語言學習策略運用於母語與第二外語閱讀任務之細觀

Taking a Closer Look at Language Learning Strategies in L1 and L2 Reading Tasks

This paper presents a mixed-method study that examined how 146 Taiwanese 8th graders monitored, regulated, and controlled their thoughts and actions (i.e., strategies) to comprehend expository texts in L1 (Chinese) and L2 (English). Specifically, the study examined strategy use in relation to the languages through text and reading achievement level, and strategy transfer across languages. Results indicated the following: (a) reported strategy use in metcognitive strategies (advanced organizing, evaluating, and monitoring techniques) and cognitive strategies (localized actions used for dealing with text directly) differed significantly between L1 and L2 reading, but not in grammatical/morphological strategies (techniques used to process linguistic elements), (b) cross-language transfer of reading strategy seemingly occurred only among L2 readers with a certain level of L2 proficiency, and (c) different strategic patterns emerged between high- and low-achieving readers.本論文利用混合式研究方法去檢視146位台灣國中二年級學生，在閱讀理解中英文說明性的讀本時是如何監測、規範和控制他們的想法和行為（即指策略）。具體來說，此研究顯示閱讀策略的使用與文本語言、閱讀能力以及跨語言轉移有關。而研究結果為以下三點：（一）報告顯示學生在閱讀時，在後設認知策略（進階組織，評估和監測的技巧）與認知策略（直接使用自身的想法去處理文本）的使用上，有顯著性的差異，但在文法與語形的策略上則否（處理語言元素的技能）；（二）閱讀過程中，跨語言學習策略之轉移似乎只發生在具有一定英語程度的讀者身上；以及（三）作者觀察發現，在高成就讀者與低成就讀者間，會產生不同的語言學習策略模式。