本研究旨在比較台北市與上海市國中生英語學習動機。本研究為質性研究，藉由兩地國中生以及他們的師長與家長的訪談，以理解兩地國中生的英語學習動機及影響學習動機的因素與結果。研究發現，台北市學生英語學習較趨以興趣為導向， 雖然他們仍須面對升學考試。而上海市學生面對人口競爭，學習壓力大，英語學習動機強烈。 / This study tried to investigate the different motivation in English learning and the elements that influence the student's motivation between the junior high school students in Shanghai and Taipei. This study is conducted through social observation and qualitative research approaches. The scope of this study focuses on the investigation in Taipei and Shanghai. The subjects of this research will be the junior high school students in Taipei and the junior high school students in Shanghai, and the graduated or elder students, and the students' teachers and parents as well. After the research, there are some findings. The overpopulated pressure lead students in China must study harder to enter top prestigious universities. The interviewers in this study revealed that Taiwanese students do not totally study due to external stress and English learning is based on interests. Parents in Taiwan hope their kids not only learn English for good grades but also develop their interests in English learning. In Shanghai, parents urge their children to study all the time. Parents concern the school grades very much. In Taipei, teachers are willing to be students’ friends. Differently, teachers in Shanghai are more authoritative than in Taipei. Teachers emphasize the accuracy on English learning. China’s accession to WTO affects the model of English learning. Globalization accelerates the trend to learn English. These years China runs some world-class convention and exhibition which attract more international business and tourists and encourage Chinese to learn English. In the process in this study, we found the English learning motivation of students in Shanghai is stronger than Taiwan's students.

本研究旨在探討台灣高中學生學習英語字彙時所使用之學習策略，除了解各種不同字彙學習策略的使用頻率情形，找出較常和較少使用之字彙學習策略，探求字彙學習策略的使用和字彙成就表現的關係外，並找出字彙成就高者和字彙成就低者對學習策略使用之不同處，藉此，俾能提供老師有效教學及學生有效學習字彙之依據。 本研究以271位高三學生為調查對象，研究工具為字彙學習策略問卷和字彙測驗。分析方法主要採量化分析，包括描述性統計、皮爾遜積差相關分析及獨立樣本t檢定。 本研究結果如下：(一)最常使用的是認知策略，最少使用的是社會策略。(二)學生偏愛機械記憶或與拼字及發音有關之策略。(三)學生的策略使用和其字彙成就表現有明顯相關。(四)字彙學習成就較高者與字彙成就學習較低者在策略使用上亦有明顯差異。高字彙學習成就者較喜重複念誦記憶單字的策略，並傾向於有上下文的情境中學習單字；低字彙學習成就者偏愛重複書寫的策略，並傾向學習孤立的單字。 / This study investigated the vocabulary learning strategies used by senior high students in Taiwan. The aim was (a) to investigate the frequencies of different vocabulary learning strategies use; (b) to find out the most and the least frequently used strategies; (c) to explore the relationship between strategy use and vocabulary size; and (d) to identify the differences in strategy use between good and poor learners. A total of 271 senior high students in northern Taiwan participated in the study. A vocabulary learning strategies questionnaire and a Vocabulary Levels Test were administered to the participants as instruments. The collected data were analyzed by using SPSS version 10.0, including descriptive statistics, Pearson product-moment correlations, and independent-samples t-tests. The results are summarized as follows. (1) Cognitive strategies were reported as the most frequently used strategies while metacognitive and social strategies the least frequently used strategies. (2) Students favored strategies related to “rote repetition” or “the form of a word.” (3) Students’ strategy use was significantly correlated with their vocabulary size. (4) There was a significant difference in strategy use between good and poor learners. Good learners tended to learn words in context while poor learners tended to learn words in isolation. The findings of the study suggest that teachers should introduce students to a variety of vocabulary learning strategies, especially deep strategies and strategies related to context.

