在臺灣，非主修英語的學生對英語閱讀的態度是既被動又缺乏動機。最近第二外語之研究顯示，教授學生特定的閱讀策略可以增進學生閱讀理解能力，進而提昇學習動機。教師藉由喚醒學生對於閱讀過程與閱讀策略的後設認知，可達到增進閱讀能力之效果。有鑑於此，本研究以訪談的方式探討英文教師如何教授非主修英語的學生英文閱讀課程。本研究探討之問題有三：教師教授閱讀之方法為何？教師如何將閱讀策略融入教學？以及閱讀策略教學與學生閱讀動機之關係。研究結果顯示：教師能以英語作為互動工具，使學生更積極參與課堂活動。閱讀前活動，例如啟動學生基模，為閱讀過程中最重要的部份；其他活動如下組討論、小組報告、角色扮演，亦有助於閱讀動機之提昇。然而經由本研究發現，受訪教師皆不認為在閱讀課中有必要刻意教授閱讀策略，或讓學生了解後設認知活動。此一現象有待進一步探討。

　　　　　Many non-English majors in Taiwan have a passive attitude toward reading and lack motivation. Recent L2 research has suggested that teaching students specific reading strategies improves their reading comprehension and therefore increases their motivation for reading. Teachers could raise students' metacoginitve awareness of their reading processes or reading strategies to enhance proficiency. However, teachers' perception of strategy use affects how they engage in strategy teaching. Therefore I interviewed three Chinese teachers who taught reading to non-English majors in Taiwan. I looked into how they approach the reading class, how they incorporate reading strategies into their teaching and how they view reading strategy instruction and its relation to student motivation. Results showed that teachers can help students become active and engaged readers by using English as a means of interaction. Pre-reading activities such as activating students' schemata is considered as an essential part of reading teaching and as great motivators to reading. Besides, activities such as small group discussion, group presentation and role play can motivate students in the reading class. However, the results also showed that the teachers investigated consider it unnecessary to explicitly teach students reading strategies or engage students in that act of metacognition in their reading classes. This phenomenon invites further investigation.