探索父母親的社會經濟地位、學生開始學英文的年紀和大學生英語閱讀能力之關聯性

Exploring the Relationship among Parents’ Social-Economic Status, Students’ Starting Age of English Learning, and College Students’ English Reading Proficiency

楊尚霖(Shang-Lin Yang)

指導教授 ： 王惠芝

中原大學/人文與教育學院/應用外語研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400794

摘要

伴隨著全球化的時代來臨；現今，我們處在地球村的時代。也因為這樣，在台灣，很多人強調學英文的重要性。在這種大環境下，學英文變成了全民運動。很多台灣的家長在孩子還小的時候，就送他們去學英文。政府也修訂政策，明文規定正式的英語教育從國小三年級開始。更重要的是，英語能力變成了台灣許多所大學的畢業門檻。這意外著許多大學生在畢業之前，須考過系上制定的全民英檢或多益測驗的門檻。這一篇研究旨是探討越早學英文的現象和父母親的社會經濟地位對大學生的英語閱讀能力的影響。

本研究以142位來自於台灣某大學非應外系的學生參與施測。此外，共通點則是這些研究參與者有修「實用英文」這門課。研究工具是問卷和訪談。問卷的設計目的是為了瞭解學生的背景，包括父母親的社會經濟地位、父母親的參與程度、開始學英文的年紀。除此之外，全民英檢中級的閱讀測驗也被拿來檢測英語閱讀能力。更重要的是，訪談提供了研究者更多關於這篇研究的研究成果。主要的研究結果如下：
一、 越早學英文對學生的英語閱讀能力並沒有顯著性的影響。
二、 學英文的時間長度和學生的英語閱讀能力並沒有關聯性。換句話說，學英文的時間長短並不會增強或減弱英文能力。
三、 學生學英文時間的長度和學生學英文的興趣成反比。這意外著學生學英文的時間越長，學生對學英文越不感到興趣。
四、 父母親的社會經濟地位和學生的英語閱讀能力成正比。
五、 不管父母親的社會經濟地位是高是低，不會影響到學生學英文的長短。
六、父母親的參與程度和學生的英語閱讀能力沒有關聯性。

最後，研究者建議政府應該投注更多心力在偏遠地區的學生。此外，台灣的英語老師在教學上應該尋求一個平衡點。在增強學生的英語能力的同時，應設法讓學生還保有學英文的興趣。最後，在偏遠地區任教的英語老師應該建立一個能跟家長溝通的橋梁。藉由家長的監督和鼓勵，可以提升學生學英文的動機。

關鍵字

父母親的社會經濟地位、父母親的參與程度、關鍵期假說、英語閱讀能力

並列摘要

With the globalization; nowadays, we are in the global village. Therefore, the importance of English is also emphasized in Taiwan. Under the circumstance, learning English becomes an all people movement. Many parents send their children to learn English when they are young. The government also changed the policy and elementary school students start to learn English at third grade. More importantly, English also becomes a graduation threshold in many universities in Taiwan. This means that college students need to get the certificates of GPET or TOEIC before they graduate from college. The main goal of the study is to investigate the influence of the starting age of learning English and parental socioeconomic status on college sophomores’ English reading proficiency.
The subjects were 142 sophomores from four different classes on the same course, “Practical English”. The research instruments are the questionnaire and interview questions. The function of the questionnaire was to understand participants’ background information, such as parental socioeconomic status, parental involvement, or the starting age of learning English. Furthermore, reading comprehension test of GEPT Intermediate Level was used to evaluate participants’ English reading comprehension. More importantly, the interview offered the researcher more information toward the findings of the research. The major findings of the study are as follows.
1. An early starting age of learning English didn’t have a significant influence on students’ English reading proficiency
2. There was no correlation between the length of English learning and students’ English reading proficiency. In other words, longer or shorter years of learning English will not lead to strengthened or weakened English proficiency.
3. There was a negative and weak relationship between the length of years of English learning and students’ interest of learning English. This means that students’ interest in learning English was weakened with the longer years of learning English.
4. There was a positive and weak relationship between parental social economic status and students’ English reading proficiency.
5. Regardless the parental socioeconomic status, it was not associated with the length of years of learning English.
6. There was no correlation between parental involvement and students’ English reading proficiency.
Finally, it was suggested that the government should pay more attention on students in remote areas. Furthermore, English teachers in Taiwan should find a balance. With the improvement of students’ English proficiency, students are still interested in learning English. Finally, English teachers in remote areas should build up rapport with parents. By parents’ encouragement and supervision, this can raise children’s motivation to learn English.

並列關鍵字

critical period hypothesis ； English reading proficiency ； parental involvement ； parental socioeconomic status

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