本文旨在比較台日英語教科書難度、內容量與國中生英語學習動機之差異,透過內容分析法、訪談法以及比較法進行研究。研究者針對台日兩國現行國民中學英語教育政策、教科書以及課程實施現狀進行內容分析與並列比較,輔以語言學習動機理論剖析教科書內容量與難度對學生學習動機之影響後,透過台日國民中學英語教師及我國國民中學學生訪談,交叉比對並實證內容分析與比較法之研究成果。結果顯示台日兩國在國定課綱英文科中的規定相似基礎下,我國教科書內容量與難度相較高於日本,而受訪者認為教科書的確未能有效支持學生英語學習動機。本研究最後對政策制定者、教師及後續研究者提出建言。
The subject of this research is to analyze the difficulty, capacity of the junior high school English textbooks and how it would influence junior high school students’ English learnig motivation by applying Content Analysis and Comparative Research of the education policiy, English textbooks and the present education situation both in Taiwan and Japan. The researcher also scopes into the collected data with learning theories of L2 motivation to find out the preliminary conclusions, then through interviews with Taiwanese junior high school English teachers, students and Japanese junior high school English teachers, the researcher has the conclusion of this research that the difficulty and capacity of the English textbooks of Taiwan content more and are much more difficult than Japan’s that can not effectively maintain students’ English learning motivation. By this research, the researcher provides suggestion for the policy decision makers, the teachers and the researchers afterward.