本研究旨在探討後設認知策略訓練對於高中學生英文閱讀的效益評估,尤其是探究此訓練對於改善高中學生
英文文義理解及推論理解歷程、閱讀態度、後設認知覺知是否具有效果,以及探討學生對於後設認知策略訓練所
作的回應.
本研究以高雄市某高中的兩班91位高二學生為研究對象,這些學生接受為期三個月的後設認知策略訓練,訓練內容主要包括三個後設認知策略:語意聯想法、自我發問法、摘要法. 在資料分析方面,主要是針對英文閱讀理解
測驗及其相關問卷內容的實驗前後差異作比較,以及學生們對於後設認知策略訓練所作的回應,予以質的分析.
本研究的主要發現如下:
1. 後設認知策略訓練有效地提昇學生英文閱讀理解能力,但此訓練 效果對高成就學生而言遠比低成就學生來的顯
著.
2. 後設認知策略訓練有助於改善學生的英文文義及推論理解歷程,但是訓練效果對高成就學生而言遠比低成就學
生有助益.
3. 後設認知策略訓練有效地提高學生的英文學習興趣,但無法立 即而顯著地改善他們的英文積極學習態度及英文
學習方法.
4. 後設認知策略訓練有助於提昇學生對自我閱讀能力的自信, 覺察高層次閱讀技巧的重要性,監控及調整他們的閱 讀歷程,以及加強對於有效閱讀策略及優良讀者所具備能力的覺察能力.
5. 大多數參與本實驗的學生對於後設認知策略訓練的功效皆抱持肯定的態度,並且樂於運用這些課堂上所學的後
設認知策略於英文閱讀之中.
根據以上結果,後設認知訓練對於高中英文教育有以下建議：
1. 英文教師應提供學生後設認知策略的訓練課程.
2. 英文教師應幫助學生培養英文閱讀興趣,以及提昇他們的後設認知自覺能力.
3. 英文教師自身應加強學科教學知識的學習,尤其是學習策略的知識及其應用.

The purpose of the present study is to investigate the effects of metacognitive strategy training (MST) on senior-high-school
students'' EFL reading. Specifically, the students'' literal and inferential English reading comprehension, reading attitudes,
metacognitive awareness, and their perception of metacognitive strategy training are probed.
The subjects of this study were ninety-one senior high school students from two second-grade classes in Kaohsiung City. A three-month study was conducted with all these students who received MST with three metacognitive strategies (semantic
mapping, self-questioning, and summarizing) in reading English texts. In the data collection, the differences in the English reading comprehension tests and questionnaires between the pre-treatment and post-treatment were compared and analyzed quantitatively. Additionally, some open-ended questions concerning the students'' responses to MST after the study were analyzed qualitatively.
Based on the data analyses, the findings of the study are summarized as follows:
1. MST was effective in enhancing the students'' reading comprehension, but the training effect was more significant to the high-achievement students than to the low-achievement ones.
2. MST helped the students improve both their literal and inferential comprehension in reading English texts, but exhibited a more facilitative effect on the high-achievement students than on the low-achievement ones.
3. MST helped enhance the students'' English-learning interests, but did not significantly promote their active learning in English
and their English-learning methods.
4. MST helped the students gain confidence in their reading abilities, perceive the importance of the higher-level processing skills in reading, monitor and regulate their reading processes, and enhance their awareness of effective reading strategies and their
perception of good readers.
5. Most of the students exhibited a positive attitude toward the effectiveness of MST and showed their willingness to adopt the
learned metacognitive strategies in English reading.
On the basis of the study findings, there are some pedagogical implications for MST in senior high school as follows.
1. EFL teachers should provide students with an informed and self-control MST program.
2. EFL teachers should help students cultivate their reading interests and enhance their metacognitive awareness.
3. EFL teachers should learn more about pedagogical content knowledge (PCK), particularly the knowledge of the learning strategy and its use.

CHAPTER ONE INTRODUCTION
Background and Motivation
Purpose of the Study
Research Questions and Hypotheses
Definition of Terms
Significance of the Study
Limitation of the Study
CHAPTER TWO REVIEW OF LITERATURE
Introduction
Metacognition and Reading
Reassessing the Term Metacognition
The Role of Metacognition in Reading
Metacognition Strategy Training
Factors of Successful Strategy Training
Factors of Metacognitive Reading Strategy Training
The Selection and Integration of Reading Strategies
The Selection of Reading Materials
The Informed and Self-control Training Procedures
Selected Metacognitive Reading Strategies
Semantic Mapping
Self-questioning
Summarizing
CHAPTER THREE METHODOLOGY
Subjects
Instruments
The Materials for Metacognitive Strategy Training
The Tests for the Pre- and Post-treatment English Reading Comprehension
The English-Reading Attitude Questionnaire
The Metacognitive Awareness Questionnaire
The Questionnaires on Students'' Responses to Metacognitive Strategy Training
Procedures
Data Analysis
A Quantitative Analysis
A Qualitative Analysis
CHAPTER FOUR RESULTS AND DISCUSSION
Introduction
Comparison of Students* Reading Comprehension Between the Pre and Post-treatments
Comparison of Students'' Different Levels of Reading Comparison Between the Pre- and Post-treatments
Comparison of Students* Reading Attitudes Between the Pre- and Post-treatments
Comparison of Students'' Metacognitive Awareness Between the Pre- and Post-treatments
Evaluation of Students'' Responses to the Metacognitive Strategy Training
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Introduction
Conclusions
Pedagogical Implications
Suggestions for Further Research
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Appendix A: A Training Guideline of Semantic Mapping
Appendix A-1: The Definition and Value of Semantic MappingAppendix
A-2: A Complete Post-reading Map for the Article "Everyone Is Jogging"
Appendix A-3: An Assigned Reading Article "The World''s Largest City"
Appendix A-4: An Incomplete Post-reading Map for the Article "Everyone Is Jogging"
Appendix B: A Training Guideline of Self-questioning
Appendix B-1: A Self-questioning Exercise (A Version for Students)
Appendix B-2: A Self-questioning Exercise(A Version for Teachers)
Appendix C: A Training Guideline of Summarizing
Appendix C-1: A Text for Summarizing Exercise
Appendix C-2: A Summarizing Exercise (A Version for Teachers)
Appendix C-3: A Summarizing and Self-monitoring Exercise (A Version for Students)
Appendix C-4: A Summarizing and Self-monitoring Exercise (A Version for Teachers)
Appendix D: The Tests for the Pre- and Post-treatment English Reading Comprehension
Appendix D-1: The Test for the Pre-treatment English Reading Comprehension
Appendix D-2: The Test for the Post-treatment English Reading Comprehension
Appendix E: The English-Reading Attitude Questionnaire
Appendix F: The Metacognitive Awareness Questionnaire
Appendix G: The Questionnaire on Students* Responses to Metacognitive Strategy Training

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