| Summary: | 碩士 === 國立臺南大學 === 教育經營與管理研究所 === 95 === The purpose of the study is to explore the situation of early English learning and the effect of English learning affecting factors on junior high school students’ English achievements after the implementation of English education in grade five and six in 2001,later extending to grade three according to nine-year integrated curriculum.The study is based on “junior high school students’ English learning experience”, “junior high school students’ English curriculum and learning resource”, “junior high school students’ English learning interest, motive and attitude” and “junior high school students’ English learning strategy”. This research adopts a questionnaire survey and interview. There are totally 400 questionnaires sent out, the returning rate is 87%, in which 329 questionnaires are valid, the returning rate is 82%. The collected data is used to carry on descriptive statistics, T-test, one-way ANOVA analysis, Pearson’s production-moment correlation and stepwise regression analysis. The interview is recorded and then transferred into words.
This study concluded as follows:
1.The four aspects of English learning affecting factors on English achievement of junior high school students in year one-- “English learning experience”, “curriculum and learning resource”, “learning interest, motive and attitude” and “learning strategy” have notable correlation.
2.There are significant differences between gifted English class and non-gifted English class students in the junior high school on the four aspects.
3.Different English learning affecting factors cause different English achievements.
4.Junior high school students’ English achievement is predictable from four aspects of English learning affecting factors.
5.To deal with the problem and impact of different level caused by early English learning, the junior high school adopts small-group teaching as part of solutions.
Also, recommendations were made by some points:
1.The suggestions to English education in junior high school:
a.Adopt English teaching strategy in the junior high school which is correspond to the curriculum
b.Raise junior high school students’ English learning motivation and strategy effectively.
c.Set the complementary measures for the early English learning courses.
2.The suggestions to the administration:
a.Provide the chance for the student to touch English early.
b.Make English learning policies in responding to the English education environment.
c.Carefully design English teacher program and add more English learning opportunities.
3.The suggestions for the future study:
a.Continue to testify the validity and efficiency of the self-made questionnaire.
b.Carry on a thorough research on the special students.
c.Expand the subject to the senior high school or university/college above.
d.Continue the research by adding other variables.
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