本研究旨在探究兒童哲學融入英語繪本教學對於高職階段以英語為外國語的青少年學習者的英文學習焦慮、英文學習動機、及英文閱讀能力表現的效益。研究對象為台北市某所公立高職學生共六十二名學生，分為實驗組與對照組；研究工具共三項：英文學習焦慮問卷、英文學習動機問卷與全民英檢中級模擬試題中的閱讀測驗部份。研究方法為量化分析。
研究結果顯示:
一、高職階段英語學習者的英文學習焦慮為中等，在兒童哲學的教學法實
施後，學生的英文學習焦慮下降了，但實驗組的英文學習焦慮下降幅度較小。
二、高職階段英語學習者的英文學習動機為高度，在兒童哲學的教學法實
施後，學生的英文學動機下降了，但實驗組較控制組維持較高度的英文學習
動機。
三、高職階段英語學習者英文閱讀能力表現在兒童哲學的教學法實施後，學生的
英文閱讀能力實驗組與對照組都進步了。
本研究亦同時討論到給英語教學人員與課程及測驗設計者的一些建議：建議英語教學人員透過兒童哲學融入英語繪本的教學法中的團體探究中的同儕互動、問題提出、分享自己的感受並聆聽他人的想法，及其他多元活動的設計而達到降低英文學習焦慮、提高英文學習動機並且提升英文閱讀理解能力表現。對於
兒童哲學融入英文繪本課程設計人員的建議則是編寫與設計開放式的問題，避免只有一個標準答案的是非題，並且引導出和諧有趣的學習氣氛。

The present study explores the effects of Philosophy for Children (P4C) integrated with English picture books instruction on English learning anxiety, English learning motivation, and English reading comprehension of adolescent EFL learners in vocational high schools in Taipei. A total of 62 students were recruited in the study, divided into Experimental Group and Control Group, in which an English Learning Anxiety Questionnaire in Chinese, an English Learning Motivation Questionnaire, and two simulate GEPT reading comprehension tests were implemented. Data collected were analyzed via SPSS 14.0 with execution of descriptive statistics, paired-sample t-tests, independent sample t-tests, and ANCOVA analysis.
Results of the study showed that vocational high school students in Taipei possessed moderate English learning anxiety, which reduced after the instruction of P4C integrated with English picture books but the Experimental Group retained higher level of English learning anxiety than the Control Group. Besides, the participants possessed high English learning motivation initially, but after the implementation of the pedagogy of P4C, all participants’ English learning motivation dropped. However, the Experimental Group retained higher motivation than the Control Group. Finally, participants’ English reading comprehension was improved. Suggestions for language practitioners and reading curriculum and assessment designers were also discussed in the present study. The pedagogy of community of inquiry from P4C integrated with English picture books was suggested to language practitioners to increase peer interaction by having students propose questions, share one’s own ideas and listen to others’ viewpoints so as to lower English learning anxiety, promote English learning motivation and improve English reading comprehension of learners. To instructors of P4C integrated with English picture books, open-ended questions are recommended and questions with only one correct answer should be avoided.

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