臺灣博碩士論文加值系統

本個案研究旨在深究閱讀後設認知，資以探討閱讀後設認知之發展及其組成，同時分析後設認知組成三份子，並探索此三份子之關聯及互動關係。費時一學年之久，研究者採互補之自然觀察、文件蒐集及個案訪談法作為研究二位學生的主要工具。藉由本研究的初步發現，讀者不僅可觀看兩位學生之閱讀後設認知發展，亦可發現其閱讀後設認知發展上之異同處及後設認知在閱讀上之作用：其中不單包含其閱讀後設認知的組成成份；也呈現各組成成分間彼此關聯及互動模式；涉及閱讀後設認知的各項外部變因亦兼有初步之討論。此外，後設記憶、注意力並情感因子議題亦粗略提及。文末並提供教育人員、父母及研究者建議二三。

The research not only aimed to shed light on specific metacognitive L1 and L2 academic reading processes in order to tackle the course of in-depth metacognitive academic reading development and components, but to analyze the relationships among trichotomous components of metacognition in academic reading, namely, metacognitive components, motivational beliefs, and self-regulation, in order to explore their connections and interactions in academic reading contexts. Two student participants who had been recruited in the pilot study were enrolled in the main study. Meanwhile, techniques of naturalistic observations, document collection, and interview were employed throughout an academic year. The results of the case study made contributions in terms of exhibiting the development of the similar and different metacognitive components in the academic reading processes of the participants and disclosing the impact of their metacognition on academic reading processes as well. Through which, what metacognitive components of academic reading were possessed by the participants, how these metacognitive components in academic reading interacted with one another, as well as what and how significant external variables correlated to these components were disclosed. In addition, rudimentary discussions on memamemory, attention, and emotion were involved. Finally, some implications and suggestions were provided for the staff in the field of pedagogy, the parents, as well as the prospective researchers.

TABLE OF CONTENTS
CHAPTER I
INTRODUCTION.........................................................1
Background...........................................................1
Research questions...................................................4
Significance of study................................................4
Definition of terms..................................................5
Metacognition........................................................5
EFL..................................................................6
L1...................................................................6
L2...................................................................6
CHAPTER II
REVIEW OF LITERATURE.................................................7
Cognition and language...............................................7
Metacognition.......................................................10
Cognition and Metacognition.........................................10
Definition of Metacognition.........................................11
The Components of Metacognition.....................................12
M etacognitive knowledge............................................18
Motivational beliefs................................................20
Motivational beliefs................................................20
Confidence..........................................................21
Self-Efficacy, Self-Esteem and Self-worth...........................23
Self-regulation.....................................................25
Comprehension Monitoring............................................26
Cognitive and Metacognitive Strategies..............................27
Metacognitive knowledge, motivational beliefs, and self-regulation..29
The relationship between L1 and L2 reading..........................31
The relationship between metacognition and reading..................35
CHAPTER III
METHODOLOGY.........................................................42
Participants........................................................42
Techniques..........................................................47
Procedures..........................................................50
Research-Other Relationships as well as Rapport.....................50
Reading Contexts....................................................51
Naturalistic Observation............................................51
Interview...........................................................52
Document Collection.................................................55
Conclusion..........................................................56
CHAPTER IV
RESULTs and ANALYSES................................................57
Research question 1.................................................57
Longitudinal development............................................57
Models for components of metacognition..............................58
Score variations....................................................63
Characterictics of metacognitive components.........................69
The Characteristics of Metacognitve Knowledge.......................69
The Characteristics of Motivational Beliefs.........................90
The Characteristics of Self-Regulation.............................103
Self-Monitoring....................................................104
Similarity and Deviergence of Strategies Employed..................107
Strategy Slection..................................................136
Attention..........................................................142
Memory and Metamemory..............................................144
Research question 2................................................144
The interrelationships between metacognitive components............145
The Patterns of Coding Themes......................................145
The Relation between MetacognitiveKnowledge and Self-Regulation....146
The Relation between Motivational Beliefs and Self-Regulation......157
The relation between metacognition in L1 and L2 academic reading...169
The relations between metacognition and external variables.........170
The relation between metacognition in academic reading and writing.174
The development of metacognition over time.........................180
CHAPTER V
Discussions and Conclusion.........................................181
Discussions and implications for potential research and pedagogy...181
Research limitations...............................................188
Conclusion.........................................................191
REFERENCES.........................................................192
Appendix A.........................................................231
Appendix B.........................................................238
Appendix C.........................................................243
List of Tables
Table 1 Academic scores in Mandarin................................64
Table 2 Academic scores in English.................................64
Table 3 Numbers of frequently observerd on-going metacognitive
strategies in academic mandarin reading...................123
Table 4 Numbers of frequently observerd on-going metacognitive
strategies in academic english reading....................124
Table 5 Percentages of frequently observerd on-going metacognitive
strategies in academic mandarin reading...................126
Table 6 Percentages of frequently observerd on-going metacognitive
strategies in academic english reading....................128
List of Figures
Figure 1 Components of metacognition in academic reading...........58
Figure 2 Mechanism of metacognition in academic reading............63
Figure 3 Academic scores in Mandarin...............................68
Figure 4 Academic scores in English................................68
Figure 5 Percentages of frequently observerd on-going metacognitive
strategies in academic mandarin reading-sean.............127
Figure 6 Percentages of frequently observerd on-going metacognitive
strategies in academic mandarin reading-wayne............127
Figure 7 Percentages of frequently observerd on-going metacognitive
strategies in academic english reading-sean..............129
Figure 8 Percentages of frequently observerd on-going metacognitive
strategies in academic english reading-wayne.............129

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