Reading Motivation, Reading Strategy and Reading Behaviors for English of Junior High Students

• Main Authors: Pao-Chiao Ke, 柯寶喬
• Other Authors: Prof Der-Hsiang Huang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/76921647719185559192

碩士 === 大葉大學 === 教育專業發展研究所 === 100 === Junior high school education is the foundation of high school education; therefore, it is important for us to pay attention to junior high school students’ English learning situation. The main purpose of this study is to understand different backgrounds of junior high students’ English reading motivation, reading strategies and differences in reading behavior. Secondly, to explore English reading motivation, reading strategies and reading behaviors in different related situation. Finally, the analysis of English reading motivation, reading strategies and reading behaviors are predicted. This study used questionnaires and the data are collected from central Taiwan. Main subjects are students of public junior high schools. The data are analyzed with statistical software SPSS 12.0 for descriptive statistics, t test, one-way ANOVA, Pearson correlation and multiple regression analysis to analyze the relationship between the variables, the difference and predictability. The findings were as follows: 1. Majority of junior high students shown intrinsic motivation in reading motivation. 2. In performances in English reading strategies, the results from high to low are: meta-cognitive strategy, memory strategy, compensation strategy, social strategy, cognitive strategy. 3. Majority of junior high students shown significant behavior in English reading behavior. 4. In terms of background variables, junior high school students showed significant differences in English reading motivation, reading strategies, reading behavior. 5. Significant correlations were shown between Junior high school students’ reading motivation, reading strategies, reading behavior. 6. The reading motivation and reading strategies significantly predict the reading behavior of Junior high school students. Based on the previous studies and the research results, suggestions were made for parents, teachers, educational administrators and future researchers respectively.