本研究旨在分析高二生作文用字情形以期呈現學生高頻率單字並比較不同語文能力學生的寫作文字。同時，本研究也探討課文單字與學生實際使用單字的重疊與落差。再者，本研究也探討學生用字成長的比例。 經過為期一學期的四次寫作練習後，共有五百六十份學生寫作文章在不得參考字典及互相討論的前提下完成。系統分析後的學生寫作文字以出現頻率高低及字母順序呈現不同情形。另外，這些學生不同用字也做分析對照表。 本研究結果如下：（一）學生寫作單字存在著質與量的問題。（二）學生寫作能力因練習而加強，而且英文能力與寫作能力有正面關係。（三）在各別用字方面，有二十四個字的反覆地出現在四篇不同題目的文章中。（四）隨著寫作進行，課文單字在學生文章的使用上有增加的趨勢。（五）在不同字彙使用上，四次寫作的用字並無明顯地成長。

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本研究旨在分析探討運用英文報紙作為台灣國中生英文閱讀輔助教材之可 行性，並分析報紙中各種不同的主題內容對於增進閱讀能力之實際影響，期能對 於國中英語教師在選擇課外英語讀物及培養學生英文閱讀能力具有啟示作用。 參與本閱讀實驗的為37位台北市文山區一所國中的三年級學生。所有學生 在學期初以全民英檢初級考題之閱讀能力測驗結果區分為高、中、低三種程度， 繼而接受為期四個月的英文報紙閱讀訓練。實驗過程中每一單元後均以簡單的讀 後測驗來引導並檢視學生之閱讀理解力。在學期近結束前再以另一份英檢初級試 題作為本實驗的後測。 本實驗採用質與量的分析方法。質的分析涵蓋：(一)實驗對象的英文學習背 景；(二)學生對於英文閱讀上困難之分析；(三)學生對於不同類型選文的看法。 量的分析則以SPSS統計法來研究：(一)前後測統計數值的差異；(二)不同類型 選文在英文閱讀理解與後測的成效關係。 本研究結果發現：在經過以英文報紙選文的閱讀測驗訓練後，高、中、低三 種程度的學生均有明顯進步，其中又以中等程度的學生進步最大，低程度學生次 之。最後，本研究提出一些英語閱讀教學上之建議：(一)選擇與日常生活相關且 實用的短文；(二) 選擇學生已熟知或關心的新聞事件、氣象報導、廣告為主題； (三)適切的運用選文從事句型及文法教學。最後，希望本研究能提供現行台灣國 中教師及學生閱讀教學上一些啟示及方向。 / The study aims chiefly at the practicality of using English newspapers as supplementary reading materials for junior high students. It also discusses how different newspaper articles can help improve the students’ reading comprehension with a view to offering junior high school teachers an alternative in choosing the extra-curricular reading materials and cultivating students’ reading skills. Thirty-seven ninth graders were involved in this research. All the subjects were given the elementary level reading test of GEPT (General English Proficiency Test) as a pretest in the beginning of the first semester of the 2002 school year. The subjects were then divided into three proficiency levels—high, middle, and low according to the scores of the test result. A four-month English newspaper reading program was then introduced to the subjects. Throughout the program, an after-reading test was given to examine and evaluate the students’ comprehension of each unit. At the end of the semester, another elementary level reading test of GEPT was given to the subjects as a posttest. This study adopts both qualitative and quantitative analyses. The qualitative analysis consists of (1) the subjects’ English learning background, (2) difficulties encountered by the subjects in English reading comprehension, and (3) the opinions expressed by the students on different selections of the text. By executing SPSS program, the quantitative analysis includes (1) the difference of statistical values between the pretest and the posttest, (2) the correlation among text types, reading comprehension gained after the posttest. To sum up, this study offers pedagogical implications for junior high school English teachers who seek up-to-date reading materials and effective teaching.

