根據研究指出讀者第二語言閱讀成就常取決於他們閱讀策略的使用，且第一語言的知識往往有助於第二語言的閱讀理解。然而到目前為止，第一語言如何影響台灣學生在進行英文測驗時所使用的閱讀策略仍尚未受到深度的探究。因此，本研究透過台灣國中生在做第一語言及第二語言基本學力測驗閱讀測驗題目時所使用之閱讀及解題策略的比較，進而探討第一語言閱讀策略的轉移，以及這些策略又如何影響閱讀理解的成效。此研究從108位參與英文前測的國中九年級學生中選出20位閱讀能力好及閱讀能力不好的學生做為放聲思考的資料收集的對象。學生的第一語言閱讀策略轉移的資料分析主要是以Davis和Bistodeau (1993) 的由下而上、由上而下和後設認知的閱讀策略以及Anderson (1991) 的應試策略作為依據。本研究主要探討三個問題。其一，國中生第一語言閱讀策略是否轉移至第二語言？如果是，它們分別是哪些策略？其二，學生第一語言閱讀策略轉移和閱讀理解的關係為何？其三，閱讀能力好和閱讀能力不好的學生做第一語言和第二語言基測閱讀題目時所使用的閱讀策略有何不同？研究的結果顯示學生第一語言中不論是由下而上或由上而下的閱讀策略都確實會轉移到第二語言，而其中「推論」和「總結大意」則是最常被轉移到第二語言的閱讀策略。此研究證明，學生的第一及第二語言閱讀能力確實會影響閱讀策略；然而在答題的策略方面，學生並不會因為語言或本身閱讀能力的不同，而採取不同的策略。此外，研究發現閱讀能力好的學生使用較多轉移自第一語言的閱讀策略，證明了轉移自第一語言的閱讀策略對第二語言閱讀測驗理解之正面成效。這樣的結論支持英語教師以學生轉移自中文的閱讀策略為基礎進行閱讀教學。

Research indicated that readers’ success in second language (L2) reading comprehension hinges on their strategy use and that readers’ first language (L1) seems to serve as a facilitator for L2 reading comprehension. However, how readers’ L1 reading strategies affect their L2 reading comprehension has not been widely discussed. The study aimed to bridge this gap by investigating Taiwan EFL junior high students’ reading and question-answering strategies for Basic Competence Test (BCT), focusing on the comparison between L1 and L2 as well as the L1 transfers. In the study, 108 students were in the pretest for the selection of ten good and ten poor L2 readers as the subjects of the think-aloud protocols. The data were analyzed based on Davis and Bistodeau’s (1993) reading strategies and Anderson’s (1991) testing strategies. There were three questions that the researcher endeavored to address. First, do the junior high students transfer their L1 reading strategies to L2 reading comprehension tests? If so, what are the strategy transfers? Second, what is the relationship between L1 reading strategy transfer and L2 reading comprehension? Third, how do good and poor students’ strategies differ on the Chinese and English Basic Competence Tests? The findings showed that L1 reading strategy transfers did exist and affected L2 reading in both bottom-up and top-down levels and that “inference” and “summarize” were more frequently transferred than the others. Moreover, good readers were found transferring more than the poor counterparts, which indicated the efficiency of L1 transfer. As for the question-answering strategies, there was no significant difference between L1 and L2, and nor was that between good and poor readers in the BCT situations. In the end, implications were discussed in relation to the positive effects of L1 reading strategy transfer and English learning.

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