本研究旨在探討國中生參與全民英檢與英語學習動機現況及差異情形,主要目的如下:1.瞭解國中生參與「全民英檢」之現況及不同背景變項的差異情形;2.瞭解國中生英語學習動機之現況及不同背景變項的差異情形。 本研究採用問卷調查法,以「國中生英語學習動機調查問卷」為研究工具,抽樣學生以研究者所任教某新北市公立國民中學99學年度八、九年級學生為調查對象,共發出520份問卷,回收後剔除無效問卷得有效問卷492份。所採用的統計方法有描述性統計、獨立樣本t考驗、單因子變異數分析、薛費法事後比較、卡方檢定等。 本研究經統計分析獲得結論如下:1.國中生參與全民英檢人數比例偏低,但是參加英檢的國中生,大多能通過英檢初級,具備英檢初級實力;2.除課後學習型態因素外,國中生參與「全民英檢」不因性別、年級、父母教育程度不同而有差異;3.國中生通過全民英檢不因個人背景變項不同而有差異;4.整體而言,國中生具有中等程度以上之英語學習動機;5.除是否通過英檢因素外,國中生之英語學習動機因性別、年級、課後學習型態、父母教育程度、有無參加過全民英檢之不同而有差異。本研究最後依據研究結果,對教育行政機關、學校、教師、學生及未來研究分別提出建議。
The study aimed to investigate participating GEPT and English learning motivation for junior high school students. The main objectives of this study were to investigate the junior high students’ participating GEPT and its relationship to different background elements; to investigate their English learning motivation and its relationship to different background elements. The study used questionnaire research method. The research tool was “the questionnaire of the students’ English learning motivation in junior high schools.” Eighth and ninth graders in the school where the researcher teaches in New Taipei City in 2010 served as subjects in this study. 520 questionnaire copies were sent out and 492 valid ones were collected. These statistical techniques appiled are descriptive statistics, independent sample t-test, one-way ANOVA , Scheffe’s method for posterior comparison as well as Chi-square test. The major findings are as follows: 1. The ratio of the student population participating GEPT is low. However, most of the students could pass the GEPT. 2. Gender, grade, and level of parents’education make no significant differences in participating GEPT except the learning type after school. 3. No significant differences are found for students who passed the GEPT in terms of different background elements. 4. The level of students’ English learning motivation in junior high schools is medium and above. 5. Gender, grade, the learning type after school, level of parents’education as well as participating GEPT make significant differences in English learning motivation except whether to pass the GEPT. Finally, suggestions for educational authorities, schools, teachers, students as well as future studies are provided at the study.