近數十年來，由於國際關係日益密切，國際事務日漸紛雜，亦由於電訊事業之突飛猛進，促使國際傳播日趨頻繁，而國際政治傳播更成為各國促進瞭解，實現外交政策之重要工具。 早在一九四二年羅斯福總統時代，美國即成立戰時新聞局（Office of Wat Information），從事全球性之宜傳與心戰工作。其後幾經演變，到一九五三年艾森豪總統時代，成立了美國新聞總署（United States Information Agency）。並在海外設立美國新聞處（United States Information Service），從事各項新聞與文化活動。 「學生英文雜誌」就是美國新聞總署所屬臺灣美國新聞處之一刊物，它以我國大專青年學生為主要傳播對象，免費供應。就本文作者觀察所得，部分學生對該雜誌甚感興趣，除藉此以瞭解美國外，並作為學習英語之課外讀物；但亦有部分學生一言認定其為美國政府之宣傳品，不屑一顧。二者所見，是否正确？此乃本文研究之動機。謹愛擬就該雜誌之傳播目的與技術加以探討，並以之為我政府從事類似政治傳播之借鏡。 本文共分五章，第一章為緒論，首就美國新聞處及學生英文雜誌加以簡單介紹，並提出研究重心。第二章說明研究方法。第三章為資料分析，就該雜誌內容主題加以區分，以瞭解其傳播目的，並探討其所運用之傳播技術。第四章為討論與評價，首先討論一般宣傳之原則與技術。作為評價該雜誌及提供建議之依據。第五章為結論。 本文之撰寫多承吾師徐佳士先生指導，並蒙吳南軒先生，呂俊甫先生賜教，外交部情報司司長魏煜孫博士會就本文「宣傳之一般原則與技巧」一節加以審閱及提供意見，美國新聞處可諾普（Robert B.Knopes）君及其助手等曾就學生英文雜誌之取材與編輯提供寶貴資料，謹此一併致最誠懇之謝意。 第一章　緒論 第一節 美國新聞總署的成立與功能 第二節 臺灣美國新聞處與學生英文雜誌 第三節 問題的形成與研究重心 第二章 研究方法 第一節 內容分析之運用 第二節 選樣 第三節 測量之類目與單位 第三章 資料分析 第一節 「學生英文雜誌」內容主題區分 第二節 「學生英文雜誌」塑造映象之範圍 第三節 學生英文雜誌傳播技術之探討 第四章 討論與評價 第一節 宣傳之一般原則與技巧 第二節 「學生英文雜誌」評價 第五章 結論 參考書目

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.

英語在貿易、科技等領域為當今國際交流的主要語言，更是學術界之主要溝通媒介，在台灣高等教育亦是如此。本研究旨在探討企業管理碩士班學術英文課程規劃之現況，以台灣某科技大學之企業管理所及國際企業管理所為對象，採問卷、課室觀察、訪談之研究方式，從教師及學生的觀點深入評析97、98學年度兩所的學術英文課程規劃、實施現況、學生的學術英文需求、及學生自評之學術英文能力。從兩所學生回收的有效問卷共98份，篩選後的學生訪談者共14位。兩位授課教師的訪談則分別於97、98學年度各進行一次。問卷結果採描述性統計加以敘述分析，課室觀察及訪談結果則以持續比較法（constant comparison method）進行分析。研究結果顯示兩所之課程規劃均注重培養教師及學生的學術英文能力；雖教師方面含海外師訓、定期教學研討會，然全英授課課程之師資來源為一困難。學生方面則從招生至畢業規定，均將促進語文能力納入整體課程規劃中。教師在教學、教材選擇、評量方面均致力培養學生的學術英文能力。學生的學術英文需求特別注重術語、讀、口語溝通、上台報告之能力，然本土文化之知識極待加強。學生普遍自評學術英文能力普通或不佳。本研究結果為商管學術英文課程規劃者及研究者提供了一個全面性的參考資料。 / English is the main lingua franca for international communication in fields such as business and technology; it is also the major medium in teaching and learning. This phenomenon has a significant impact on higher education in Taiwan. This study aimed to probe into the status quo of EAP (English for Academic Purposes) curriculum design in graduate business administration programs. An MBA and an IMBA program at a national university of science and technology in Taiwan was targeted. Questionnaires, classroom observation, and semi-structured interviews were adopted as research instruments. Teachers’ and students’ perspectives of the curriculum design, implementation, students’ EAP needs, and students’ self-evaluated EAP abilities in the academic years of 2008 and 2009 were investigated. A total of 98 valid questionnaires were collected, and 14 student interviewees were selected. Two teachers were first interviewed in the academic year of 2008, and again in 2009, respectively. The analysis of questionnaires was conducted through descriptive statistics, while the qualitative data was analyzed by constant comparison method. Results of this study indicated that the two programs included nurturing teachers’ and students’ EAP abilities in the curriculum design. For teachers, overseas teacher training and regular teaching seminars were provided. However, finding teachers to teach English-medium courses presented a difficulty. Developing students’ language abilities was included in the overall curriculum design, from admission to graduation regulations. Teachers were committed to cultivating students’ EAP abilities in instructional practices, material selection, and evaluation. The EAP needs of terminology, reading, oral communication, and presentation abilities were particularly valued. Nonetheless, students’ knowledge of local culture needed to be strengthened. Students generally rated their EAP abilities average or below average. In sum, this study may be of importance in improving EAP curriculum design in graduate business programs in future.

