| Summary: | 碩士 === 國立臺灣師範大學 === 英語學系 === 100 === The present study intends to reveal the role of socio-economic status (SES) in English learning motivation (including intensity and types), metacognitive vocabulary learning strategy use, and lexical achievement. It also explores the explanatory power of motivation and metacognitive strategy use for second language vocabulary acquisition, with the effect of SES controlled. A total of 224 participants were recruited and asked to complete four research instruments: a background information questionnaire that probed into parents’ socio-economic status, a motivational questionnaire, a metacognitive strategy use questionnaire, and a vocabulary test. Inferential statistics such as MANOVA, one-way ANOVA, and hierarchical regression were employed. The results uncovered an insignificant effect of SES on English learning motivation, metacognitive vocabulary learning strategy use, and lexical achievement. In addition, motivational intensity was found to be the only predictor that significantly explained vocabulary achievement while metacognitive strategy use and motive types did not account for lexical learning to a significant level. Some pedagogical suggestions for language teachers on how to enhance learners’ motivational intensity are provided at the end of the study.
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