| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 105 === The purpose of the study is to explore the relationship between English learning environment, English learning motivation, and English learning strategies and to figure out if the difference of gender, grade, the time of learning English, public or private school, and school scale can affect those items. 481 students of seventh and eighth grade in Chiayi City will be the participants of the study.
Furthermore, “English learning environment Scale”, “English Learning Motivation Scale” and “English Learning Strategies Scale” were used and carried out in the study. “ t-test, one-way analysis of variance, Pearson’s Product-Moment Correlation and Stepwise Multiple Regression were used to analyze the data. The major findings were as follows:
1. The situation of the perception of English learning environment, English learning motivations, and strategies for junior high school students were high-intermediate level.
2. Female students scored higher grades than male students in the perception of English learning environment, English learning motivations, and strategies.
3. 7th Grade students scored higher grades than 8th grade students in the perception of “educational environment” aspect in English learning environment and “memory strategies” aspect in English learning strategies.
4. Students who have learned English for 1-3 years scored higher grades than those who have learned English for 4-6 years in all the aspects of English learning environment except for physical environment, all the aspects of English learning motivation except for extrinsic motivation and all the aspects of English learning strategies except for cognitive strategies.
5. Students who have learned English for 1-3 years scored higher grades than those who have learned English for 7-9 years in all the aspects of English learning environment except for physical environment, all the aspects of English learning motivation except for extrinsic motivation and meta-cognitive aspect of English learning strategies.
6. Students who have learned English for 7-9 years scored higher grades than those who have learned English for 4-6 years in extrinsic motivation aspect of English learning motivation.
7. Private school students scored higher grade than public school students in the perception of English learning environment, English learning motivations, and strategies.
8. Students in medium-sized school scored higher grade than those in large-sized school in the perception of all aspects in English learning environment, learning motivations except for extrinsic motivation, and strategies.
9. Students in small-sized school scored higher grade than those in large-sized school in the perception of “ educational environment” aspect in English learning environment.
10. Students in medium-sized school scored higher grade than those in small-sized school in “outside learning” aspect in English learning motivation and “memory strategies, affective strategies, and compensation strategies” aspects in English learning strategies.
11. English learning environment and English learning motivations were correlated positively with English learning strategies.
12. English learning environment and English learning motivation could effectively predict English learning strategies.(The total prediction rate is up to 74.8%)
According to these findings, some suggestions for educational guidance and further studies were offered in the thesis.
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