一國如在教育上過度強調以學業為導向，就會出現具有雙刃劍角色的補習現象通常會，一方面幫助學生在學術能力測驗中取得高成就，另一方面限制了學生的創造性發展。部分學生因為在普通學校中無法取得足夠的知識和技能，故而轉向補習班為測驗做準備。尤其在英語科目成為主要考核科目之後，補習班的項目也因此更加多元。本研究旨在關注台灣補習教育何以在1990年代教改之後，依然擴張的現況，補習班如何從日常學習的補充角色，轉向台灣中學生教育中的必要部分。研究者針對補習班英語教學方法進行探討，透過對補習班經營者、教師和補習學生進行深度訪談，來瞭解他們的相關經驗。研究結果發現，補習班經營者意透多元與另類等途徑，聘請英語教師，來提升教學的創意。至於教師的訪談發現，英語教師通過嘗試新的教學方法來幫助學生在學業方面取得更好的成績，但是這種方式存在一定的局限性。本研究印一步發現補習班教師包括來自英語國家的和非英語國家，即使某些補習班老師並未取得教師資格證書，但在學生看來比一般學校的英語任課老師更加優秀。值得注意的是，大多數學生認為補習班的教學方法與一般學校相差無幾，但是學生滿意度明顯高於主流學校英語教師。本研究進一步確認補習班因商業利益等考量，許多訊息備受保密，使得研究者難以獲得一套完整的教學方法和學生經驗。 / In an academically oriented nation, there is a realization that attending a cram school can be double-edged, as they often offer great outcomes in students’ academic achievements especially with their test scores but they can also limit students’ creative development. Unable to obtain sufficient knowledge and skills for tests in mainstream schools, students have commonly turned to cram schools for examination preparation. Educational reforms enforcing English as a main examination subject greatly diversified the possibilities for tutoring and in fact helped cram schools’ diversification. The study focuses on the phenomenon of the influx of cram schools, and how it’s no longer a supplement, but instead a necessity of a secondary student’s education in Taiwan. This study starts with investigating the cram school phenomenon, as well as to discuss the teaching methods used in English classes. Finally, data has been collected through in-depth interviews among cram school owners, teachers and former attendees to look at their experience in cram school . The results of the study shows that the cram school owners approved the necessity to enhance creative teaching through alternative methods so as hiring teachers with supplementary talents. The teacher interviews revealed that trying new approaches to teaching have helped students achieve better outcomes academically, but sometimes only to a certain extent that is why cram schools can be double-edged. The paradox of this study is the cram school teachers’ qualifications for both native and English speakers. In fact, even though they may not have any teaching qualifications, cram school teachers are described by students as being better teachers compared to the ones in regular school. Significantly, the study discovered that a majority of students find cram school teaching methods in general so as the overall experience to be more satisfactory than with mainstream school The study finally showed that gaining information about cram schooling can be difficult as there is some secrecy surrounding it. This prevented the researcher from gaining a complete picture of cram school teaching methods and students’ experience.

