本研究旨在探討台中市私立高職學生英文學習態度與英文學習策略之關係研究。採用問卷調查的方式，以台中市六所私立高職學校二年學生為研究對象，共計1,137個有效樣本，並以「英文學習態度量表」及「英文學習策略量表」作為本研究之研究工具。研究發現：（一）不同家長社經地位在高職生英文學習態度有顯著差異；（二）不同性別在高職生英文學習態度有顯著差異；（三）不同居住地區在高職生英文學習態度有顯著差異；（四）不同家長社經地位在高職生英文學習策略有顯著差異；（五）不同性別在高職生英文學習策略有顯著差異；（六）不同居住地區在高職生英文學習策略有顯著差異；（七）高職生英文學習態度和英文學習策略有顯著相關；（八）高職生英文學習態度對英文學習策略有顯著的預測力。 The current study aimed to explore the correlations between vocational private high school students’ English learning attitude and English learning strategies. A total of 1,137 11th grade students from six vocational private high schools in Taichung were involved in the current study. The English Learning Attitude Scale and English Learning Strategies Scale are two research tools for the study.The major findings of the study are summarized as follows.(A) Parents’ social status difference was statistically significant in English learning attitude.(B) Location difference was statistically significant in English learning attitude.(C) Gender difference was statistically significant in English learning attitude.(D) Parents’ social status difference was statistically significant in English learning strategy.(E) Location difference was statistically significant in English learning strategy.(F) Gender difference was statistically significant in English learning strategy.(G) Vocational high school students’ English learning attitude and English learning strategy were statistically significant.(H) English learning attitudes toward English learning strategies had significant prediction.
