| Summary: | 碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 103 === The government actively pushed the English teaching in the last few years¸ but students’ English learning achievement became more and more bimodal. As a fourth graders’ English teacher, researcher hoped to explore the relationship among family factors, English learning attitude and English learning achievement. Furthermore, researcher wanted to promote students’ English learning motive and enhance their English learning achievement.
The questionnaires of this research were delivered to 344 students and 304 valid questionnaires were returned. The return rate was 89.5％. Those acquired data had been analyzed by factor analysis, t test, one-way ANOVA, Pearson Correlation and Stepwise Multiple Regression. The major research findings were summarized as follows:
I.The third and the fourth graders were at middle to high level in parents’ response and demand. Their cultural capital was at middle to low level. Their English learning attitude was at middle to high level and their learning achievement was outstanding.
II.Female students had better English learning attitude than male students.
III.There was a significant difference in terms of students’ family factors, English learning attitude and achievement due to their family socioeconomic status and parents’ educational attainment.
IV.There was a significant positive correlation between English learning attitude and English learning achievement.
V.The attitude towards English course and parents’ demand could predict students’ English learning achievement.
Finally, according to the results of this research, the researcher proposed some suggestions for teachers, parents, schools and future study.
Keywords: family factors , English learning attitude, English learning achievement
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