本研究設計了一個結合遊戲性及新型互動體驗的英語學習輔助玩具，目的是將英語學習帶入學齡前兒童的戲水情境之中，兒童可透過與玩具遊戲的過程，達到英語學習歷程的催化。本研究開發之數位互動玩具，可藉由手與尾巴做出不同組合的動作，以及眼睛可以投射出燈光圖案表達不同情緒。並透過語音播放出故事中的單字與句子，再藉由以上的功能會組成不同的回饋。小朋友能用摸與說話的方式，在與玩具之間的遊戲過程中，達到產生興趣的效果。 現階段本研究探討使用者經驗的分析，若要分析小朋友的正式學習歷程，就必須先了解小朋友的動機和使用後的回饋，以讓未來學習歷程中的研究作為基礎。因此，基於認知心理學家的理論討論幼兒學習的歷程，以及為了得知如何設計適合的玩具給小朋友，本研究提出設計時的原則以及使用者經驗與使用性，建構出互動玩具的雛形。實驗評估對象共為8位3~5歲之兒童(第一階段7位，第二階段1位)，以觀察的方式紀錄實驗過程，利用開放式問題詢問小朋友的回饋，並以進行整理與分析。總結，研究成果為： 1. 互動學習體驗：將科技結合一般戲水玩具，透過觸摸及語音的互動方式產生動作、燈光圖案、聲音等回饋，從戲水互動過程中給予兒童新的互動學習體驗。 2. 學習與探索的動機：本研究依據Skinner的操作制約概念制定互動流程，玩具經實驗發現透過觸摸及口說的互動，產生了多元回饋刺激，包含故事內容及卡牌的配合，讓小朋友在遊戲過程中能自行探索內容並在過程中學習。 3. 使用者經驗與使用性分析：從使用性五項指標分析情緒起伏歷程紀錄及分析使用者經驗，發現玩具容易讓小朋友操作且記憶玩具提供之內容，整體使用性是高的。但相較於觸摸的互動方式，說話的互動方式會讓小朋友在操作上使用性較低。 互動玩具的設計製作：以UCD的設計思維建構互動玩具外型設計、人機互動方式及內容設計，並再以Arduino為主要載體建構模組化之設計。 / This study designed an English learning toy that combined the game and a new interactive experience. This aim is to integrate English learning into the context of preschoolers playing in water and use the interaction with the toy to promote the English learning process. In this study, the digital interactive toy we made that can make different combinations of action by using its hands and tail, project out the lighting patterns to express various emotions by its eyes, and play out the words and sentences of the story by the voice player. According to the above functions, the toy forms different ways of feedback. It is effective that children can develop an interest in the toy by the ways of touching and saying in the process of game playing. At present, this study explored the analysis of user experience, if we want to analysis the children's formal learning process, we must first understand the child's motivation and feedback after use, so that it can be a foundation of the learning process in the future. Thus, the study is based on the theory of cognitive psychologists that discussed the course of early childhood learning. In order to know how to design a suitable toy for preschoolers, this study built the prototype of the interactive toy through presenting the design principles and user experience and usability. The subjects were 8 preschoolers (3-5 years of age) enrolled in the study (7 subjects in the first stage and 1 subject in the third stage). Researcher recorded the experimental procedure by the way of observing, inquired the research subjects to get their feedback by opened questions, and then digested and analyzed to the conclusion. Summary, the results of this research are in the following: (1) Interactive learning experience: The combination of technology and the general water-playing toys. The digital interactive toy let preschoolers get a new interactive learning experience through the way of touching and speaking to emerge action, light patterns, sound and other feedback. (2) Learning motivation and exploration: Based on Skinner's operational control concept, the research has found that the toy stimulates a variety of feedback through touching and speaking of the interaction, including the story content and cards. The preschoolers in the course of the game can explore the content by themselves and learning during the process. (3) User experience and usability analysis: According to the use of five indicators to analyze the course of emotional change and user experience, the research has found that the toys easily to be operated by children and made them keep memory of the contents the toy provided. The overall use is high, however, compared to the interactive way of touching, the way of speaking is lower in the children’s operation. (4) Interactive toy design: The toy is based on UCD design thinking to construct interactive toy exterior design, human-computer interaction and content design. The main carrier is Arduino to build out the modular design.

