本研究旨在探討國中學生的英文課外讀物閱讀行為與英文閱讀策略教學的現況，並瞭解不同個人背景變項及學校環境變項的國中學生，其英文課外讀物閱讀行為的差異情形，及探究國中學生的英文課外讀物閱讀行為與英文閱讀策略教學的相關情形。
本研究以問卷調查為主的方式蒐集資料。以臺北市市立國民中學(含完全中學國中部)604位八年級學生為研究對象。研究工具為「臺北市國中學生英文課外讀物閱讀行為及英語教師英文閱讀策略教學情形問卷」。根據問卷填答結果，以平均數、標準差、獨立樣本t檢定、單因子變異數分析、薛費法多重比較、皮爾遜積差相關等方法進行資料處理。為了佐證問卷調查分析結果，焦點訪談受測學生的英語教師1位。
依據資料分析結果，得到下列六項研究結論：
一、國中學生的英文課外讀物閱讀行為屬於中下程度。
二、國中英語教師英文閱讀策略教學情形屬於中等程度。
三、不同性別、英語學業成績、家庭社經地位、英語學習的家庭資源、英語學習經驗的國中學生，其英文課外讀物閱讀行為有顯著差異。
四、不同學校規模的國中學生，其英文課外讀物閱讀行為只有在「閱讀技巧」向度有顯著差異。
五、不同學校所在區域的國中學生，其英文課外讀物閱讀行為無顯著差異。
六、國中學生的英文課外讀物閱讀行為與英文閱讀策略教學情形呈現中度正相關。
根據研究結果，分別對英語教師及未來研究方面提出相關建議，以供實務及未來研究發展之參考。

The purpose of this study was to explore the current status of junior high students’ English extra-curricular reading behavior and English reading strategies teaching. The differences of junior high students’ English extra-curricular reading behavior under different personal background variables and school’s environment variables were analyzed. The relationship between students’ English extra-curricular reading behavior and English reading strategies teaching was investigated.
The questionnaire survey was mainly utilized for data collection and analysis. The participants of this study were 604 8th grade students at Taipei municipal junior high schools. The instrument was “The Questionnaire of Taipei Junior High Students’ English Extra-curricular Reading Behavior and English Teachers’ English Reading Strategies Teaching”. The data were statistically treated by means, standard deviations, t-test, one-way ANOVA , Scheffe method for multiple comparisons, and Pearson product-moment correlation. To prove the results of the questionnaire survey, the researcher of this study interviewed one of the participants’ English teachers.
The main findings of this study were as follows:
1. The current status of junior high students’ English extra-curricular reading behavior was at lower-medium level.
2. The current status of junior high teachers’ English reading strategies teaching was at medium level.
3. Students of different genders, English scores, family social economic status, family resources, and English learning experiences were significantly different in their English extra-curricular reading behavior.
4. Students of different school sizes were significantly different only in their English extra-curricular reading skills.
5. Students of different school regions were not significantly different in their English extra-curricular reading behavior.
6. There was positive significant correlation between junior high students’ English extra-curricular reading behavior and English reading strategies teaching.
Finally, based on the conclusions of this study, some suggestions were offered to junior high English teachers and future studies.

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