns involving English rhythm and discourse knowledge than those that do not. 　　Through contrastive analysis, we find intralingual and interlingual factors interfering with students' learning. Intralingual factors include the variability of English stress and intonation, and the deficiency in their representation.　Interlingual factors include the scope of pitch, the influence of intonation on citation forms, expressions of focus, expressions of attitudes, ranges of pitch, and interference from Mandarin contours.　Moreover, the results of two sets of questionnaires answered by fifty teachers and fifty students show some pedagogical factors also come into play. 　　Suggestions for teaching methods, teaching materials, teachers, and students are also given with a view to helping improve English teaching and learning.