本文旨在探討英語人士在中文否定句的習得過程中，是否呈現系統性發展。本研究以訪問的方式進行語料的收集，以比較性問題引導語者產製否定句型。受訪者中八位在國立政治大學語言視聽中心學習中文，二位為長期居住在台灣之英語語者。十位語者的語言表現將視為一個整體，以Implicational Scaling的方法進行結果分析。 中文最主要的否定詞為「不」與「沒」。中文否定句不同於英文否定句在於中文否定句除必需考量句法結構之因素外，否定詞的選用尚必需考量語意因素。除傳統所認為「沒」乃由「不」所衍生出來，且「沒」適用於變化後的（inflected）動詞外，根據石毓智（1992）的分析，「不」與「沒」的使用，具有清楚的分工，「不」用來否定具「連續量」的字詞（word of continuous quantity），而「沒」用來否定具「離散量」的字詞（word of separate quantity）。此外，否定詞的使用，尚受限於被否定的字詞，其定量（fixed quantity）與非定量（non-fixed quantity）的約束。 就表面結構而言，受訪者總共產製了四十二個句型。將這些句型歸納成深層結構而後進行Implicational Scaling。研究結果顯示，英語人士依一系統性的發展順序習得中文之否定句。同時結果亦顯示學習乃由易到難，由普遍到特殊的發展順序。 / The present study aims to explore the developmental sequences of Chinese negation by adult English speakers. The study collects data by interviewing and uses comparative questions to elicit negative structures. Ten adult English speakers are interviewed in which eight study Chinese in The Language Center in Chengchi University and two work in Taiwan over ten years. It is hypothesized that most learners develop a language in a common sequence of steps even though there are deviations of individual speakers. Therefore, the ten informants are regarded as a whole to explore the developmental sequence of Chinese negation by Implicational Scaling. Two main negators in Mandarin Chinese are bu and mei. Traditionally, it is proposed that the two negators are in complementary distribution. Bu becomes to mei when the following verb is you or as an "inflected verb." Besides, according to Shi (1992), the two negators have definitely different functions: bu is used to negate words of continuous quantity and mei words of separate quantity. In addition, whether a word or a phrase is fixed-quantity one or non-fixed-quantity one also influences the occurrence with the negators. Accordingly, It is obviously that Chinese negative structures differ from English and is much more complicated than English. There are 42 surface structures of negation produced by the informants which are generalized into eighteen ones based on the rules of deep structures. And then they are scaled into an implicational ordering. The results are valid and we can infer the development of negation into several stages. Furthermore, it shows that negative structures which are specifically used in Chinese are acquired latter. Therefore, it is proposed that adult English speakers acquire Chinese negation in a common sequence, developing from general structures to specific ones.

國民中學基本學力測驗（簡稱「基測」）英語科屬高代價之語言測驗，測驗結果攸關每年三十萬左右國中畢業生的升學依據，影響層面甚廣，測驗對教學的影響即語言測驗文獻中所探討之回沖效應。 本研究旨在探討基測英語科對台灣北部地區九年級學生英語學習的回沖效應，以問卷調查台灣北部地區（基隆市、台北市、台北縣、桃園縣、新竹市、新竹縣）九年級學生，從以下四個面向探討基測英語科所造成的回沖效應：（1）學生對基測英語科試題的了解及看法；（2）學生的學習目的；（3）學生的學習方式；（4）課堂活動。本研究以四個行政層級（直轄市、市、鎮、鄉）作為抽樣依據，共計發出1,490份問卷。 研究主要結果如下： 一、大多數學生了解基測英語科之題型及測驗目的。僅有半數學生認為試題簡單，進一步分析顯示，比較了解題型及目的的學生認為試題簡單。 二、學生學習目的與《國民中小學九年一貫課程綱要》英語課程目標一致。不以基測作為主要英語學習目標的學生英語成績較好。 三、學生最常從事的學習活動是聽英語歌曲、看英語影片或節目，也會學習千字表之外的字詞。大部分的學生沒有藉由參考書、參加校內課後輔導或校外補習來準備基測英語科。 四、最常見的課堂活動是老師帶唸課文或單字、文法練習，及寫測驗卷或聽老師檢討內容。相較之下，口說聽力的教學活動較少。 結果顯示基測英語科對學生的學習影響不大，但對老師的課堂教學產生負面回沖效應，進而影響學生學習。綜合研究結果，本研究建議教師應增加課堂教學活動的多樣性，減少測驗相關教材及練習，以培養學生學習英語的興趣與方法。 / The effect of testing on teaching and learning is generally known as washback in the field of language testing and assessment. Despite a growing attention to the concept of washback, most washback studies focus on teachers, not on learners as test takers, who are the most important stakeholders in testing. The purpose of this study is to investigate the washback effect of the Basic Competence English Test (BCET), a high-stakes language test, on 9th-graders in northern Taiwan. The method of questionnaire survey was used to collect students’ perspectives on the following four areas: (a) perceptions of the BCET, (b) learning motivation, (c) learning activities, and (d) class activities. A convenient sample of a proportionate size was selected based on four administrative levels (i.e., national, municipal, town, and village levels) from Keelung City, Taipei City, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County. Altogether 1,490 ninth-graders from 42 classes at 22 schools were selected for the survey across northern Taiwan. The major findings of the study are as follows: 1. Most 9th-graders in northern Taiwan were aware of the BCET test format and the BCET test purpose. Nearly half of them found the BCET not to be easy. The more the students understood the BCET format, the more likely they thought that the BCET was easy. Similarly, the more the students understood the BCET purpose, the more likely they regarded the BCET as an easy test. 2. Three top motivations for the students to learn English coincide with the overall objectives of English language education in Grade 1-9 Curriculum. Students’ English achievement gets better if they do not regard the BCET as the primary goal of language learning. 3. Students’ most common learning activities include listening to English songs, watching movies/programs in English, and learning words and phrases beyond the word list of 1,000 basic English vocabularies. The BCET does not drive students to undertake the following practices: using practice books for examinations, attending cram schools, and attending self-study classes for the test at school. 4. It was common for the 9th-graders to do practice tests or mock examinations in class, and listen to their teachers explaining the test items. Instruction relating to formal aspects of English also occurred frequently in English language courses, while few aural/oral practice activities were undertaken in classroom teaching. Based on the findings of the BCET washback effects on students and teachers, this study suggests that English teachers should attempt to employ various types of classroom activities, as proposed in Grade 1-9 Curriculum, rather than relying on examination-oriented materials and practices, so as to promote learning interests and develop effective methods of learning.

我國的數位學習環境，自政府於2003年啟動「數位學習國家型科技計畫」開始，市場需求與產業發展日漸加溫，近年更是有許多創新產品的誕生。另一方面，從文獻回顧中不難發現，關於學校與企業用戶所使用的學習帄台，由於市場規模較大且發展得早，因此產品開發的相關文獻也較為豐富；而在個人市場中，不論產品所使用的技術或是產品本身的商業模式都比學校與企業用戶來得更加多元化，但很可惜的，關於個人市場中廠商如何進行產品開發的文獻卻是非常的少。 　　本研究以我國個人數位英語學習產品為例，來探討數位學習產品的特性對開發活動的影響。故本研究的構面為數位學習產品的特性與開發活動兩大部分，前者包括以學習者為中心、教材重複使用性、知識多元性、資金回收期長、師生互動性、客製化的內容與媒體互動性等七個特性；後者則試圖以較整體性的方式，來探討數位學習產品的開發活動，其中包括概念的形成與發展、專案的組織與分工、專案的領導、問題解決與溝通、時程的控制與測詴、高階主管的角色。而本研究選擇四家數位學習廠商作為深入個案分析的研究對象，其中包括教材、工具軟體與整合服務類別的廠商，來進行專案層次的探討。 　　本研究所得到關於數位學習產品開發的結論包括：(1)數位學習產品的開發專案多由CEO發起。(2)產品在初始創意的產生上，多由具有相關產品開發經歷或技術專長者依據當時代重要的數位學習產品特性來提出；而在之後概念的發展上，為了強化產品與學習理論的連結，則會由教育專長的成員來進行細部規格的設計。(3)產品開發專案多採用固定式工作團隊型式，且成員的專職性高；並且，專案普遍透過組織外部網絡來分擔製作上的工作量。(4)數位學習產品皆具有「以學習者為中心」、「教材重複使用性」、「知識多元性」和「資金回收期長」的特性；而隨著數位學習產品的定位與所使用的技術之不同，產品可能具有「師生互動性」、「客製化的內容」或「媒體互動性」的特性。(5)數位學習產品具知識多元性，因此，其概念的發展需要跨領域的知識交流，在團隊組成上也較為多元。(6)數位學習產品具資金回收期長的特性，因此，高階主管對於產品開發專案涉入程度高。(7)具師生互動性的產品，其概念的提出者具網路服務業的背景，且課程部分的規劃會強調由具有豐富實體教學經驗的成員來執行。(8)具客製化內容的產品，其開發團隊會透過與外部內容商合作來取得部分或全部的教材；反之，團隊多自行開發教材。(9)具媒體互動性的產品，其測詴大多會由專職的測詴人員來執行，並且會透過外測以了解使用者實際使用產品的狀況及找出其他尚未發現的程式錯誤。本研究最後對企業經理人與後續研究者分別提出實務上與研究上之建議。 / When talking about the e-learning industry development in Taiwan, it has become prosperous since our government laughed “Taiwan Digital Archives Expansion Project” in 2003. Moreover, a large number of innovative products are developed in this industry. But unfortunately, the literature about how companies conduct product development is very insufficient. 　　