基於家庭文化資本理論、社會階層理論與學習動機理論，本研究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2,750 名七年級生英語學習成就的因素，結果 發現：學生的家庭社經地位、補習英文時間對英語學習成就有重要預測力；男生、原住民 子女、單親家庭子女的英語學習成就明顯低於女生、非原住民與雙親家庭的子女；家庭文 化資本、補習英文時間、教育期望、學英文動機與國語學習成就對英語學習成就具有完全 中介的效果，為家庭背景變項的二至五倍不等的預測力，尤其國語成績與英語學習動機降 低家庭社經地位及背景的預測力。

Based on family cultural capital theory, social stratification theory, and learning motivation theory, this study examined the factors influencing the th graders’ English achievement. Data used in this study were from a survey concerning th graders’ learning collected in Keelung City. Regression analyses of the data from a total of , 0 respondents revealed the following results. First, the students’ family socioeconomic status (SES) and time spent on English learning in cram schools were significant factors. Further, the male students, students whose parents were Taiwanese aborigines and students from one-parent families had significantly lower English achievement than female students and students whose parents were not aborigines and those from traditional families. Moreover, it was demonstrated that family cultural capital, time spent on English learning in cram schools, educational expectations, English learning motivation, and Chinese academic achievement mediated between the background variables and English academic achievement; each mediator’s predictive power varied from two to five times of that of the participants’ family background. When the students’ Chinese academic achievement and English learning motivation were added to the model, the strength of SES and family background was reduced.