臺灣博碩士論文加值系統

中 文 摘 要
本研究的主要目的在調查台北市國中學生使用三種英文補充教材(英文參考書，英文學習雜誌，英文課外閱讀測驗)的情形與使用後的觀感。本研究的對象是台北市十所國中學生共944人, 他們填寫由研究者設計的問卷(包括國中生使用三種英文補充教材相關問題)。問卷經由百分比分析與卡方檢定，獲得以下主要發現：
1.大部分學生的確使用英文補充教材。多數學生都能理解英文補充教材對於提升英文能力有幫助，但是他們大多數還是為了考試或功課才研讀或做練習。
2.學生們能使用英文補充教材的時間極為有限；一方面，其他科目也有許多作業需待完成，另一方面，不少學生放學後仍須參加課外補習。
3.大多數英文老師們都很認真講解英文補充教材的重點。而多數學生們希望老師們上課能以課本為主，英文補充教材為輔。
4.多數學生認為教導閱讀最有效的方法是老師帶領全班逐句閱讀，仔細講解文法重點，並檢討測驗題答案。
5.女生、七年級學生、參加過全民英檢初級的學生，以及父母親非常關心子女英語教育的學生，最認真使用英文補充教材。女生學習較男生主動，同時較偏愛傳統教學方式，ㄧ切按部就班。相反的，男生較被動，學習上較偏愛有彈性、有創意的學習方式，合作學習、小組討論是他們喜愛的方式。
6.學生的英語成績與語文能力與他強烈的內在學習動機、積極的學習態度、按部就班的讀書方式、以及父母親關心的程度有極大的相關性。

根據本研究的主要發現，提供下列建議作為參考：
1.英文老師們應挑選適合且適量的英文補充教材,並充分使用它們，務使物盡其用。老師應依照學生不同的資質、天賦因材施教，以激發學生自動學習的興趣，並得到實質的幫助。 同時，應教導學生適當的閱讀技巧，使其往後能自主學習。
2.父母親應多關心孩子，並配合學校英語教育實施計劃，適度督促、要求自己子女。 親師應攜手合作，以達成最佳學習效果。
3.英文參考書應重質不重量。英文學習雜誌應聘請相關學者專家與有經驗的老師ㄧ起製作生動、有趣、且實用的教材，循序漸進、有系統的將文法觀念與重要單字融入文章。此外，應多出版分級數的英文閱讀測驗，以單字出現的頻率為依準，分別出版300字、500字、1000字、1500字等不同級數的閱讀測驗教材，並加強閱讀測驗題目的製作，除基本理解題目外，能測驗出學生綜合、分析、應用與批判能力的試題亦應加入，以訓練學生思考與組織的能力。

Abstract
The main purpose of this study is to investigate the attitudes and reflections of utilizing three kinds of English supplementary learning materials (SLM), English Tsan Kao Shu (TKS), English learning magazines (ELM), English reading comprehension tests (ERCT) among students in Taipei junior high schools.
The subjects of this study were 944 students from ten different junior high schools in Taipei. They were required to fill in the questionnaires designed by the researcher. Later, the questionnaires were collected and used for data analysis.
The major findings of this study are summarized as follows:
(1) Most of the students do use SLM. In many students’ views, the chief advantage of using SLM is to facilitate their English abilities. While, the majority of them use it mainly because of the tests or finishing their homework. The reason why they don’t like it because it adds to their extra burdens.
(2) Students have very limited time to utilize SLM partly because there are assignments from other courses at school and partly because most of them have to go to cram school at night.
(3) Most teachers explain the key points of SLM in detail. Many students hope that the teachers can utilize the textbooks as the major teaching materials, and SLM as supplementary ones.
(4) More students consider the most effective way of teaching reading is that the teacher leads the whole class to read line by line, explains the grammatical rules in detail and checks the answers to the reading comprehension questions.
(5) Girls, the seventh graders, those who took the elementary level of GEPT and the ones whose parents pay much attention to their English education are most likely to use SLM diligently. Girl students are more active than boys in learning English and they would rather learn things step by step. Boy students, on the contrary, are more passive in learning English and they prefer more flexible
instruction and cooperative learning.
(6) Students’English language proficiency level is in proportion to their strong intrinsic motivation, positive learning attitudes, efficient ways of learning English, and parents’ concern.

