| 摘要: | 策略可以促成自主學習。相較於現存的一般語言學習策略，專門探討閱讀策略的文獻相對較少。因此本文旨在探討以英語為外國語(EFL)的大學生之整體和不同類型閱讀策略使用情形。並進一步分析英語能力和性別差異對於策略使用的影響。本研究依據Oxford(1990)「語言學習策略量表」之分類方法，編製了含五種行為模式的閱讀策略問卷(即記憶、認知、補償、後設認知和社會情意)。在此以量化分析為主的實證研究中，施測對象為217名英語系大學生 (男：40，女：177)。本研究有幾項重要發現：(1)大學生使用閱讀策略的頻率並不高；(2)補償和認知是使用最頻繁的兩種策略，社會情意則用最少； (3)高、中及低成就學生在整體及單一類型之策略使用均未達到顯著差異；(4)顯著的英語能力差異發生於個別策略的使用上，較高成就者比低成就者用更多的朗讀(read-aloud)、瀏覽(skimming)、猜測(guessing)以及分析句子和文法結構(analyzing sentence patterns and grammar structures)之策略；(5)男女學生在整體及單一類型之策略使用均未達到顯著差異；(6)顯著的性別差異發生於個別策略的使用上，女學生閱讀時，明顯比男學生使用較多的畫底線(underlining)、用螢光筆畫重點(highlighting)和以符號做標記(notation)策略； (7)後設認知及認知策略與學生整體閱讀策略的表現具有最高相關性，此兩類閱讀行為最能預測大學生使用策略的狀況。最後，作者根據此研究結果提出對於英語教學及未來研究之建議，以供參考。
Strategies generate a context of learning autonomy. To date, compared to the existing literature of language learning strategies, not that many studies have specifically discussed reading strategies. This study aimed to probe the overall and specific types of reading strategy use among EFL college students. The effects of English proficiency and gender on strategy use were further examined. Based on the strategy taxonomy of Oxford (SILL, 1990), a reading strategy questionnaire with five types of reading behaviors (i.e., memory, cognitive, compensation, metacognitive, and social-affective) was constructed to suit the purposes of the study. In this quantitatively-oriented empirical research, 217 college English majors (M = 40, F = 177) were surveyed on their perceived strategy use of reading. Important results were produced: (a) college students used reading strategies in a moderate degree; (b) the top two types of strategy choice were found to be compensation and cognitive, and the bottom one was social-affective; (c) there were no significant differences among high-, mid-, and low-achievers in their overall and specific types of strategy use; (d) significant proficiency effects were detected in the use of individual strategies; more proficient learners were found to employ more read-aloud, skimming, guessing from the context, and analyzing sentence patterns and grammar structures strategies than less proficient learners; (e) there were no significant differences between male and female learners in their overall and specific types of strategy use; (f) significant gender effects were found in the use of individual strategies; females significantly employed more underlining, highlighting and notation strategies than males while reading; (g) metacognitive and cognitive strategies were most correlated with overall strategy use; these two types best predicted college EFL students’ strategic behaviors of reading. Pedagogical implications and suggestions for further research were provided. |
