本研究為瞭解高中生於英文科興趣、成就表現與學習策略之情形，研究目的為：(1) 瞭解高英文成就與低英文成就之高中生各自使用學習策略之情形。(2) 探討高英文興趣與低英文興趣之高中生各自使用何種學習策略。(3) 比較高中生在不同英文成就與興趣程度下之學習策略的使用情況。(4) 分析英文學習策略中介英文興趣與英文成就表現之關係。(5) 驗證英文學習策略中介英文成就表現與英文興趣之關係。
本研究先抽取307位受試者進行預試，為自編英文興趣量表進行探索性因素分析及信度分析。接著以1312位南區高中生為受試者來探究英文興趣、成就表現與學習策略之差異情形與中介關係。本研究所使用的工具包含英文興趣量表、SILL，97學年度上學期第一次段考成績做為成就表現分數。使用MANOVA和線性迴歸分析考驗各項假設。
本研究結果顯示：(1)高英文成就表現之高中生於六種學習策略使用上皆高於低英文成就表現者。(2) 高英文興趣之高中生於六種學習策略使用上皆高於低英文興趣者。(3) HAHI、HALI、LAHI、LALI四種類型高中生使用六種策略差異結果皆為HAHI使用頻率高於HALI、LALI；LAHI高於HALI、LALI； HALI與LALI無顯著差異；HAHI、LAHI之間於記憶策略、補償策略、情意策略、社會策略使用頻率上無顯著差異，而在認知策略、後設認知策略則為HAHI較常使用。 (4) 英文學習策略為英文興趣預測英文成就表現之中介變項。 (5) 英文學習策略為英文成就表現預測英文興趣之中介變項。

The purposes of the present study are to: (1) understand the learning strategies use situation of senior high students who are devieded into high and low English achievement groups. (2) explore which learning strategies the senior high students of high and low interest prefer. (3) compare the situations of using learning strategies based on different levels of both English achievement and interest, including HAHI, HALI, LAHI and LALI. (4) analysize whether each learning strategy, the mediator, carries the influence of English interest to achievement. (5) testify if the learning strategies mediate English achievement (independent variable) and interest (dependent vatiable).
The pilot study was practiced with 307 subjects to procceed Exploratory Factor Analysis and reliability of self-made English Interest Scale. Following that, 1312 southern Taiwan senior high students were asked to complete English Interest Scale and SILL, by which the study explored the use situation and mediation of English interest, achievement and learning strategies. Besides, the grades of the English middle exam of the first semester of 2009 academic year were used to be the achievement level. Based on the data above, the study adopted MANOVA and linear regression analysis to test the hypotheses.
The results were described as following: (1) Stuents of high English achievement have more frequency of using each learning strategies than those of low one. (2) Students of high Interest have more frequency of using each learning strategies than those of low one. (3) For HAHI, HALI, LAHI and LALI, HAHI’s using frequency of each learning strategies is higher than HALI and LALI’s; LAHI’s is higher than HALI’s and LALI’s. HAHI’s and LAHI’s have no difference in memory strategy, competentary strategy, affective strategy and social strategy. (4) English learning strategy is the mediator of interest to achievement. (5) English learning strategy is also the mediator of achievement to interest.

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