本研究旨在探討四技二專英文科測驗與高職英文課程綱要之互動，分別從以下三方面來探討: 一、四技二專英文試題的發展歷程。二、高職英文課程綱要在不同階段的特色。三、四技二專英文科試題與高職英文課程綱要之互動。 本研究採試題定性分析法，以分析81年至97年四技二專英文科試題及76、87、95年教育部所頒布之高職英文課程綱要，同時參考相關之測驗、教學研究論文，探討四技二專英文科測驗與高職英文課程綱要之互動。主要發現如下： 第一， 81-87年四技二專英文科測驗的重點在於僅測驗學生單項的語言知識，且偏重學生的記憶力而非綜合分析的能力，題幹也較少提供足夠的情境及線索供受試者參考。測驗的重點與課程綱要在某方面有相呼應之處，例如著重文法及單項的語言知識；閱讀測驗的取材雖多樣化，設計卻有不當之處；另外, 課程綱要雖重視聽說讀寫技巧, 但測驗僅能測出讀的能力。 第二，88-89 年試題轉變為漸漸著重整合式試題及語言的使用，例如，發音及拼字不再出現，且因課程綱要鼓勵老師使用溝通式教學法，所以測驗的特質亦略具溝通式語文學習，取材的內容著重與生活相關。當時的課程綱要亦有此特色。然聽、說、寫能力並沒有被測驗出來，題幹所提供的線索不足，文法測驗停留於單句的測驗，都是與課程綱要不符合之處。 第三，90-97年為試題產生最大變革的階段，90年教育部成立技專校院入學測驗中心，負責命題、建立題庫、分析試題、開發新題型等工作。因此90年度之後考試題型固定，溝通式語文教學及測驗目標確定，多為整合式題型，題幹有足夠的線索及情境，整體理解重於局部理解。例如：文法測驗併入克漏字測驗, 閱讀測驗需應用閱讀策略。此時的課程綱要著重後設認知理論，要學生培養有效的學習策略，測驗有反應此特色。但聽、說、寫能力並沒有被測驗出來,這違反課程綱要的目標。 此研究結果對於四技二專英文科測驗及高職英文教學有相當的啟示，是值得投注更多關注與研究的領域。

隨著網路的發展，人們的閱讀習慣和閱讀行為一直不斷的進化與改變。過去的研究指出在這數位化的年代，更多的網路閱讀習慣的研究需要再進一步的進行與更新，以便英語教育者更加了解英文學習者如何使用網路幫助他們的英語學習。本研究欲探討大學生如何運用網路幫助他們的英語學習，此研究主要探索大學生英文網路閱讀的習慣以及他們對於英文網路閱讀的觀感。此外，此研究更進一步探討大一學生和大四學生在英文網路閱讀及觀感上是否有差異。 本研究採取質性研究，以北台灣兩所大學為例，參加本研究的學生一共有四十九位學生，分別有二十五位大四英文系學生以及二十四位大一英文系學生。資料收集主要採用焦點團體訪談的方式，以半結構式的方談方式採訪了十八組學生。學生的訪談資料收集後，將訪談內容轉為逐字稿以進行內容分析。 本研究主要發現，學生上網閱讀英文的主要目的是完成學校作業。學生喜歡在網路上閱讀和課業有關的文章、比較聳動以及容易記住、輕鬆的文章主題（例如：休閒活動和藝術）。學生也喜歡在網路上挑選比較簡短、比較具有信賴度和權威性的文章閱讀。根據網路上各種英語學習資源以及學生所提供的資料來分類，本文中整理出學生經常使用的英文學習網站，以供參考。此外，在網路上閱讀英文時，學生比較有動機閱讀有多媒體呈現的文章內容。當在網路閱讀英文時，遇到閱讀理解有問題，學生通常利用線上網路字典或是網路即時翻譯的功能，以幫助他們對文章的理解。 學生提出在網路閱讀英文有些缺點，包含缺乏靈活性、容易分心和迷失方向、提供過多的資訊、缺乏人體工學的考量。此外，學生也提出網路閱讀的優點。學生認為在網路閱讀可以讓他們省時、省錢的得到資訊、得到快速更新的資訊以及其他人的觀點、得到不同形式的資訊、與他人溝通、製作自己的閱讀檔案、增進英文學習、同時處理很多事務。學生也提出一些建議給有意願使用網路教學的的老師，以便老師能夠了解他們的真正的需求與困難。例如，他們希望老師能夠推薦他們有用的網站、教導他們網路搜尋技巧、並且能夠將網路的使用真正的融入課堂中。 本研究也發現大一學生和大四學生在網路閱讀習慣及觀感最主要的相異之處在於大四學生比大一學生習慣將英文融入他們的日常生活中，以便他們透過網路來增加學習英文環境的機會。此外，大四學生比較能夠有技巧性地運用網路資源，以解決他們在網路閱讀上遇到的問題。相反地，大一學生仍然需要老師教導他們一些技巧來解決在網路上閱讀所遇到的問題，以及教導他們如何分辨可信賴和不可信賴的網站。 希望本研究的發現可以讓教育者瞭解大學生如何使用網路來幫助他們的英語學習，以及網路的使用如何影響他們的閱讀習慣。文末進一步提出相關建議，作為教育學者們教學上的參考。 / With the advancement of the Internet, people’s reading habits and behaviors have been evolving and reshaped. Previous studies indicated that more research on reading habits in this digital age is necessary to be further investigated and updated to eke out EFL educators’ understanding of EFL learners’ uses of the Internet to facilitate their English learning. This study attempts to explore how undergraduate students use the Internet to facilitate their English learning by delving into their habits and perceptions of reading English on the Internet and whether there is any difference between undergraduate freshmen and seniors. The present study adopted a qualitative research method. The participants are forty-nine EFL English major undergraduates with twenty-five seniors and twenty-four freshmen from two universities in northern Taiwan. The major way to collect data is focus group interviews, which are semi-structured interviews with eighteen focus interview