This study which takes English learning products as example researches on how the characteristics of e-learning products affect product developing activities. Therefore, the framework of this research includes two parts, one is characteristic of e-learning products, and another one is product development activity. The former part includes learner-centeredness, reuse of materials, knowledge diversity, long payback period, interactivity, customizable content, interactive media; the latter part includes idea generation, project organization and staffing, project leadership, problem solving, schedule control and testing, role of high-level managers. This research adopts four Taiwanese e-learning companies as case studies. The major conclusion of this study includes (1) E-learning product development projects are most launched by CEO. (2) Ideas of products are most produced by the people who are not educational background, and the linkage of the products with learning theory are strengthen by people who are educational background in later stage. (3) Projects most adopt the team type “fixed team,” and outsource partial works. (4) All the e-learning products are learner-centered, reuse of materials, knowledge-diversified, long payback period; with different positioning and technology, products are or are not interactive, with customizable content, with interactive media. (6) E-learning products have long payback period, so high-level managers deeply involve the projects. (7) Products which are interactive, the concept of products are most proposed by people with background of internet service industry. (8) Product with customizable content, some part or all of its material are acquired by cooperating with content providers. (9) Products with interactive media, their testing work are most executed by individual testing member and most projects have external testing.

隨著時間的推移演進，人們瞭解到將知識經驗著作成文獻典籍保存下來供後人研究開發的重要性。時至今日，以英語為主的學術寫作論文成為全世界最主要的研究交流媒介。而對於英語為非母語的研究專家而言，在進行英語學術寫作上常常會遇到用了不適當的字彙或搭配詞導致無法確切的傳達自己的研究成果，或是在表達上過於貧乏的問題，因此英語學術寫作字彙與搭配詞的學習與使用就顯得相當重要。 在本研究中，我們藉由收集大量不同國家以及不同研究領域的學術論文為基礎，建構現實中實際使用的語料庫，並且建立數種詞性標籤型態，使用關鍵詞擷取關鍵詞擷取(Keyword Extraction)技術從中擷取出學術著作中常用的學術寫作字彙候選詞，當作是學術常用寫作字彙之初步結果，隨即將候選詞導入關鍵詞分析的指標形態模型，將候選詞依照指標特徵選出具有代表指標意義的進一步候選詞。 在實驗方面，透過對不同範圍的樣本資料進行篩選，並導入統計上的方法對字彙進行不同領域共通性的分析檢證，再加上輔助篩選的機制後，最後求得名詞和動詞分別在學術寫作中常用的字彙，也以此字彙為基礎，發掘出語料庫中常用的搭配詞組合，提出以英語為外國語的研究學者以及學生在學術寫作上的常用字彙與搭配詞組合作為參考，在學術寫作上能夠提供更多樣性且正確的研究論述的協助。 / With the evolution over time, people start to know the importance of taking their knowledge and experience into literature texts and preserving them for future research. Until now, academic writing research papers mainly in English become the world’s leading communication media all over the world. For those non-native English researchers, they often encounter with the inappropriate vocabularies or collocations which causes them not to pass on their idea accurately or to express their research poorly. As a result, it’s very important to know how to learn or to use the correct academic writing in English vocabularies and collocations. In this study, we constructed the real academic thesis corpus which includes different countries and fields of academic research. The keyword extraction technique based on the several Part-of-Speech tag patterns is used for capturing the common academic writing vocabulary candidates in the academic works to be the initial result of the common vocabulary of academic writing. The candidate words would be introduced to the index analysis model of keyword and be picked out to the further meaningful candidate words according to the index characteristics. For the experiments, the sample data with different fields would be filtered and the vocabularies on different fields of commonality would be analyzed and verified through statistical methods. Moreover, the auxiliary filter mechanism would also be applied to get the common vocabularies in academic writing with nouns and verbs. Based on these vocabularies, we could discover the common combination with the words in the academic thesis corpus and provide them to the non-native English researchers and students as a reference with the common vocabularies and collocations in academic writing. Hopefully the study could help them to write more rich and correct research papers in the future.

