基於社會階層、家庭文化資本及學習動機理論，本研究探討影響國中階段新移民子女（來自東南亞國家及中國大陸女性婚配來臺灣所生子女）英語學習成就因素，使用基隆市國民中學學習狀況調查資料庫，以多元迴歸分析探討194名七年級生的英語學習成就。研究結果顯示，新移民子女的家庭社經地位對英語學習成就有正向顯著影響，男生的英語學習成就明顯低於女生；母親來自中國大陸籍與來自東南亞國家之子女英語學習成就沒有明顯不同。新移民子女的英語學習動機與國語學習成就對英語學習成就具有完全中介的影響效應，國語學習成就的影響力為家庭社經地位的四倍，而國語成績與英語學習動機削弱了家庭社經地位對英語學習成就的影響力。然而，新移民子女的家庭文化資本與教育期望對於英語學習成就則不具有中介效果。

This study investigated the influence factors of the English academic achievement of junior high school students whose mothers were from South-East Asia and China based on family cultural capital theory, social stratification theory, and learning motivation theory. The data used in this study were obtained from 194 participants in the survey study of 7th graders’ learning conducted in Keelung City. Multiple regression was performed for data analysis. The results revealed that the students’ family socioeconomic status was a significant factor, and the female students reached a significantly higher achievement in English than their male counterparts did. The English achievement of the students whose mothers were from China and those whose mothers were from South-East Asia did not show significant difference. Moreover, the students’ English learning motivation and Chinese academic achievement were significant mediator variables impacting/predicting English academic achievement. Chinese academic achievement had four times of impacting/predicting power than that of the participants’ family socioeconomic status did. That is, the students’ Chinese academic achievement and English learning motivation, rather than family socioeconomic status, were stronger predictors of English academic achievement. The students’ family cultural capital and educational expectations, however, were not significant mediator variables.