由於英文是世界上最通用的語言，亞洲地區也逐漸看中英語能力的重要性。為了讓學生能夠透過日常生活增強英語能力，在北台灣的一所中學開始執行雙語教學綜合活動課程的計畫。  此份研究主要目的為探討藉由英語協同綜合活動課程教學是否提升學生的學習動機。而綜合活動課程包含家政、輔導活動、體育與童軍課程。綜合科目之所以被挑選來實行英語協同教學是因為這些是和日常生活技巧相關的科目。
  此項研究共有二十五位學生、四位領域老師與一位學童老師參與計畫。參與測驗的學生們是經由作為分班測驗的英語能力測驗而被挑選，而領域老師們是經由學校的提名。此項研究為期三個學期，起至2019年9月(受試者的國一上學期開始)，迄至2021年1月(受試者的國二上學期結束)。
  為了研究受試者的動機提升，Dornyei(2013)的語言學習動機問卷被應用且修改成協同教學的版本已檢視學生在理想我(ideal L2 self) 與必需我(ought-to L2 self)兩項因素的動機提升。除此之外，Keller (1984)提出的ARCS模板也被應用於此研究以檢視英語協同綜合活動教學的教學內容設計是否符合學生對於學習動機提升的需求。在研究的最後，學生們與領域老師們對於雙語教學的意見與未來執行的可能性也會被檢視。
  根據研究結果顯示，透過英語協同學習綜合活動科目確實提升學生的在理想我與必需我兩項因素的學習動機。而在英語協同綜合活動教學的教材設計方面，此項設計有效達到且提升學生對於相關性(relevance)與滿意度(satisfaction)的提升學習動機要求。然而，在注意力(attention)與信心程度(confidence)兩個面向並無有效提升。
  在研究的最後，大部分的學生與領域老師們贊同英語協同教學的延續。雖然雙語教學帶來了許多的好處，老師們與學生們也根據此次研究提出了雙語計畫執行所面臨的困境與挑戰。

English is the most widely used language across countries, the importance of possessing good English proficiency has been promoted in most Asian countries for the past decades. To promote learning daily-life English and to enhance students’ English abilities in content-based courses, a bilingual program designed for Integrative Activities Curriculum was implemented in a junior high school in the northern part of Taiwan.
	The present study aimed at finding out whether the learners were more motivated to learn in a bilingual program by co-teaching Integrative Activities courses in both Chinese and English. Integrative Activities courses include Home Economic, Consulting Activities, Physical Education, and Scouting courses. These curriculums were chosen because they are more daily life related subjects.
	A total of 25 students and four subject teachers participated in the study. These students were selected by taking an English proficiency test as a placement exam of the bilingual program in a junior high school. The subject teachers were appointed by the school, and the study lasted for three semesters. The first semester is the first year of junior high (September 2019) and ends in the first semester of the second year of junior high (January 2021).
     To examine the progress on students’ learning motivation a questionnaire based on Dornyei’s (2013) L2 motivational questionnaire was modified to see their ideal L2 self and ought-to L2 relating to the English-co-teaching context. Also, an Attention, Relevance, Confidence, and Satisfaction (ARCS) questionnaire based on Keller (1984) had been applied to examine the teaching and learning of the Integrative Activities curriculum in this bilingual program. Furthermore, interviews were done to collect both the students’ and the instructors’ perspectives on the bilingual program and their opinions on the continuation of English co-teaching.
     Results have shown that the students made improvements on their learning motivation in both ideal L2 self and ought-to L2 self. As for the design of co-teaching in Integrative Activities courses in both Chinese and English, there were significant differences under the categories of relevance and satisfaction; however, the improvements on attention and confidence were less obvious. According to the findings, most of the students and teachers agreed on the continuation of English co-teaching. Despite the advantages that came along with English co-teaching, there were still some difficulties and challenges which needed to be overcome in order to improve the effects of the bilingual program.

CHAPTER ONE INTRODUCTION	1
1.1 Background of the Study	1
1.2 Statement of the Problems	3
1.3 Research Questions	4
1.4 Significance of the Study	5
CHAPTER TWO LITERATURE REVIEW	6
2.1 Bilingual Education	6
2.2 Learning Motivation in Bilingual Education	8
2.3 Motivation: Ideal L2 self and Ought-to L2 self	9
2.4 ARCS Model	11
2.5 Co-Teaching	12
CHAPTER THREE METHODOLOGY	15
3.1 Research Design	15
3.2 Context	15
3.3 Participants	16
3.4 Instruments	17
3.5 Procedures	18
CHAPTER FOUR RESULTS AND DISCUSSION	23
4.1 Students’ Improvement on Learning Motivation toward English Co-teaching	24
4.1.1 Ideal L2 Self	25
4.1.2 Ought-to L2 Self	30
4.2 Students’ Opinions on English Co-teaching courses design Based on ARCS Model	35
4.2.1 Attention	35
4.2.2 Relevance	38
4.2.3 Confidence	41
4.2.4 Satisfaction	44
4.3 Participants’ Perspectives on the Continuation of English Co-teaching and Suggestions	48
4.3.1 Students’ Opinions	49
4.3.2 Teachers’ Opinions	58
CHAPTER FIVE CONCLUSION	67
5.1 Summary of the Findings	67
5.2 Limitations of the Study	72
5.3 Suggestions for Future Research	73
REFERENCES	74
APPENDIXS	79

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