Based on the main findings of this study, some suggestions are provided.
1. English teachers should select proper and appropriate SLM and make the best use of it to bring its merits into full play. They should teach according to students’ varied abilities to stimulate their interests in learning automatically. In addition, they are suggested to provide students with appropriate reading strategies to make them become independent readers in learning English.
2. Parents should pay more attention to their children and make proper requests for their learning English. They had better be in tune with the school English education; teachers and parents should cooperate with each other.
3. Publishers are advised to put more emphasis on quality instead of quantity in the content of TKS. The ELM publishers are suggested to invite related TESOL experts as advisors and experienced teachers to form an editorial team and make them introduce essential grammatical points and related vocabulary information systematically. There is the need to publish more graded English supplementary reading comprehension tests according to word frequency. In addition, the quality of the test items should be improved so as to be able to measure students’ analytical, synthetic, applied, and critical abilities.

TABLE OF CONTENTS
Abstract............................................ i
Acknowledgements.....................................v
List of Tables.......................................x
Chapter One: Introduction............................1
I. Background.......................................1
II. Motivation.......................................1
III.The purpose of the investigation................ 4
IV. Research questions...............................4
V. Definition of some special terms.................4
VI. The significance of this thesis and its application
in English teaching..............................5
Chapter Two: Literature Review.......................7
I. English Tsan Kao Shu.............................7
II. Reading Materials...............................11
1. Extensive Reading...............................11
(1) Overview........................................11
(2) Theoretical Background..........................13
(3) The characteristics of successful extensive reading
programs........................................14
(4) Reasons for using English learning magazines (ELM) in
extensive reading program.......................16
2. Intensive Reading...............................17
(1) Overview........................................17
(2) Types of Reading Models.........................18
3. Reasons for utilizing English reading comprehension
tests...........................................21
4. Intensive Reading vs. Extensive Reading.........21
5. Extensive Reading vs. ELM and Intensive Reading vs.
ERCT............................................23
III. Multimedia CD-ROM..............................24
1. Overview........................................24
2. Advantages......................................24
3. Disadvantages...................................25
4. Summary.........................................26
Chapter Three: Methodology..........................27
I. Research Design..................................27
1. Research structure...............................27
2. Research materials...............................28
3. Research methods and instrument..................29
II.Research Participants............................29
III.Research Procedures.............................31
1. Design of the Questionnaire......................31
2. Pilot study......................................31
3. Formal implementation of the questionnaire.......32
IV. Data Analysis...................................32
1. Percentage analysis of the questionnaire.....32
2. Chi-square analysis..........................33
Chapter Four: Results...............................34
I. Descriptive analysis............................34
II. Chi-square analysis.............................53
Chapter Five: Analysis and Discussion..............108
I. The Relationship between Different Grades & the Use
of English Supplementary Learning Materials....108
II. The Relationship between Different Genders and the Use
of English Supplementary Learning Materials...116
III.The Relationship between the Number of Children in One
Family and the Use of English Supplementary Learning
Materials......................................121
IV. The Relationship between Father’s Occupation and the
Use of English Supplementary Learning
Materials......................................123
V. The Relationship between Mother’s Occupation and the
Use Of English Supplementary Learning
Materials......................................125
VI. The Relationship between English Grades and the Use of
English Supplementary Learning Materials.......127
VII.The Relationship between the Starting Age of Learning
English and the Use of English Supplementary
Learning Materials.............................139
VIII.The relationship between the Starting Age of Going to
Cram School and the Use of English Supplementary
Learning Materials.............................144
IX. The Relationship between Taking General English
Proficiency Test (GEPT) and the Use of English
Supplementary Learning Materials...............151
X. The Relationship between Passing GEPT and the Use of
English Supplementary Learning Materials.......157
XI. The Relationship between Parents’ Attitudes and the
Use of English Supplementary Learning Materials160
Chapter Six: Conclusions and Suggestions...........166
I. Summary of findings............................166
1. The attitudes and reflections of Taipei junior high
school students in using English supplementary learning
materials......................................166
2. The analysis of students from various backgrounds
utilizing three different English supplementary
learning materials (ESLM)......................168
II. Suggestions....................................175
1. Suggestions to the teachers....................176
2. Suggestions to the parents.....................179
3. Suggestions to the publishers..................180
III.Suggestions for Further Studies................182
1. The participants..............................182
2. The research method...........................183
3. The research content..........................183
References.........................................184
Appendix (A).......................................190
Appendix (B).......................................198

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