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題名：Metacognitive Strategies and Reading Proficiency: The Case of 5-Year College Students in Taiwan
書刊名：建國科大社會人文期刊
作者：呂仕華／黃文忠
作者(外文)：Lu, Shih-hua／Huang, Wen-chung
出版日期：2012
卷期：31:2
頁次：頁1-20
主題關鍵詞：閱讀理解；後設認知閱讀策略；以英文為外語的學生；學術性文章；Reading comprehension；Metacognitive reading strategies；EFL readers；Academic texts
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在ESL/EFL學生的學習中，英文的閱讀理解能力扮演了很重要的角色。始於1970年代末期，後設認知的理論得到很多教育心理學家和閱讀研究者的迴響。同時，英文教科書被廣泛地使用在課堂上，來促進學生的學習。因此，本研究旨在檢驗當學生使用英文教科書時，學生運用閱讀策略和後設認知的狀況。此外，本研究也探討閱讀策略和讀者特質的關係。研究對象為92位五專學生。下列三種工具被用來收集研究資料：（1）後設認知意識量表，（2）背景資料問卷，（3）全民英檢中級閱讀測驗。主要的發現如下：首先，所有的後設認知閱讀策略是中性的。其次，問卷調查顯示解決問題策略最常被使用，總體策略和支持策略分居第二和第三位。第三，學生的閱讀熟練能力和後設認知閱讀策略是高度相關的。第四，女性比男性使用較多的後設認知策略。第五，有補習經驗的學生使用的策略平均值較高。第六，後設認知閱讀策略和英文證照的多寡有高度關聯。
English reading comprehension ability occupies a rather significant role in ESL/EFL learning. Since the late 1970s, the theory of metacognition has received a great deal of attention from educational psychologists and reading researchers. Meanwhile, textbooks are extensively used in class as teaching aids to promote student learning. This study aimed to examine EFL students' metacognitive awareness and perceived use of reading strategies when they are reading English textbooks. This study also explored the relationship between the use of reading strategies and personal characteristics. Ninety- two 5-year college students participated in this study. Three instruments were used to collect data: (1) the Metacognitive Awareness of Reading Strategies Inventory (MARSI), (2) Background Information Questionnaire, and (3) the reading test of GEPT intermediate level. The major findings are as follows. First, there is a moderate awareness of all the strategies. Second, the students reported using Problem Solving Strategies most frequently, followed by Global and Support Reading Strategies. Third, the students' reading proficiency was highly related to their reported metacognitive awareness of reading strategies. Fourth, the results indicate that female subjects employ reading strategies more often than male subjects in all of the strategy use. Fifth, student s with cram school experiences used strategies more often, with a little bit higher mean score than that for students without cram school experiences. Sixth, the metacognitive reading strategy use was highly related to the number of certificates the subjects owned.
期刊論文
1.Roever, C.、Pan, Y. C.(2008)。GEPT: General English proficiency test。Language Testing，25(3)，403-418。  new window
2.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。  new window
3.Paris, S. G.、Myers, M.(1981)。Comprehension monitoring, memory, and study strategies of good and poor readers。Journal of Reading Behavior，13(1)，5-22。  new window
4.Li, F.(2010)。A study of English reading strategies used by senior middle school students。Asian Social Science，6(10)，184-192。  new window
5.Karbalaei, A.(2010)。A comparison of the metacognitive reading strategies used by EFL and ESL readers。The Reading Matrix，10(2)，165-180。  new window
6.Chamot, A. U.(2005)。Language learning strategy instruction: Current issues and research。Annual Review of Applied Linguistics，25(1)，112-130。  new window
7.Mokhtari, K.、Sheorey, R.(2002)。Measuring ESL students' awareness of reading strategies。Journal of Developmental Education，25(3)，2-10。  new window
8.Duffy, G. G.、Roehler, L. R.(1987)。Teaching reading skills as strategies。The Reading Teacher，40(4)，414-418。  new window
9.Anderson, Neil J.(2003)。Scrolling, clicking and reading English: Online reading strategies in a second/foreign language。The Reading Matrix，3(3)，1-33。  new window
10.Grabe, W.(1991)。Current developments in second language reading research。TESOL Quarterly，25(3)，375-406。  new window
11.Rubin, J.(1981)。The study of cognitive process in second language learning。Applied Linguistics，11(2)，117-131。  new window
12.Carrell, P. L.、Pharis, B. G.、Liberto, J. C.(1989)。Metacognitive strategy training for ESL reading。TESOL Quarterly，23(4)，646-678。  new window
13.Anderson, J. R.(2005)。Human symbol manipulation within an integrated cognitive architecture。Cognitive Science，29，313-342。  new window
14.Sheorey, R.、Mokhtari, K.(2001)。Coping with academic materials: Differences in the reading strategies of native and non-native readers。System，29，431-449。  new window
15.Tang, H.、Moore, D.(1992)。Effect of cognitive and metacognitive pre-reading activities on the reading comprehension of ESL Learners。Educational Psychology，12(3/4)，315-331。  new window
16.Yang, X. H.、Zhang, W. P.(2002)。The correlation between metacognition and EFL reading comprehension of Chinese college students。Foreign Language Teaching and Research，34(3)，213-218。  new window
17.Anderson, N. J.(1991)。Individual differences in strategy use in second language reading and testing。The Modern Language Journal，75(4)，460-472。  new window
18.Mokhtari, Kouider、Reichard, Carla A.(2002)。Assessing students' metacognitive awareness of reading strategies。Journal of Educational Psychology，94(2)，249-259。  new window
19.Schraw, G.、Moshman, D.(1995)。Metacognitive theories。Educational Psychology Review，7(4)，351-371。  new window
會議論文
1.Baird, J.(1999)。Self-regulated teaching for self-regulated learning。The English European Conference for Research on Learning and Instruction。Göteborg。  new window
2.Devine, J.(1983)。ESL readers internalized models of the reading process。The Annual Convention of Teachers of English to Speakers of Other Languages。Washington, DC：TESOL。95-108。  new window
學位論文
1.Hong, Z.(2009)。The metacognitive awareness of reading strategies among English major and non-English major college students in Southern Taiwan(碩士論文)。Leader University，Tainan。  new window
2.Lee, K. R.(2007)。Strategy awareness-raising for success: Reading strategy instruction in the EFL context(博士論文)。University of Maryland，College Park。  new window
3.Wu, C. P.(2005)。An investigation of metacognitive reading strategies used by EFL Taiwanese college students to comprehend familiar versus unfamiliar Chinese and English texts(博士論文)。University of Idaho。  new window
圖書
1.Baker-Gonzalize, J.、Blau, E. K.(1995)。Building understanding: A thematic approach to reading comprehension。Addition-Wesley Publishing Co。  new window
2.Garner, R. M.(1987)。Metacognition and Reading Comprehension。Norwood, NJ：Ablex Publishing Corporation。  new window
3.Oxford, R. L.(1990)。Language learning strategies: What every teacher should know。Newbury House。  new window
單篇論文
1.Livingston, J. A.(1997)。Metacognition: An overview，State University of New York at Buffalo。，http://gse.buffalo.edu/fas/shuell/cep564/Metacog.htm。  new window
圖書論文
1.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of reading research。New York, NY：Longman。  new window
2.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
 
 
 
 
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