本研究旨在了解台灣國小英語教師使用繪本進行英語教學之情形。透過自編的問卷探索(1)國小英語教師對於運用英語繪本教學的看法，(2)英語教師使用繪本的實際情況，以及(3)使用繪本時所遇到的困難與挑戰。同時，以教師的背景變項與學校的環境變項做分析，探討這些變項是否影響教師對於繪本使用的看法、使用繪本教學的頻率和教學時所面臨的挑戰。 研究對象為大台北地區385位國小英語教師 (156位為台北市教師，229位為台北縣教師)。所得資料經描述統計、變異數分析及交叉分析等統計方法，獲致結果如下:(1)多數英語教師對運用繪本於英語教學的看法正面，但是研究結果顯示，教師們因教學年資不同，在「語言發展」及「學習者」兩個面向上有顯著差異;(2)學校環境變項(班級大小、英語課時數、學校所在區域)及教師背景變項(性別、年齡、教學年資、英語教學資格)對教師使用繪本的頻率有顯著的影響;(3)多數英語教師在進行繪本教學時共同面臨的挑戰為:英語教學時數不足、班級人數多、多媒體設備不足、繪本教學準備費時及英語繪本預算不足等。最後，研究者根據研究發現提出數點建議及未來相關研究之研究方向。 / The present study aimed to investigate the current situation of picture books applied in elementary school English teaching, based on a questionnaire survey conducted in the great Taipei area. The study focused on exploring (1) what are teachers’ perspectives toward picture book used in English teaching; (2) how teachers use picture book in English teaching; (3) challenges teachers encountered while using picture books. A total of 385 elementary school English teachers, 156 from Taipei City and 229 from Taipei County, responded to the questionnaire. The collected data were analyzed by descriptive statistics, variable analysis, and cross analysis. Results in this study showed: (1) teachers mostly had positive perspectives toward applying picture books in English teaching. However, there was a significant difference in their perception in dimension of language development and dimension of learner. Teachers’ teaching experiences was found to be the main factor to influence their perception; (2) school contexts (class size, average English periods, and school area) and teachers’ personal backgrounds (gender, age, teaching experiences, and English teaching certificates) significantly influenced the frequency of teachers’ use of picture books; (3) limited time of English courses, large class size, insufficiency of school multimedia equipment, time spent on preparing picture book instruction, and insufficient budget for picture books were the main challenges reported by teachers. Based on the findings of the study, pedagogical implications and suggestions for further research were included at the end of the thesis.

本研究旨從台灣高中生的觀點探討準備英語演講的過程中所遇到的挑戰與其相關對策以及個人成長收穫。本研究採取質性個案研究，研究對象為兩位有不同語言程度的台灣高一學生。分析資料由多重管道蒐集，包含與學生的半結構式訪談，練習時的觀察記錄以及其他相關文件，最後經由對比原始資料得出研究結果。 研究結果顯示，兩位研究對象所面臨的挑戰可分成四大類，分別為單句內的問題、跨句間的問題、口語表達與演說焦慮，其中又以口語表達與演說焦慮為兩大首要挑戰。以語言焦慮而言，焦慮的確對口說有負面影響，然而，它也能對於學習者的表現有正面的影響，如能促使學習者更認真面對比賽。此外，焦慮程度也與語言熟練度有關，擁有較高語言程度的學習者傾向擁有較低程度的焦慮。以口語表達的挑戰而言，兩位學習者所面臨的挑戰皆是與非語言方面的困難，例如站姿、手勢、聲音與面部表情等。此外，學生的個人收穫分別如下所列：(一) 開拓眼界的經驗；(二) 成就感；(三) 其他同儕的認同感；(四)自我實現。研究者根據這些發現，提出相關教學建議及未來研究方向，以期對未來有興趣參與英語演講的師生更多建設性的研究貢獻。 / This study aims to examine what challenges would be confronted, how those challenges were dealt with and what personal growth reaped during the process of preparing for an English speech contest from the perspectives of high school students in Taiwan. A qualitative research method was employed in this case study. Two first-year high school students with different proficiency levels were invited to be the participants of this study. Data were collected through multiple sources, including semi-structured interviews with students, observations of each practice, and other related artifacts. Data were analyzed by constant comparative method. The results showed that the challenges the two participants faced could be divided into four categories, including the intra-sentence level challenges, inter-sentence level challenges, oral delivery and anxiety. Among these challenges, the top two challenges they faced were anxiety and oral delivery. In terms of language anxiety, anxiety did have debilitating effects on speaking; however, it can also have some facilitating influence on learner’s performance such as compelling the participant to face the contest more seriously. Also, the degrees of anxiety have to do with language proficiency. Learners with higher proficiency tended to have lower degree of anxiety. As for the challenges in oral delivery, what the two participants faced is associated with other non-linguistic aspects of speaking, such as posture, gesture, and voice and facial expression. In addition, the personal growth gained from such experience can be listed as below: (a) horizons-broadening experience, (b) a sense of achievement, (c) a sense of recognition from his peers, and (d) a sense of self-actualization. Based on the findings, pedagogical suggestions and direction for future research are provided. It is hoped more insights could be offered to both instructors and students who are interested in taking part in English speech contests.