groups of the participating students. The interview data were transcribed in verbatim and analyzed in accordance with content analysis method. The major findings of the habits of reading English online revealed that the participants basically held positive attitude towards and grew into the habit of reading English on the Internet. They read English online for the purpose of doing schoolwork and they preferred reading contents related to their courses, with light topics such as leisure and art, with sensational and catchy topics, in short length, or with more reliability and authority. The English learning websites that the participants usually went to were also provided for pedagogical references. Moreover, the participants were much more motivated to read English online when the reading contents were accompanied with multimedia. Upon facing reading comprehension problems, they usually turned to online dictionaries or online instant translators to improve their understanding of the contents they were reading on the Internet. The students’ perceptions of disadvantages of reading online included inflexibility, distraction and disorientation, oversupply of information, and lack of ergonomic concerns. Apart from the disadvantages of reading English on the Internet, the participants put forth a number of valuable merits of reading online, including time and cost saving in gaining information, gaining rapidly-updated information, others’ perspective, accessing information in divers forms, interacting with others, making documents, benefiting English learning, and multitasking. As for the suggestions made to the teachers intending to integrate the Internet use into classes, the participants hoped that teachers could recommend them useful websites, teach them search skills, and infuse the Internet into the classroom setting. The major findings of the differences between the seniors and the freshmen were that the seniors were more accustomed to incorporating English language into their daily lives in order to increase more chances to immerse themselves in English learning environments through the Internet than the freshmen. In addition, the seniors were more resourceful in using the Internet to help themselves with problems they met while reading online. Contrarily, the freshmen still needed teachers’ training on how to solve their reading comprehension with more methods and on how to distinguish reliable websites from incredible ones. Finally, it is expected that the findings of this study can provide educators with more understanding about how undergraduates utilize the Internet to facilitate their English learning and how their reading habits are influenced by the widespread use of the Internet. Besides, a number of pedagogical implications and instructional suggestions are presented at the end of this thesis for educators’ teaching references.

