| Summary: | 在越來越重視幼兒學齡前英語教育的社會中，全美語沉浸式教學，成為父母期待子女學好英語的選擇，然而人們對全美語沉浸式教學，有正反兩極端的意見，本研究探討參加過全美語沉浸式教學之國小學童在國小英語的學習態度，以期能對全美語沉浸式教學的影響有所暸解，並對幼兒英語學習有所助益。
本研究資料分別取自於桃園ㄧ國小六年級學童及其家長的問卷與訪談。266位學生〈13位全美語和253位非全美語學童〉與220位家長〈12位全美語和208位非全美語家長〉的問卷，採四種統計方法進行分析：描述性統計、單因子變異數分析，LSD事後比較與皮爾森相關分析。而26位學生〈13位全美語和13位非全美語學童〉與10位家長〈5位全美語和5位非全美語家長〉的訪談，提供更進一步資料，反映學童對於英語學習的態度。資料分析結果如下：
1. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較多的學習信心。
2. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較高的學習興趣。
3. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較強的學習信念。
本研究亦發現參加過全美語沉浸式幼稚園之國小學童的家長比未參加過學童的家長，對於子女在英語學習上，顯示較高的信心、興趣與信念，與學童的資料分析結果相當一致。
=== English immersion preschools, the choices for parents who expect their children to learn English well, exist in our society that values early English education. However, there are studies for and also against immersion learning. This study aims to investigate the English learning attitude of the primary school students who have attended English immersion preschools. The study is suggested to reveal the effect of the English immersion preschools in order to provide better English education for young learners in the future.
This study employed questionnaires and interviews for the sixth graders and their parents of P primary school in Taoyuan. Two self-reported questionnaires respectively for 266 sixth graders (13 English immersion learners and 253 non-English immersion learners) and 220 parents (12 parents of English immersion learners and 208 parents of non-English immersion learners) were analyzed by four statistical methods: descriptive statistics, one-way ANOVA, LSD post hoc analysis, and Pearson correlation. Moreover, in-depth interviews were conducted for 26 learners (13 English immersion learners and 13 non-English immersion learners) and 10 parents (5 parents of English immersion learners and 5 parents of non-English immersion learners), which offered further information indicating learners’ English learning attitude. The results of the findings are summarized as follows.
First, English immersion learners demonstrated more confidence than non-English immersion learners toward English learning in the primary school.
Second, English immersion learners display more interest than non-English immersion learners toward English learning in the primary school.
Third, English immersion learners hold stronger belief than non-English immersion learners toward English learning in the primary school.
The results of this study also revealed that parents of the English immersion learners indicated more confidence, interest, and belief than parents of non-English immersion learners toward their children’s English learning in the primary school. The results are consistent with those of the learners.
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