本研究探討家庭社經地位對於高職生英語學習動機(包含動機強度及種類)、後設認知單字學習策略運用、及單字成就的影響，並且探究在排除社經地位的影響之下，英語學習動機及後設認知單字學習策略使用對單字成就的解釋力何者較高。本研究共邀請224位來自彰化一所高職一年級的受訪者參與，請受訪者填寫三份問卷—基本資料問卷(包含社經地位項目)、學習動機問卷(包含動機強度及種類)、後設認知單字學習策略使用問卷—及一份單字成就測驗。收集到的資料運用多因子變異數分析、單因子變異數分析、及階層廻歸做統計分析以回應上述兩項研究目的。分析結果顯示社經地位對英語學習動機(包含動機強度及種類)、後設認知單字學習策略運用、及單字成就的影響皆不顯著，亦即不同社經地位的學生在這三個變項上的表現並沒有顯著差異。此外，當控制了社經地位對單字成就的影響時，英語學習動機強度是唯一能顯著地預測單字成就的自變項，其他的自變項如學習動機種類及後設認知單字學習策略運用則皆無法顯著預測高職學生的英語單字成就。由此可知，對高職學生來說，學習動機強度對英文單字成就的影響力遠勝於動機種類以及運用後設認知學習策略與否，因此，文末提出了和提升學生學習動機強度相關的教學建議給高職英語教師們參考。本研究盼能增進高職英語教師對學生英語學習的了解：(1)社經地位對英語學習的影響微乎其微，(2)學習動機強度對於單字學習有顯著的預測力。

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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