本研究旨在探討臺灣的大學生連接詞的理解與使用。除比較大學生對「句內」及「句間」連接詞的使用外，所閱讀文章內容的熟悉與否是否影響其使用連接詞，以及英文能力與連接詞使用能力之間的相關性，也是本研究的重點所在。 　　一百三十五位國立臺灣工業技術學院大一學生參與此研究。其測驗結果顯示：（一）英文能力愈強者，使用連接詞的能力也愈強；（二）「句間」連接詞比「句內」連接詞較難理解使用；（三）對文章內容的熟悉並未顯著幫助受試者選用正確連接詞。 / The present study was designed to investigate college-level Chinese students' use of English conjunctions at the intra- and inter-sentential levels, the interaction of content familiarity and use of conjunctions, and the relationship between English proficiency and ability to use conjunctions. It aimed at understanding their weakness in using conjunctions and in comprehending expository texts, and thus providing some pedagogical implications for teaching English conjunctions and reading comprehension. 　　One hundred and thirty-five freshmen at National Taiwan Institute of Technology participated in the present study. One hundred and three of them were engineering majors and thirty-two of them were business majors. They were given a simulated TOEFL test and a conjunction test. The conjunction test was composed of a sentence-completion test, which was designed to test subjects' ability to use conjunctions within sentences (intrasentential), and a three-passage rational multiple-choice cloze, which was designed to measure subjects' ability to use conjunctions in extended discourses (intersentential) and the interaction of content familiarity and the ability to use conjunctions. 　　The results showed that (1) college-level Chinese students were more competent in using English conjunctions at the intrasentential level than at the intersentential level, (2) most of the subjects did not seem to comprehend logical development better and thus did not use conjunctions more accurately in content-familiar texts than in content unfamiliar texts, and (3) subjects with higher level of English proficiency exhibited greater ability in using conjunctions both intrasententially and intersententially.

本研究針對澎湖縣馬公市三十四位國小五年級學童，進行五週標註系統輔助不同模糊容忍度學童進行英語閱讀學習的課程，旨在透過標註系統探討不同模糊容忍度之國小學童，在標註系統使用表現上的差異，以及使用標註後標註行為與閱讀成效的改變。 本研究蒐集了量化與質性的資料，量化的資料方面，以第二語言模糊容忍度量表、全國兒童暨青少年英語分級檢定之文章與測驗，與政大圖資所「數位圖書館暨數位學習實驗室」所開發的Glias閱讀標註系統為工具，獲得教學實驗資料進行統計分析；質性資料方面，係透過課堂討論學習單與半結構式訪談，獲得資料並進行分析。茲將主要研究發現分述如下： 一、標註系統有助於提升學習者的英語閱讀成績，特別有助於模糊容忍度低的學習者。 二、透過開放式標註，不同模糊容忍度學習者在部分類型標註與總標註數量上都顯著地減少，尤其是模糊容忍度中與低的學習者。 三、透過開放式標註，整體學生在個人意見的標註數量上顯著地增加。 四、不同模糊容忍度的學習者在開放式標註系統的標註字數與被投票數的表現上有所差異，但經過兩次開放式標註系統的使用後則無顯著差異。 五、不同模糊容忍度的學習者最喜歡建立也覺得最有用的都是解釋類型的標註，但不同模糊容忍度的學習者喜歡的理由各異。 六、模糊容忍度不同的學習者瀏覽時最喜愛的標註類型不同。 七、在兩次開放式標註下，不再是標註數量或標註字數多，分數才高。 八、重點提醒的標註寫得越好的學習者，其英語閱讀測驗成績越高。 九、模糊容忍度各組中進步最多者都善加應用標註系統的優勢。 十、多數學生對開放式標註系統輔助英語閱讀持肯定態度。 基於上述研究結果，本研究亦針對實務教學者與後續研究提出相關建議。 / This research focused on studying 34 elementary grade 5 students at Magong City, Penghu County and proceed five weeks of classes on students’ with different tolerance of ambiguity in English reading study through the assistance of annotation system. The purpose is to learn the differences on the students studying performance through the assistance of annotation system on students with different tolerance of ambiguity and the changes of reading result and annotating behavior after using the annotation system. This research collected a lot of quantitative and qualitative data, in terms of quantitative data, there are second language tolerance of ambiguity scale chart, the general English proficiency tests’ articles and tests for children and teenagers, and the statistical analysis gathered using the Glias reading annotation system tool developed by NCCU Graduate Institute of Library, Information and Archival Studies’ “digital library and digital learning laboratory.”; in terms of qualitative data are data and statistics gathered through class discussion and semi-structured interviews. A summary of the key findings are: 1. Annotation system effectively increases the English reading scores for students especially with low tolerance of ambiguity. 2. Through open annotation labeling, different students with different tolerance of ambiguity effectively reduced some types and the total numbers of annotation labeling, especially for students with medium and low tolerance of ambiguity. 3. Through open annotation labeling, the number of labeling in students personal opinion have increased. 4. Students with different level of tolerance of ambiguity have different performance in terms of the number of open annotation labeling system and the number of system that were voted, but after using open annotation system for two times, there were little differences. 5. Students with different level of tolerance of ambiguity like to establish and also think the most useful annotation labeling is the explanation types, but their reason for liking the system varies. 6. The favrorite browsing type of annotation labeling for students with different level of tolerance of ambiguity varies. 7. After two open annotation labeling, the score doesn’t increase when there are more annotation labeling. 8. The better annotation labeling for the main point is related to the higher score on the English reading test. 9. In different groups of students of different level of tolerance of ambiguity, the students that improve the most are students who know how to use the annotation system to its advantage. 10. Most students agreed that open annotation system is effective in assisting reading English articles. In conclusion, this research will also propose related suggestions to practice educators and the follow-up studies.