本研究旨在探討影響台灣非英語系大學生英語學習動機之因素，並建構動機模式。透過文獻探討，此動機模型包含以下五種動機成分：「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」。本研究之研究對象為302位來自台北市8所大學的非英語系大一生。研究工具為包含「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」及「動機行為(Motivational Behaviors) 」五個量表的動機問卷。資料分析方法為結構方程模式(Structural Equation Modeling)。首先探討初始假設模型與樣本的適配情形，其次根據修正指標及相關理論進行模式修正，修正後之模式與資料適配。修正後的模式中，「融合取向」(Integrativeness)」、「工具取向(Instrumentality)」、「內在取向(Intrinsic Orientation)」、「外在取向(Extrinsic orientation)」彼此相關。然而，在此四變項中，僅「融合取向」(Integrativeness)」對於「動機行為(Motivational Behaviors) 」有顯著影響。此結果顯示「融合取向」(Integrativeness)」之定義可能已有所轉變。而研究對象之背景、變項之間的相互抵銷作用以及中介變項可能是其餘三變項對於「動機行為(Motivational Behaviors) 」無顯著影響之因。文末進一步提出相關建議，以期能作為台灣英語教師及未來研究參考。 / The purpose of this study was to investigate what kinds of motivational component influence motivational behaviors of Taiwanese non-English majors, and to propose an empirically grounded model of English learning motivation which presented the relationship among these components. The components in the model are Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. The participants in the study were 302 freshmen studying in Taipei City. The instrument was an adapted questionnaire composed scales of Integrativeness, Instrumentality, Intrinsic Orientation, Extrinsic orientation and Motivational Behaviors. Structural Equation Modeling (SEM) was applied to analyze the data. The hypothesized model was tested and modified using the 302 samples of the participants. In the final model, the four components, Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation were found to correlate with one another. However, among the hypothesized influences on Motivational Behaviors, namely, the influences from Integrativeness, Instrumentality, Intrinsic Orientation, and Extrinsic Orientation on Motivational Behaviors, only the path between Integrativeness and Motivational Behaviors was left in the modified model. The result may indicate the transfer of the definition of Integrativeness, and the two removed paths and one no significant path may be explained by the background of the participants, the compensatory effects, and the existence of mediating variables. Finally, it is expected that the results of the present study offer a new perspective to understand Taiwanese EFL learners’ English learning motivation, and provide pedagogical implications for English instructors in Taiwan and future studies.

本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形，此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知，比較其中差異。很少研究同時參考雙方面的意見，本研究透過問卷的方式詢問老師使用動機策略的頻率，也詢問學生對於相同教師策略使用頻率的感受，目的在找出何種動機策略最常被使用，也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點，以瞭解在學生的觀點中，哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人，學生216人。另外，研究者還進行了10堂課的課室觀察，期以觀察所得的資料與師生填寫的問卷資料做對照。 研究結果顯示，學生和老師大致上對使用頻率較高的策略有共識。在48個動機策略當中，老師和學生對各項的排序幾乎相同。前幾名分別是適當的教師行為、辨別出學生的努力、適當地呈現教學任務、提升學習者的自我信心、創造愉悅的教室氣氛等。但是程度上老師表示的和學生體認到的卻大不相同，以T檢定比較學生和教師問卷，發現大部分項目都達顯著性差異，教師表示使用的頻率高，但學生體驗到的頻率卻相對較低。在課室觀察的資料中，發現最常被觀察到教師使用的動機策略為：呈現教學工作、提供回饋、教師行為、提升學習者自主性，和提升與第二語言相關的價值，可能因為這些外顯行為的項目較其他容易被實際地觀察到。 此外，比較學生對不同策略重要性的看法問卷當中也指出，學生對於動機策略的想法的確和老師報導的使用頻率不相同。學生對重要性前幾項依序為：提升學習者的自主性、創造愉悅的教室氣氛、辨別學生的努力、適當的教師行為，和提升學習者的自信心。特別在提升學習者的自主性這個類別裡，老師和學生的看法就很不一樣。老師們最少使用這個類別的策略，但是學生卻認為這些是最有效於提升他們對學習語言動機的策略。 / The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data. The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable. In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.

