本研究旨在對參與國小英語教學師資培訓班學員之參訓動機、角色知覺與任教意願做探索，並將研究結果供教育當局及國小行政人員參考，期能真正落實未來國小英教學。經分析在台大、師大、輔仁、銘傳四校315位參加培訓學員問卷調查結果後，發現學員對參訓動機因素構面中的「興趣與喜好」、「教學工作認知」及角色知覺中「對小學生的心態與行為」、「教室內活動」、「家長」間連絡同意度愈高，其任教意願就愈高，學員對參訓動機中「父母親友影響」愈同意，其任教意願則愈低。有六成學員有高度任教意願。此外，學員除對扮演行政工作、值勤、導護安全等傾向不同意見，對扮演傳授知識、教生活倫理、管理秩序等角色同意程度皆高。故建議校方及學校當局應改善國小教學環境，並依據報紙期刊報導之各縣市教育局已在培養自己的師資，各校教評會的公正性未落實等問題，促請熱心教育及教改人士的注意及關切，俾使這些有頗高任教意願的優秀國小英語師資人才能有任教機會並願留任教職。

The purpose of this study is to investigate the training motivation, role perception and teaching willingness of pre-service elementary school English teacher trainees. Three hundred and fifteen questionnaires collected from four universities were analyzed. The results show that the stronger the trainees agree with “interest” and “characteristics of teaching” in “training motivation” and “pupils’ behavior” “classroom activities” and “parents” in “role perception”, the stronger their teaching willingness is. The stronger the trainees agree with the “influence of other people” in “training motivation”, the weaker their teaching willingness is. Sixty percent of trainees show strong teaching willingness. Although many of the pre-service elementary school English teacher trainees tend to disagree with performing the duty of administrative work, they tend to strongly agree with playing the role of teaching and classroom management. We hope that the results of this study could offer the education authorities and elementary school administrators some insight to retain the prospective English teachers who are highly motivated in teaching.