| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 96 === The purpose of this study was to investigate the inclination and analyze the differences on vocational high school students’ English learning attitude and learning disturbances. Literature review was conducted to explore theories of learning attitude and disturbances as the basis of the study and the construction of the questionnaire.
The object of the study was by stratified random sampling, taken from the Vocational High School of first grade students. The questionnaires were delivered to 1760 students. There were 1,670 valid questionnaires and the valid return rate was 94.89％.
The content of the questionnaire was composed of three parts：the background of the students, their learning attitude and learning disturbances.
Frequency distribution, percentage, mean, standard deviation , and t-test, one-way ANOVA, Scheffé method and Pearson correlation were adopted to analyzed data by SPSS.
The results of this study were as follows:
1.The learning attitude of English of vocational high school students were "ordinary" degree.
2.The learning disturbances of English of vocational high school students were "ordinary" degree.
3.Female students had better learning attitudes than male students.
4.Foreign languages group of students had better learning English attitude than the chemical group, agriculture group, the electrical and electronics group of students.
5.The north, central and southern areas of students had better learning outcomes than the eastern part of students.
6.High academic performance of students (above90) had better learning attitude than low academic performance of students.
7.Female had higher ability to adapt English learning disturbances than male.
8.Agricultural group students had higher English learning disturbances than other groups.
9.Northern, central and southern areas students had higher learning English adaptation ability than the eastern region.
10.High academic performance of students (above90) had better disturbances adaptation of the English language learning ability than low academic performance of students.
11.Students’ learning attitude and learning disturbance were significantly and positively correlated.
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