第一章導論 第二章現代學派相互依存發展緣由 第一節二次戰後國際政經體系基礎 第二節七十年代後國際政經體系變遷 第三節現實主義國際政治模式 第四節現代學派相互依存興起 第三章現代學派相互依存基本概念 第一節相互依存學說之性質與歸屬學科 第二節相互依存概念之定義 第三節相互依存形式 第四章現代學派相互依存理論主張 第一節相互依存理論模式 第二節相互依存與權力關係 第三節相互依存與國際體制關係 第四節相互依存與對外政策關係 第五章現代學派相互依存理論主張之評論 第一節相互依存的在真性 第二節相互依存的普遍性 第三節相互依存的可靠性 第六章結論 英文參考書籍 英文期刊 中文參考書目

論文提要內容： 本論文旨在探討台灣國中基本學力測驗中英文閱讀測驗之題型，並且針對各題型相關之閱讀技巧及策略進行教學實驗，期望本論文的研究發現與建議能對國中英文閱讀教學有所貢獻。 本研究實驗對象為六十名台北市景美地區一所國中九年級的學生，這些學生來自於二個不同的班級，一班為實驗組，另一班為控制組。本研究採用Mo (1987) 及 Johnson(2004) 的閱測題型分類，並參考國中基測委員會的建議，討論基測英文閱讀測驗題型與分配情形。實驗前測內容包含二○○二年至二○○四年所有國中基測英文閱讀測驗的考題，由受試者參加測驗。接下來進行本研究的教學實驗，實驗組中的受試者接受為期十三週，每週二節課，針對基則範例進行英文閱讀技巧及策略的教學，在另一方面，控制組在相同的條件下，針對相同的範例內容進行字彙、文法、句型及文意的講解與練習。實驗結束後，二組受試者均參加二○○六年所舉辦的兩次基測， 而受試者在英文閱讀測驗的表現，即代表他們的學習成效。 本研究發現國中基測英文閱讀測驗有六種題型，分別為確認文章主旨、尋找細部資訊、猜測字詞意義、找出字詞指涉、導出暗示推論及引導正確結論，而在二○○六年的基測題目中，僅最後一個類型引導正確結論無相關考題，且各題型的次數分配顯示出相當不平均的考題分配情形，將近一半的題目都屬於尋找細部資訊的類型，且歸類於字面技巧 (literal skills) 的題型比重也遠超過屬於重要技巧 (critical skills) 的題型。此外，前測結果不僅顯示實驗組與控制組在教學實驗進行前並無顯著差異，也顯示受試者在字面技巧的表現優於重要技巧。本研究也發現閱讀技巧及策略教學在二○○六年的第一次基測是有顯著成效的，然而在第二次時，因受試者已畢業且缺乏有效練習，所以成效並不顯著。 最後，本研究建議基測委員會與試題設計者能多考慮著重各種不同的閱讀題型，尤其是要增加對於學生整體閱讀能力提昇有很大幫助的題型比重，如找出文章主旨與結論等屬於重要技巧的題型。國中英文教師也能設計適合學生的閱讀教材，經由不同題型的練習與強化，幫助學生將這些閱讀技巧與策略內化為他們閱讀能力的一部份，本研究也建議國中英文教材與課本的編寫者能將這些技巧與策略安排在適當的單元與活動中。 / The present study aims to investigate the question types of the English reading comprehension tests in the BCT and to conduct an experiment on the effectiveness of related reading skills and strategies. The findings and suggestions of the present study may be helpful for the reading instruction in junior high school. A total of 60 ninth graders in a junior high school in Jing-mei, Taipei participated in this experiment. They are from two different classes; one is the control group and the other is the experimental group. According to the categorization of the reading skills from Mo (1987) and Johnson (2004), the present study examined the question types of the English reading comprehension tests in the BCT and the frequency distribution of different question types. The reading pretest included all the reading passages and items from 2002 to 2004, and the participants were asked to take the pretest as a formal exam. Then, the experiment of the present study lasted for 13 weeks, two class periods a week. The participants in the experimental group received the instruction of the reading skills and strategies while the participants in the control group were taught the vocabulary, the grammar, the structures and their meanings in the same reading passages. After the formal reading instruction, the participants took both of the BCT in 2006, and their performances may reflect the effectiveness of the formal reading instruction. There are several findings for the present research. First, six different question types are identified in the English reading comprehension tests of the BCT and they are identifying the main idea, finding the detailed information, determining the meaning out of context, finding the targets of the reference, drawing implications and inferences and drawing correct conclusions. But the last question type drawing correct conclusions was not identified in the BCT of 2006. Second, there existed an unbalanced distribution of these question types. Nearly half of the reading questions can be classified as the type finding the detailed information, and the proportion of the question types related to the literal skills was much larger than those of the question types concerning the critical skills. Moreover, the results of the reading pretest showed that there is no significant difference between the experimental and the control groups and that the participants performed better on the literal skills than on the critical ones. At last, the results of the participants’ performances in the first BCT of 2006 revealed that the formal reading instruction of the reading skills and strategies is effective. But the participants took the second BCT after they graduated, and the effectiveness of the instruction may reduce because of time and lack of practice. Finally,the researcher would like to suggest the BCT committee include more reading question types that may emphasize students’ overall reading abilities. Junior high school English teachers may design their own reading classes and help their students improve and internalize the reading skills and strategies they need. The designers of the English textbooks may include these useful reading skills and strategies in different tasks and activities.