以往傳統研究探討同儕相互幫助的機制多在於量化性的陳述其有效結果，然而，在小老師的教學與被幫助者的學習動機上卻較少提出在兩位小朋友的言談互動中，何以促使此同儕相互幫助的機制有正面的效果。本個案研究旨在探討英語為外語的學習環境中，在國小階段的英語補救教學裡，同儕相互幫助的動機與影響。本文採用維高斯基 (Vygotsky) 社會文化學習理論來探討在台灣的國小補救教學環境中，教室兩人一組的同儕學習中，小老師如何使被幫助者語言知識建構起。 本研究對象針對30位五年級學生，分為兩人一組，共15組，實施為期20週小老師制度教學，並且針對其中一組的互動方式，作深入的研究。 研究方法採用質化的言談分析及晤談訪問。資料分析重於探討被幫助者如何藉由小老師的協助，完成該年級應學會的字母、單字認讀與基礎閱讀的過程。目的是希望呈現小老師在與被幫助者言談互動之中，小老師如何一步一步地提供合適的協助以建立被幫助者的語言知識概念。 本研究主要的發現有： 1. 這一名受過小老師制度訓練的小學生能夠很快掌握學習者的學習困難處並提供協助。 2. 這一名小老師用程度分級的協助方式來探測學習者的能力，且能夠發揮創意，給予適當的協助。學習者也表示小老師用多種問答的方式來幫助自己釐清學習盲點，這樣有助於了解自己的學習潛力。 3. 這一名小老師與學習者之間的朋友關係在學習過程中扮演重要的媒介角色。 本研究根據以上議題討論結果，在文末進一步提供建議，作為教育學者們參考。

英語學習一直是台灣很重視的一環，而許多家長更贊成提早學英語。台灣九年一貫課程改革也將英語教學由國小五年級改到國小三年級。本研究旨在了解國中學生從小學英語的經驗，與其學習態度改變過程。 本研究採取質的研究方法，以基隆市3名公立國中九年級學生為研究對象。研究過程採取訪談、觀察等方式為主要資料收集來源。資料涵蓋的面向為：(1) 家庭背景；(2) 從小到大學習英語的經驗；(3) 同儕間的影響；(4) 未來對英語學習的規劃。經過這些資料，本研究討論四個問題：(1) 有哪些關鍵點影響學生學習發展？ (2) 重要他人在學生學習經驗中的角色？ (3) 學生的英語學習態度從小到現在有何改變？以及 (4) 身為在台灣學習英語的孩子，面臨的可能性與挑戰。 本研究根據以上三個個案的討論結果，進一步提供相關建議，作為教育單位、學校英語老師、家長及未來研究的參考。

