隨著網路的日益發達，真實語料變的唾手可得，其運用在英語教學領域中被廣泛討論。在英語閱讀學習上，真實語料所扮演的角色以及其效果越發重要並值得探討。本篇研究旨在探討真實語料對於高中生的閱讀理解、閱讀焦慮、以及閱讀動機的影響。此外，本研究也探討高中生對於閱讀真實語料的感受以及想法。
來自臺灣東北部一所語言機構的6名高中生。參與研究者所規劃為期三個月，每週一次的真實語料閱讀課程。期間，這些參與者皆須記錄閱讀後的感想與心得。於每週閱讀課程中，受試者先了解閱讀主題並閱讀一篇文章，並於閱讀後填寫狀態焦慮以及狀態動機量表，並接受閱讀理解測驗，再於當週課程結束後接受訪談。受試者在課程初期以及每月課程結束時填寫類特質英語閱讀焦慮量表以及類特質英語閱讀動機特質量表(含內在與外在動機)，並於課程結束後接受最終訪談。
本研究顯示高中生的類特質焦慮以及動機相對穩定，而狀態焦慮與動機呈現波動。其中閱讀及非閱讀因素皆影響狀態焦慮，而內在動機及外在動機也與狀態動機有關。受試者之閱讀理解表現皆起伏不定，閱讀理解與狀態焦慮呈現負向關聯。此外，研究結果亦發現，真實閱讀語料其包含的困難生字增加高中生的狀態焦慮，卻提升內在動機特質較強之學生的狀態動機；閱讀理解與狀態焦慮、狀態動機以及文章可讀性雖無明顯關聯，但受試者的英文能力與個人單字量對閱讀理解有一定的影響。研究最後，3名高中生感受到自我閱讀理解的提升。依據研究結果，受試者對於閱讀真實語料的正向反饋包含: (1)代表真實生活閱讀、(2)包含資訊豐富的內容、(3)涵蓋廣泛主題、以及(4)提供最新資訊。最後，本研究針對教學上使用真實語料提出方向和提供未來研究進一步的建議。

With the development of Internet technology, authentic materials have become accessible and the application has been widely discussed in the field of English teaching. The role and effects of authentic materials in English reading have become more and more important and worth exploring. This study explored the impact of authentic materials on high school students’ reading comprehension, reading anxiety, and reading motivation. In addition, this study also examined the participants’ reflections on reading authentic materials.
Six high school students from a language institute in Northeast Taiwan participated in a three-month authentic reading program (with weekly meetings) designed by the researcher. During the three-month program, these participants were required to document their feelings and thoughts in a learning journal after each meeting. During the weekly meeting, the participants were first introduced to the reading topic and read the article. After reading, they completed a state anxiety and state motivation scale and took a reading comprehension assessment. They also underwent an interview at the end of every class. The participants were asked to fill out the trait-like English Reading Anxiety Scale and English Reading Motivation Questionnaire at the beginning of the program and the end of every month. A final interview was conducted at the end of the program.
This study showed that the high school students’ trait-like anxiety and motivation were relatively stable, while state anxiety and motivation fluctuated. The participants’ state anxiety was influenced by both reading and non-reading factors, while their intrinsic and extrinsic motivation played a more important role in their motivation states. Their reading comprehension performance fluctuated and was negatively associated with state anxiety. Additionally, the findings also indicated that authentic materials with difficult words increased anxiety but enhanced the motivation states of intrinsically motivated students. Reading comprehension performance was not directly related to anxiety, motivation or text readability, but the participants’ English proficiency and vocabulary size had a certain impact on their reading comprehension. At the end of the program, three high school students perceived self-improvement in their reading comprehension. Furthermore, the participants provided positive feedback on reading authentic materials, considering authentic materials: (1) representing real-life reading; (2) containing informative content; (3) covering diverse topics; and (4) providing the up-to-date information. This thesis provides pedagogical implications and suggestions for future research.

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