不同於其他情意因素的成熟發展(Horwitz, Horwitz, & Cope, 1986; Dörnyei, 1998; Gardner, 2001; Gardner & MacIntyre, 1993)，無聊此情意因素在語言學習的領域中一直以來皆為被忽略的對象。過去研究顯示，無聊已確實存在於課室情境中(Bown & White, 2010; Goetz, Pekrun, Hall, & Hagg, 2006)；其重要性也已開始漸漸受到重視(Dörnyei, 2001)。然而，針對無聊與語言學習作為研究對象的相關文獻卻依然十分匱乏。有鑑於此，本研究大膽地做了嘗試，採用社會建構主義為理論基礎，透過觀察一群國中英語學習者在課室內的學習經驗，試圖找出無聊在第二語言習得領域中的定義以及建構出課室無聊情緒的互動形式。採用質化個案研究為執行方法，此一研究一共邀請了四位國中生；包含兩位成功學習者及兩位不成功學習者，並透過訪談與課室觀察來收集資料，最後根據Glaser and Strauss (1967)的對比分析法彙整原始資料並得出研究結果。 關於第一個研究方向，結果顯示四位學生共同將第二語言習得之無聊情緒定義為一種「對於學習英文感到無意義的情緒」。另一方面，此兩種分類的學習者也各自給了無聊不同的定義；對於成功的學習者來說，無聊為「一種必須忍受以求獲得獎勵的情緒」，而不成功的學習者對無聊的定義則為「一種因為學習障礙而無法克服的情緒」。此外，針對第二個研究問題，此研究的結果顯示成功與不成功學習者所經歷的相似無聊情緒是受到課堂內互動交流以及教學方法對學生來說是否有意義所影響。另一方面，無聊的情形分別發生於成功與不成功學習者身上的影響因素則受到學生對於接收 訊息的困難度評價以及對自我英語程度的認知所影響。 為了幫助學生避免無聊所造成的學習不良，根據所得出的研究結果本研究提出了下列建議以供語言教學教師參考：1. 提高課程設計的多樣性；2. 運用生活化的教學方式；3. 促進正面的課堂互動；4. 注意活動困難度的設計；5. 幫助學生提高學習動機。 / Unlike other affective emotions which have been developed maturely (Horwitz, Horwitz, & Cope, 1986; Dörnyei, 1998; Gardner, 2001; Gardner & MacIntyre, 1993), learning boredom has long been ignored in the area of language learning and teaching. Previous literature has pointed out the existence (Bown & White, 2010; Goetz, Pekrun, Hall, & Hagg, 2006) and its significance in the field of L2 learning and teaching (Dörnyei, 2001); however, limited research has concerned with this issue. Therefore, taking a bold step, this study aimed to find out the proper definitions for L2 learning boredom and figure out the interactive patterns co-constructed students’ L2 boredom in the classroom setting with the social constructional perspective of emotion. Employing a qualitative case study as the research approach, the researcher invited four junior high school students who were in half classified into the successful and unsuccessful learners as the participants for the present study. Data for analysis were collected from multiple sources, including three types of interviews: (a) semi-structured interview, (b) stimulated-recall interviews, and (c) focus-group interviews, and classroom observation. Through analyzing the data by adopting Glaser and Strauss’ (1967) constant comparative method. Regarding the first research direction, the results showed that the students defined L2 boredom similarly as the feeling of meaninglessness in learning English while differently as an emotion must be borne to expect the rewards (by the successful students) and an emotion cannot be overcome due to learning obstacles (by the unsuccessful students). In terms of the second interest of this study, it was also found that the similar pattern resulting in classroom L2 boredom was influenced by the interactive flow in the L2 class and the extent to which meaningful approaches were applied. On the other hand, L2 boredom happened differently to the two categories of students could be attributed to the interplay between the difficulty degrees of given information and the students’ self-perception of L2 capability. Based on the findings, this study yielded some implications for language teachers concerning the affective domain of the students. Suggestions including increasing the variety of class designs, using authentic teaching approaches, promoting positive class interactions, controlling the challenge degree of the materials and activities skillfully, and helping students increase L2 motivation were claimed helpful to decrease the negative impact L2 boredom could make on the students’ L2 learning.

