對英文學習者來說，使用自身母語能力幫助英文學習是件很自然的行為，母語的使用與英文學習的關係密不可分。然而，母語干擾的問題使部分語言學家支持教師使用大量目標語教學，反對在課堂中使用母語。即使如此，近年許多研究顯示母語融入英語教學，對學習者情意因素上仍有許多正面影響。本研究旨在探討，專業英文教學課程結合母語輔助後，對不同類型學生的影響。此外，本研究也探究學生如何利用自身母語能力與教師提供的母語資源等學習策略，來幫助英文學習。研究對象選取八十九位來自各系選修新聞英文的學生。教學主要採中文，部分教材提供全文翻譯等中文學習資源。本課程針對提升新聞英文閱讀能力為目標，進行一學期的教學後收集學生對母語使用看法。研究方法採用量化問卷與質性訪談，問卷以SPSS軟體進行描述性統計與獨立樣本T檢定分析。

研究結果指出，多數非英文系受試者認為加入中文輔助教學有助於降低他們的學習焦慮、提高學習動機以及學習自主性，而英文系受試者則認為對心理上影響較小，但有助於大幅提升學習效率。兩組受試者皆認為，在新聞英文課程加入母語的正面效益多於負面影響。此外，本研究也發現學生利用母語能力，發展出多種學習策略，且對學習有正面影響。然而，專業英文教師必須特別注意過於依賴母語的問題，以及中英間理解差異與干擾所造成的負面影響。本研究顯示專業英語課程加入母語輔助英語教學的可行性，並支持學生的看法必須納入考量。

Using first language (L1) is a nature way to assist English learning. The connection between L1 use and English learning are inseparable for English learners. However, a number of language researchers believe that language should be acquired by comprehensive target language instead of L1 assistance to avoid the mistakes made by language interference. Even though, many studies have shown that there are many advantages to use L1 in English teaching, such as the positive influence on affective factors. The present study aimed to investigate the influence of L1 use on English learners with different backgrounds in the English for Specific Purpose (ESP) course. In addition, the present study also discussed how students use their L1 as one kind of learning strategies to facilitate their English learning. Eighty-nine students from different departments who enrolled in the class of English for Journalism participated in the present study. The teacher uses Chinese as the major language to teach in English for Journalism course. Some of the teaching materials provide L1 information resource such as articles with Chinese translation. The teaching objective of English for Journalism is to increase students’ reading ability. After one semester of teaching, students’ perception and perspective toward L1 use in English for Journalism are collected by quantitative questionnaire and qualitative interview. SPSS software is used to analyze questionnaire through descriptive statistics and independent T-test.

The result showed that the majority of non-English majors believe that the assistance of L1 use has reduced their learning anxiety and increased their learning motivation, willingness and autonomy. On the contrary, the English majors believed that the assistance of L1 use has less impacted on their psychological, factors. Nevertheless, L1 use can still significantly increase their learning efficiency. In addition, both English and non-English majors reflected that the L1 use in English for Journalism has more benefit than its negative influences. The present study also found that participants develop a variety of learning strategies on the basis of their L1 ability, and thus facilitate their learning process. However, ESP teachers have to pay close attention to the L1 over-dependent problem and the negative influences caused by L1-L2 difference and interference. The present study showed the feasibility of using L1 in an ESP course to assist English learning, and students’ perceptions should be taken into consideration appropriately.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS I
CHINESE ABSTRACT II
ABSTRACT III
TABLE OF CONTENTS V
LIST OF TABLES VII
LIST OF FIGURES VII
CHAPTER ONE  INTRODUCTION 1
1.1 Background of the study 1
1.2 Purpose of the study 8
1.3 Research questions	10
CHAPTER TWO  LITERATURE REVIEW	11
2.1 The use of L1 or L2 as a major language in language classroom and its influence on students’ affective factors	11
2.2 L1 use learning strategies in reading, writing and vocabulary learning 15
2.3 Use L1 translation in EFL classroom	19
2.4 English for Specific Purpose (ESP) with L1 use and translation 21
2.5 Conclusion of Literature Review 24
CHAPTER THREE  METHODOLOGY 26
3.1 Participants 26
3.2 Data collection 27
3.3 Instruments 29
3.4 Treatment 31
3.5 Procedure 32
3.6 Data Analysis 33
CHAPTER FOUR  RESULTS AND DISCUSSION 34
4.1 Students’ feedback toward the influence of L1 use on affective factors 34
4.2 The results of L1 and Translation Learning Strategy	38
4.3 Students’ percpetions toward the negative influence of L1 use 41
4.4 The results of students’ perspective toward teaching materials and language analysis 42
4.5 Independent Sample t-test Analysis 43
4.6 Introduction of interview analysis 49
4.7 Interviewee’s perceptions toward the affective influence of using Chinese as a major language to teach in English for Journalism course 49
4.8 Interviewees’ perceptions toward the affective influence of providing L1 information in English for Journalism 52
4.9 The frequently used L1 and translation learning strategies by interviewees 56
4.10 Interviewees’ perceptions toward the negative influence of L1 use 59
4.11 Students’ perceptions toward reading English news with L1 use 62
CHAPTER FIVE  CONCLUSION 65
5.1 Conclusion of the major findings and pedagogical implication 65
5.2 Limitation of the study 70
5.3 Suggestion for future research 71
REFERENCE 73
APPENDICES 84
Appendix A  Textbook used in English for Journalism 84
Appendix B  Questionnaire (Chinese Version) 85
Appendix C  Questionnaire (English Version) 87
Appendix D  Interview guide (Chinese version) 90
Appendix E  Interview guide (English version) 91
Appendix F  Interview Transcription 92

LIST OF TABLES
Table 3.1 Major distribution of participants	26
Table 3.2 Year of study distribution of participants	26
Table 3.3 Gender distribution of participants	27
Table 3.4 English study year distribution of participants	27
Table 4.1 Descriptive analysis of the influence of L1 use on affective factors	35
Table 4.2 Descriptive analysis of the L1 and translation learning strategies	38
Table 4.3 Descriptive analysis of the negative influence of L1 use	41
Table 4.4 Descriptive analysis of teaching material	42
Table 4.5 Independent sample t-test of the influence of L1 use on affective factors between English and Non-English majors	44
Table 4.6 Independent sample t-test of the L1 and translation learning strategy	45
Table 4.7 Independent sample t-test of the negative influence of L1 use	47
Table 4.8 Independent sample t-test of teaching material	48
Table 4.9 Interviewees’ background information	49


LIST OF FIGURES

Figure 1.1 Summary of the study’s background	7
Figure 5.1 Summary of using L1 as the major language to teach an ESP course	67
Figure 5.2 Summary of providing L1 information in an ESP course	68
Figure 5.3 The necessity of L1 use in the English for Journalism course	69
Figure 5.4 Summary of negative influences of L1 use and suggestions	70

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