本論文目的在探討以閱讀與寫作為主之英語教學對高中生英文學習動機之影響。研究者參照維高斯基(Vygotsky)之認知發展理論，建構主義學派(constructivist)，以及全語言教學法(whole language)發展出一套結合閱讀與寫作之教學法。此教學法同時也融合了目前英語教學與英文閱讀教學中所強調的互動學習，欲藉學習過程中學習者與環境的互動，達到學習語言之目的。
所謂以閱讀與寫作為主之教學不同於一般高中英文教學之方法。實行此教學法之教師採用引導閱讀與思考性的活動進行閱讀教學，寫作教學方面則藉由提供學生多樣的溝通性寫作練習，培養學生寫作能力。在教學過程中，教師經常提供協助，並盡力喚起學生以英文溝通的動機，製造學生與學習環境的互動，目的在於提昇學生之學習動機。
本研究以45名高一學生為研究對象，施行為期一學期之閱讀與寫作結合的教學。為瞭解此教學法對學生學習動機之影響，在教學法施行前後學生必須填寫同一份動機問卷。此動機問卷採用自彭怡寧(2002)使用之問卷，是改編自Gardner (1985)的動機強度問卷及Schmidt et al. (1999)、Noels et al. (1999, 2001)的動機問卷，此問卷另外包含一些根據台灣的學習情境而設計的項目。除了這份動機問卷，在實驗結束時學生也填寫一份開放式問卷，目的在瞭解他們對此教學法的感受。最後研究結果的分析是採用成對樣本T檢定，來檢驗此教學法對於學生英文學習動機是否產生顯著改變。
研究結果顯示，此教學法無法顯著提昇學生的英文學習動機，但是，此教學法能有效喚起學生使用英文作為溝通的工具。此外，開放式問卷結果顯示，經過此教學法之後，大部分的學生抱持比以往更積極的態度學習英文。
本研究有二點建議：第一、任何一教學法都應以培養學生語言技能為主軸，每個教學步驟應確實發展學生語言技能，如此學生方能真正受益於此教學法。第二、教師可在教學中融入更多溝通性的活動，以幫助學生建立起英語溝通的能力。

The current study aimed to explore the effect of a reading and writing approach on motivating Taiwanese senior high school students to learn English as a foreign language. The reading and writing approach shared Vygotsky’s concept of cognitive development, social constructivist perspectives and whole language philosophy. The current trends in ESL/EFL teaching and reading instruction such as interactive approach and interactive processing of reading texts were also integrated into this approach.
The reading and writing approach adopted in this study differed from the traditional reading and writing instruction in several aspects. In teaching reading, teachers who adopted the reading and writing approach didn’t give literal interpretation of a reading text. Instead, teachers used activities to help learners actively construct meanings upon the texts. In teaching writing, teachers got students exposed to a variety of communicative writing activities which aimed to develop students’ writing ability. In every procedure of the reading and writing approach, teachers provided scaffolding and created opportunities for students to make meaningful interactions with peers and teachers.
With regard to the research design, one class of 45 first-grade students in senior high school took part in this study and learned English via the reading and writing approach for one semester. The research instruments included a motivational questionnaire adopted from Peng’s (2002) study, and an open-ended questionnaire used to tap students’ perception of learning English via the reading and writing approach. The Paired-Samples T Test was performed to determine whether the difference on students’ pre-intervention and post-intervention motivation reached a significant level.
The result showed that the reading and writing approach didn’t succeed in promoting students’ motivation for learning English. However, it was effective in raising students’ awareness of using English communicatively. Students’ responses to the open-ended questionnaire indicated that some students held more positive attitude toward learning English due to the intervention.
Two pedagogical implications could be made based on the findings of this research. First, a teaching approach should be more directly connected to the development of students’ language skills. Therefore, students can be substantially benefited from learning English via this approach. Second, teachers can include more communicative activities in their teaching to help students build up communicative competence in the target language.

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