本研究以行為研究觀點切入探討英語學習經驗對德語學習之影響。研究目的在於證明第一外語（L2）學習經驗有助於其他外語學習。本研究以淡江大學德文系大學一年級初學德文者為研究對象，以質性訪談主及量化調查研究探討其學習德語的主要困難、英語在初學德語階段的影響，以及英語程度和德語程度之間的關聯性。量化研究結果顯示，初學者之英語程度與其德語學習成效中度正相關，但對英語之觀感沒有對德語學習產生影響。但從質性訪談的詢問結果來看，參與之受訪者皆表示英語在德語學習的過程中具有一定的影響力，德語學習初期英語為干擾居多，特別是在拼字及發音上，學習一段時間後，轉為正面助益，特別是英語程度較佳的受訪者認為英語學習經驗有幫助德語句構及文法理解。
This study explores the impact of English learning experience on German learning from the behavioral perspective. The purpose of the study is to prove that the first foreign language learning experience helps other foreign language learning. In the present study, freshmen students of the German Department of Tamkang University were selected as the research subjects. The qualitative and quantitative interview was conducted to investigate the major difficulties in the process of learning German, the influence of English on the German language and the degree of English proficiency and the German level of relevance. Quantitative results show that beginners' English proficiency has a moderate positive correlation with their German learning effectiveness, but the perception of English has no effect on German learning. However, according to the results of the interview, all participating respondents indicated that English has an impact on the process of German learning. In the beginning phase of German learning, English disturbed German, especially for spelling and pronunciation. After learning for a period of time, English turns to have positive effect, especially those with better English proficiency thought that English learning experience helped them for German grammar and sentence structure.