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.