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題名：See How They Read: EFL Students' Use of Metacognitive Reading Strategies in L1 and L2
書刊名：外國語文研究
作者：許麗媛
作者(外文)：Hsu, Li-yuan
出版日期：2015
卷期：23
頁次：頁99-124
主題關鍵詞：後設認知；閱讀策略；英語為外語之閱讀；Metacognition；Reading strategies；EFL reading
原始連結：連回原系統網址new window
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後設認知的概念已被廣泛的探討與運用在各種學習領域，在第二語閱讀的研究領域中，過去也不乏有關學生後設認知知識以及閱讀策略方面的研究，但是就有關於比較學生閱讀母語與外語，和其後設認知閱讀策略使用之研究來說，文獻上仍舊缺乏統一定論，因此尚有探討之必要。本研究主旨在探討一群台灣大學生分別在閱讀母語（中文）及外語（英文）時，其後設認知閱讀策略的使用情形。研究參與對象為十位台灣的大一學生，採用放聲思考的方法來蒐集學生後設認知閱讀策略的使用情形。研究結果顯示，儘管學生閱讀母語與外語的後設認知閱讀策略使用情形有不少相似之處，但是學生在閱讀母語時會使用較多的後設認知閱讀策略，他們在閱讀外語時的後設認知閱讀策略使用次數相對較少。除此之外，學生在閱讀母語時也比較能夠使用一些有效的認知閱讀策略，像是掌握重點及做推論的策略。相對的，學生在閱讀外語時，比較需要常常監控自己對文意的了解情形，以及運用額外的策略來幫助他們複習內容
The concept of metacognition has been widely applied to learning across different content areas. In the area of second language reading, literature on L2 readers' metacognitive knowledge and use of reading strategies is also voluminous. Nonetheless, findings from cross-linguistic research on students' use of metacognitive reading strategies in L1 and L2 have met with mixed results. The present study attempted to investigate a group of college EFL students' use of metacognitive reading strategies when reading in Chinese (L1) and in English (L2). Ten EFL college students in Taiwan participated in this study. Data regarding students' use of metacognitive reading strategies in L1 and L2 were elicited through a think-aloud reading task. The results showed that while certain similarities in metacognitive strategy use were found between L1 and L2 reading comprehension, students exhibited somewhat different reading behavior between the two languages. One important difference was that students tended to apply far more metacognitive reading strategies when reading in L1 than in L2. Moreover, students were more capable of identifying main ideas as well as making inferences when reading in their native language. When reading in L2, students not only needed to monitor their own understanding more often but also invoked additional strategies to help them review and comprehend the text
期刊論文
1.Zhang, L. J.、Wu, A.(2009)。Chinese senior high school EFL students' metacognitive awareness and use of reading strategies。Reading in a Foreign Language，21(1)，37-59。  new window
2.Salataci, R.、Akyel, A.(2002)。Possible effects of strategy instruction on L1 and L2 reading。Reading in a foreign language，14(1)，1-17。  new window
3.Davis, J. N.、Bistodeau, L.(1993)。How Do L1 and L2 Reading Differ? Evidence from Think Aloud Protocols。The Modern Language Journal，77(4)，459-472。  new window
4.Zhang, L. J.(2001)。Awareness in reading: EFL students' metacognitive knowledgeof reading strategies in an acquisition-poor environment。Language Awareness，10(4)，268-288。  new window
5.Tsai, Y. R.、Ernst, C.、Talley, P. C.(2010)。L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers。Reading Psychology，31(1)，1-29。  new window
6.Stevenson, M.、Schoonen, R.、de Glopper, K.(2007)。Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English。Language Learning，57(S1)，115-154。  new window
7.Schoonen, Rob、Hulstijn, Jan、Bossers, Bart(1998)。Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8 and 10。Language Learning，48(1)，71-106。  new window
8.Iwai, Y.(2011)。The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers。Reading Matrix，11(2)，150-159。  new window
9.Fung, I. Y. Y.、Wilkinson, I. A. G.、Moore, D. W.(2003)。L-1-Assisted Reciprocal Teaching To Improve ESL Students' Comprehension of English Expository Text。Learning and Instruction，13(1)，1-31。  new window
10.Block, Ellen L.(1992)。See how they read: comprehension monitoring of L1 and L2 readers。TESOL Quarterly，26(2)，319-343。  new window
11.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
12.Clarke, M. A.(1980)。The short-circuit hypothesis of ESL reading--or when language competence interferes with reading performance。Modern Language Journal，64(2)，203-209。  new window
13.Zhang, L. J.(2010)。A dynamic metacognitive systems account of Chinese university students' knowledge about EFL reading。TESOL Quarterly，44(2)，320-353。  new window
14.Sheorey, R.、Mokhtari, K.(2001)。Differences in the metacognitive awareness of reading strategies among native and non-native readers。System，29(4)，431-449。  new window
15.Yau, Jia-ling Charlene(2009)。Reading characteristics of Chinese-English adolescents: knowledge and application of strategic reading。Metacognition and Learning，4(3)，217-235。  new window
會議論文
1.Chern, C. L.(1995)。Think-aloud and reading instruction。The 9th Conference on English Teaching and Learning in the Republic of China。Taipei：Grane Publishing Company。116-130。  new window
圖書
1.Israel. S. E.(2007)。Using metacognitive assessments to create individualizedreading instruction。Newark, DE：International Reading Association。  new window
2.Pressley, M.(1995)。Verbal protocols of reading: The nature ofconstructively responsive reading。Hillsdale, NJ：Lawrence Erlbaum。  new window
3.Urquhart, A. H.、Weir, C. J.(1998)。Reading in a second language: Process, product and practice。Longman。  new window
4.Harris, T. L.、Hodges, R. E.(1995)。The literacy dictionary: The vocabulary of reading and writing。Newark, DE：International Reading Association。  new window
其他
1.Anderson, N. J.(2002)。The role of metacognition in second/foreign language teaching and learning，Washington, DC：ERIC Clearinghouse on Languages and Linguistics。  new window
圖書論文
1.Baker, L.(2005)。Developmental differences in metacognition: Implications for metacognitively oriented reading instruction。Metacognition in literacy learning: Theory, assessment, instruction, and professional development。Mahwah, NJ：Erlbaum。  new window
2.Griffith, P. L.、Ruan, J.(2005)。What is metacognition and what should be its rolein literacy instruction?。Metacognition in literacy learning: Theory,assessment, instruction, and professional development。Mahwah, NJ：Erlbaum。  new window
3.Pressley, M.(2002)。Metacognition and self-regulated comprehension。What research has to say about reading instruction。International Reading Association。  new window
 
 
 
 
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