在臺灣，教授高中英語聽講課的老師常要苦思尋索如何選用教材與方法以引起學生的學習動機。研究者發現一些老師偶爾會在課堂中運用戲劇技巧，例如角色扮演以誘發學生的學習興趣。是以引發研究者的研究動機：嘗試應用一套有系統、有效又完整的「戲劇教學法」順利推進課程。 是以，研究者採用國立政治大學英國語文學系教師研究團隊在政大實小所進行的英語戲劇教學模式，在英語聽講課進行一學期的實驗教學行動研究。亟盼透過本研究成果提供不熟悉戲劇教學或擔心戲劇教學費時的英語教師們，一種非傳統式的英語聽講課。 本研究採質性研究，研究對象為32名高中一年級學生，研究者依上述教學研究模式設計15週的教學活動，研究資料採集研究者的上課觀察、錄影、學生回饋單、三份問卷、學生公演錄影及後測，加以分析整理出研究結果。 研究結果發現97%的學生喜歡此種戲劇實驗教學，特別是經過戲劇教學中劇本創作和不斷的演練、.及公演，學生的學習動機、語言能力、創造力及其它技能如布景服裝設計也因而增進。而此種課程可融合「語言教學」、「多元智慧」及「合作學習」等教學方法，提升學生的學習動機及語言能力，並可激發學生在戲劇表演及英語表達應用上的創造力。值得推廣。 / In Taiwan, English listening and speaking classes often trouble many English teachers with having to choose proper teaching materials or class activities to motivate students. The researcher observed some current teachers occasionally used some dramatic techniques, such as role play to elevate students’ interest. This motivated the present researcher to employ a more comprehensive and systematic drama teaching strategy in this course. Therefore, the researcher applied the model that was conducted in National Chengchi University Experimental Elementary School by a team of researchers at the English Department of the National Chengchi University to do this experimental drama teaching. The present research aims to provide the English teachers who are not good at drama teaching or view drama teaching as time consuming with a favorable, non-traditional method in the listening and speaking course. The participants included in this research were 32 students of the 10th grade. The researcher designed a 15-week course activities based on the NCCU model. A qualitative research method was utilized in this research. Data from the researcher’s observation, videotaping, students’ reflection, three questionnaires, students’ work, the formal performance videotaping and a post test were collected and analyzed to assess the effects of this action research. The findings indicated 97% of students liked this experimental drama teaching. Especially, through script creation, rehearsals and the formal performance, students’ learning motivation, four skills of language learning, creativity and other skills such as property and costume designs, were elevated. This course can integrate language learning, multiple intelligence theory, and cooperative learning theories to motivate and strengthen students’ proficiency and creativity in using English as a second language. Drama teaching in listening and speaking course is worthy of recommendation. .

在資訊充分流通的世界潮流下，根據行政院文化部統計，截至2010年止，台灣進口出版品總金額達31.5億新台幣。書籍種類眾多，亦分別由多家本土廠商或出版社代理進口並經營台灣市場之銷售。基於出版品著作權法規定，進口出版品之代理商對於產品內容的調整空間有限，因此代理之業務經營需考量原廠所能提供的資源與能力，加上代理商對本身的資源與能力的評估，從中發掘代理商可發揮的價值，進而規劃有效的行銷策略，形成本研究之架構。 有鑑於台灣進口教材代理產業正處於變動的時期，包括教材的型態與代理合作模式都在轉變當中。本研究以獨家代理英語教材為例，探討代理業務之長期經營策略。文獻探討之主要理論根據為資源基礎理論和行銷管理理論，從理論架構分析中，考量代理業務之核心資源與關鍵因素，進而導出相關之策略方向。 本研究之方法採個別深度訪談法，根據文獻探討及研究架構擬出訪談大綱進行訪談，分別採訪個案國外原廠主管與進口代理商主管。訪談結束後將內容彙整並進行與研究相關之分析與驗證，得出結論為： 1 進口教材資源與本土教學資源需求具有差異性； 2 進口教材之經營應做市場區隔並聚焦經營目標市場； 3 不同的目標市場應採取不同的行銷策略與組合； 4 進口代理商與原廠穩定的品牌共營關係，是長期經營的關鍵因素。 對進口代理商提出之建議，作為長期經營之參考： 1. 深耕目標市場，建立長期顧客關係管理； 2. 加強處理與國外原廠之溝通機制； 3. 規劃數位產品行銷之商業模式； 4. 累積代理營運經驗，發展長期經營優勢。