本研究之目的有二：（1）編擬一份適用高中生的「英文閱讀理解之後設認知策略使用量表」；（2）瞭解後設認知策略使用與英文閱讀理解的關係，以此做為該量表之效標關連效度。本研究分層叢集抽樣全台共764名高二生，施以閱讀理解測驗後，再請學生填答英文閱讀理解之後設認知策略使用量表。所得資料以內部一致性係數分析該量表之信度，以探索性因素分析探討其建構效度，並以經信、效度分析後之量表總分為自變項，英文閱讀理解測驗分數為依變項，進行迴歸分析。

　　研究結果發現：（1）高中生英文閱讀理解之後設認知策略使用量表其內部一致性係數為.87，探索性因素分析顯示後設認知策略使用為單一面向，18題題目可解釋量表總變異量為37.12％；（2）後設認知策略使用與英文閱讀理解成就為正相關，且後設認知策略使用可解釋其英文閱讀理解分數11％之變異。最後，本研究根據研究結果進行討論，並提出對學校教育與研究上的建議。

　　The main purposes of this study were to (1) develop a Metacognitive Strategies Use Questionnaire (MSUQ) of English reading comprehension for senior high students and (2) explore the relationship between MSUQ and reading comprehension, which would also be the evidence of the criterion-related validity of MSUQ. The 764 Taiwan participants in their second year of senior high took an 11-item, multiple-choice English reading comprehension test, followed by the self-report Metacognitive Strategies Use Questionnaire (MSUQ).

　　Results revealed that: (1) the internal consistency coefficient of MSUQ was .87. Moreover, results of the exploratory factor analysis showed that MSUQ was unidimensional, and 37.12% variances could be explained by 18 items of MSUQ; (2) the relationship between the MSUQ and reading comprehension was positive, and MSUQ could explained 11% variances of reading comprehension.
Finally, the results of this study were discussed and the suggestions to school implication and further research were proposed.

一、中文部分

吳雯雯（民92）。台灣國中生閱讀中文和英文的後設認知。國立台灣師範大學英語學系碩士
論文。

吳靜吉、程炳林（民82）。國民中小學生學習動機、學習策略與學業成績之相關研究。政治 大學學報，66，13-39。

徐麗茹（民92）。台灣大學生英語閱讀策略使用覺知與閱讀理解關係之研究。國立彰化師範大學英語學系碩士論文。

張酒雄、張玉茹（民87）。國民中學學生英語學習策略與英語學習成就相關之研究。國立高雄師範大學教育學系教育學刊，14，115-154。

梁瑜芳（民91）。後設認知閱讀策略訓練對國中英文資源班學生閱讀理解之效益研究。國立
高雄師範大學英語系碩士論文。

郭靜姿（民83）。不同閱讀能力學生成敗歸因方式、策略運用與後設認知能力之差異比較。師大學報，39，284-325。

陳秋蘭（民83）。母語閱讀與外語閱讀之文獻探討。東海學報，35（文學院），127-147。

陳英豪、吳裕益（民90）。測驗與評量。高雄：復文。

陳憶如（民90）。技職院校學生英語能力高及低者英語學習策略之研究。國立彰化師範大學英語學系碩士論文。

游敏玲（民92）。大學生後設認知閱讀策略之研究。國立彰化師範大學輔導與諮商系碩士論文。

程炳林（民90）。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報，46（1），67-92。

黃春貴（民85）。閱讀的理解能力。中等教育，47（4），70-117。

楊招謨、陳東陞（民86）。國小高年級學童學習策略之研究。特殊教育與復健學報，5，169-198。

楊淑晴（民86）。高中學生英文學習策略與英文性向之相關研究。人文及社會學科教學通訊，8（3），119-140。

楊淑晴（民88）。英文學習策略研究之綜覽。國立編譯館館刊，28（1），307-328。

賈慧蓉、賈慧文（民90）。台灣學生對英語閱讀之認知。英語教學，26（2），23-44。

Goodman, K. (1996/1998). On Reading.
洪月女（譯）。談閱讀。台北：心理。

Mayer, R. E. (1987/1997). Educational Psychology.
林清山（譯）。教育心理學—認知取向。臺北：遠流。

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996/2000). Developing Self-regulated Learners.
林心茹（譯）。自律學習。台北：遠流。

二、英文部分
Almasi, J. F. (2003). Teaching Strategic Processes in Reading. New York, NY: Guilford.

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75, 460-472.

Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72(2), 150-162.

Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.

Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319-343.

Bornholt, L. J. (2002). An analysis of children’s task strategies for a test of reading comprehension. Contemporary Education Psychology, 27, 80-98.

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances Instructional Psychology, 1, 77-165.

Brown, C. M. (1998). L2 reading: An update on relevant L1 research. Foreign Language Annals, 31(2), 191-202.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to language Pedagogy (2nd ed.). White Plains, NY: Addison Wesley Longman, Inc.

Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.

Carrell, P. L., Gajdusek, L., & Wise, T. (2001). Metacognition and EFL/ESL reading. In H. J. Hartman (Ed.), Metacognition in Learning and Instruction (pp. 229-243). Netherlands: Kluwer Academic Publishers.

Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students’ amount of reading. Contemporary Educational Psychology, 26, 116-131.

Cross, D. R., & Paris, S. G. (1988). Developmental and instruction analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.

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.

Eskey, D. E. (2003). Reading and the teaching of L2 reading. TESOL Journal, 11(1), 5-9.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new era of cognitive—Developmental inquiry. American Psychology, 34(10), 906-911.

Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143-158.

Gibson, E. J., & Levin, H. (1975). The Psychology of Reading. Cambridge, MA: MIT Press.

Grellet, F. (1981). Developing Reading Skills—A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press.

Harris, L. A., & Smith, C. B. (1980). Reading instruction: diagnostic teaching in the classroom. New York, NY: Owen.

Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 257-278.

Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the Threshold Hypothesis in an EFL context. TESOL Quarterly, 31(4), 713-739.

Lyberg, L. (1997). Survey measurement and process quality. Wiley, NY: Wiley

McCrindle, A., & Christensen, A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5, 167-185.

McLain, K. V. M., Gridley, B. E., & McIntosh, D. (1991). Value of a scale used to measure metacognitive reading awareness. Journal of Educational Research, 85, 81-87.

Miholic, V. (1994). An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading, 38(2), 84-86.

Mokhtari, K., & Reichard, C. A. (2002). Assessing Students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.

Muniz-Swicegood, M. (1994). The effects of metacognitive reading strategies training on the reading performance and student reading analysis strategies of third grade bilingual students. Bilingual Research Journal, 18(1 & 2), 83-97

Pereira-Laird, J. A., & Deane, F. P. (1997). Development and validation of a self-report measure of reading strategy use. Reading Psychology, 18, 185-235.

Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. Educational Research, 31, 459-470.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice, 41(4), 219-225.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.

Purpura, J. E. (1997). An analysis of the relationship between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.

Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-17.

Schmitt, M. C. (1990). A questionnaire to measure children’s awareness of strategic reading process. The Reading Teacher, March, 454-461.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

Sheorey, R., & Mokhtari, K. (2001). Difference in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431-449.

Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational
Psychology, 27, 51-79.

Taraban, R., Rynearson, K., & Kerr, M. (2000). College students’ academic performance and self-reports of comprehension strategy use. Reading Psychology, 21, 283-308.

Wolters, C. A., & Pintrich, P. R. (1998). Contextual difference in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.