現有文獻指出在程度差異大班級中的英語教學相關研究傾向將研究重點置於教師遇到的困難以及他們發現可有效解決問題的教學實務方法。少有研究會進一步研究教師的心理層面以解釋這些教學實務方法是如何以及為何被使用在特定教學時機與場域，也因此使他們的研究討論僅流於教學的表層。 為了呈現一個對程度差異大班級中的英語教學較為全面且深入的理解，本研究採用教師敘事、訪談、觀察以及文件分析來研究一教師如何在程度差異大班級中教英語、她在這樣的班級中教英語時抱有什麼教學認知以及她如何發展出這樣的認知。 研究結果顯示此研究對象之教師持有四大教學認知與實務，包括（一）瞭解並同理其學生、（二）使其教學實務多樣化以容納學生的多樣性、（三）將學習標準層級化以照顧學生的多樣性，以及（四）接納有些事情乃是其力所不逮。經分析後，研究者發現這四大教學認知與實務乃是研究對象之教師基於她所持有的廣泛經驗，不論其發生於教室內或外，所進行省思後，構成並再次構成的教學認知與實務。然而，儘管懷有這四大教學認知，研究對象之教師並非總能落實符合其認知的教學實務。事實上，研究者發現研究對象之教師能實施符合其認知之教學實務的程度乃是她個人落實其教學認知的能力與外在教學場域願意提供多大空間予其落實其認知於實務之互動下的結果。 試圖促進在程度差異大班級中的英語教學與研究，本研究向在此種班級中的四大主要族群，包括教師、教師培育者、研究者以及此班級下的其他相關人士提出相關建議。 / A review showed that existing literature on teaching English in multilevel classrooms tends to focus on the difficulties teachers encounter and practices they find to be effective in addressing the problems in teaching such classes (Chen, 2009; Chiang, 2003; Liu, 2004; Maddalena, 2002; Xanthou & Pavlou, 2008). Few studies have probed further to investigate the mental dimension of teaching that accounts for how and why certain practices are adopted in particular periods of class time and specific teaching contexts (Lu, 2011; Teng, 2009), hence rendering the discussions rather superficial touching only the surface of teaching. To present a more holistic and in-depth understanding of teaching large multilevel English classes, the present study drew on a teacher narrative, interviews, observations and document analyses to investigate how the teacher participant taught large multilevel English classes, what cognitions she held in teaching such classes and how she developed such cognitions. The findings revealed that the teacher held four major cognitions and practices in teaching large multilevel English classes, including (1) knowing and empathizing with her students; (2) building variety into teaching practices to accommodate the diversity of students; (3) adding differentiation into criteria to attend to the diversity of students and (4) admitting that things can be beyond her control. The four major cognitions and practices were found to have structured and restructured through the reflection that the teacher undertook on the vast experiences that she had accumulated both inside and outside the classroom. However, despite holding these cognitions, the teacher could not always implemented practices that conformed to her cognitions. In fact, it was found that the extent to which the teacher could implement practices congruent with her cognitions was the interactive result of her internal capacity to find spaces to realize her cognitions and the surrounding teaching contexts’ willingness to allow room for her to put her cognitions into practices. In an attempt to facilitate instruction and research in large multilevel English classrooms, the study yielded implications for four parties working in the relevant contexts, including teachers, teacher educators, stakeholders of teaching contexts other than teachers, and researchers.