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    题名: 新北市國中學生英語閱讀焦慮、閱讀策略與閱讀成就關係之研究
    A Study on the Relationship among English Reading Anxiety, Reading Strategies and Reading Achievement in New Taipei City Junior High School Students
    作者: 施佩吟
    贡献者: 湯志民
    施佩吟
    关键词: 閱讀焦慮
    閱讀策略
    閱讀成就
    reading anxiety
    reading strategy
    reading achievement
    日期: 2016
    上传时间: 2016-07-21 10:41:33 (UTC+8)
    摘要: 本研究旨在探究新北市國中學生英語閱讀焦慮、閱讀策略與閱讀成就之關係。其中本研究共抽取618名新北市轄內公立學校七年級學生，以問卷施測，並以描述性統計、獨立樣本t考驗、信度、皮爾森積差相關、結構方程式模型進行統計分析；其研究結果顯示：(1)新北市國中學生英語閱讀焦慮程度屬中等程度；(2)新北市國中學生英語閱讀策略使用程度屬中等程度；(3)新北市國中學生英語閱讀成就屬中等程度；(4) 新北市國中學生英語閱讀焦慮在性別、學習時間沒有顯著差異；但學生的家庭收入越高，其閱讀焦慮程度越低；(5)新北市國中女生使用英語閱讀策略的情形高於男生；(6)新北市國中生學習英語時間越長，英語閱讀策略使用情形越高；(7)新北市國中生家庭收入越好，英語閱讀策略使用情形越高；(8)新北市國中生學習英語時間越長，英語閱讀成就表現越高；(9)閱讀焦慮與閱讀策略呈顯著負相關；(10)閱讀焦慮與閱讀成就呈負相關；(11)閱讀策略與閱讀成就呈正相關；(12))英語閱讀焦慮與閱讀策略對閱讀成就無顯著的預測力。
    The purpose of the study is to investigate the relationship among English reading anxiety, reading strategies and reading achievement of junior high school students in New Taipei City. The survey participants consist of 618 junior high students in New Taipei City. The instruments of the research drew on FLRAS, SORS and the scores of their English mid-term exam. The data was analyzed by descriptive statisctics, t-test, reliability, Pearson`s product-moment correlation coefficient and SEM. The statistical result reveals that: (1)the level of participants’ English reading anxiety is medium; (2) the level of participants’ English reading strageties is medium; (3) the level of participants’ English reading achievement is medium; (4) there is no significant difference of reading anxiety when gender and learning time varies; however, higher level of family income correlates to lower reading anxiety; (5) the level of the junior high girls using reading strategies is higher than that of the junior high boys; (6) the junior high students with longer learning time will use reading strategies more often; (7) the junior high students with higher family income will use reading strategies more often; (8) the junior high students with longer learning time will carry out better English reading achievement; (9) reading anxiety and reading strategies shows significantly negative correlation; (10) reading anxiety and reading achievement shows negative correlation; (11) reading strategies and reading achievement shows positive correlation; (12) English reading anxiety and reading strategies have no significant predictablility to reading achievement.
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