本研究目的在於了解不同英語學習經驗、後設認知語言學習策略訓練在語言學習信念、英語學習成就的差異，
研究者以四十二位國小三年級學童作為研究對象，進行準實驗設計，實驗組進行後設認知語言學習策略訓練，對照組不提供後設認知語言學習策略相關知識，
訓練課程為期十三週，以獨立樣本t考驗、變異數分析、共變數分析進行英語學習成就的統計處理，又運用百分比與平均數分析研究對象語言學習信念量表的作答反應。
結果發現：(一)本研究對象擁有較實際的英語學習期望、具有高度學習動機；(二)三年級以前有學過英語者，動機信念較高、投入程度較高、英語學習成就也較高，
並傾向於認為英語學習能力是普遍存在的；未學過英語者，學習英語的信心由高轉低；(三)後設認知語言學習策略能讓學習者擁有較正向的語言學習信念，
在測驗題型困難度較高時才能發揮作用、具有良好的學習遷移效果；(四)在大部分的語言學習信念題項上，學習經驗較後設認知語言學習策略訓練具影響力，
策略訓練對先前學過英語者也較有影響；(五)「英語學習經驗」與「後設認知語言學習策略」在「英語學習成就」上的差異並沒有顯著的交互作用效果；
(六)後設認知語言學習策略對閱讀能力較有助益，口說能力則受先前的英語學習經驗影響較大。最後，研究者根據研究結果提出建議，以供教學及未來研究參考。

The purpose of this study is to understand the influence of English learning experience and metacognitive language learning strategy training
on students’ language learning beliefs and achievement. The sample of this study is 42 third grade students in primary school.
The experimental group received metacognitive language learning strategy training while the control group didn’t. The training program lasted for thirteen weeks.
The study adopted a pretest-posttest non-equivalent-control-group design. The t-test, analysis of variance and analysis of covariance were adopted to
examine the differences between participants’ achievement. The percentage and mean were to describe participants’ beliefs.
This study revealed six general findings. First, participants in this study have more realistic expectation and high motivation about learning English.
Second, students with English learning experience have better motivation beliefs, higher involvement and greater achievement.
They also tend to believe that every individual has English learning abilities. However, students without English learning experience changed
their attitude toward learning at the end of this study. Third, the strategy training can improve participants’ beliefs and proved to be useful
with other learning materials, but only in difficult test the trained participants get better scores. Fourth, to most beliefs, learning experience
has better influence and strategy training affects greater on students with learning experience. Fifth, there is no significant interaction between
English learning experience and strategy training on achievement. Finally, metacognitive language learning strategy training can improve participants’
reading abilities, but speaking skill is influenced by learning experience.
The conclusion provides suggestions for future development.

目 次
第一章 緒論 ……………………………………………………………1
第一節 研究動機、重要性與目的 ………………………………………1
第二節 研究問題與研究假設 ……………………………………………4
第三節 名詞釋義 …………………………………………………………5
第四節 研究範圍與限制 …………………………………………………6

第二章 文獻探討 ………………………………………………………7
第一節 語言學習策略 ……………………………………………………7
第二節 後設認知語言學習策略…………………………………………14
第三節 語言學習信念……………………………………………………23
第四節 英語學習成就……………………………………………………30

第三章 研究方法 ……………………………………………………36
第一節 研究架構…………………………………………………………36
第二節 研究對象與取樣方法……………………………………………37
第三節 研究工具…………………………………………………………38
第四節 研究實施程序……………………………………………………40
第五節 量化資料處理與統計分析………………………………………40

第四章 結果分析與討論………………………………………………42
第一節 先前的英語學習經驗在語言學習信念上的差異………………43
第二節 先前的英語學習經驗在英語學習成就上的差異………………47
第三節 後設認知語言學習策略訓練在語言學習信念上的差異………48
第四節 後設認知語言學習策略訓練在英語學習成就上的差異………53
第五節 先前的英語學習經驗、後設認知語言學習策略訓練
在語言學習信念上的差異………………………………………55
第六節 先前的英語學習經驗、後設認知語言學習策略訓練
在英語學習成就上的差異………………………………………60

第五章 結論與建議……………………………………………………62
第一節 結論………………………………………………………………62
第二節 建議………………………………………………………………65

參考書目 ………………………………………………………………68

附錄 ……………………………………………………………………78
附錄一 後設認知語言學習策略訓練課程與學習單……………………78
附錄二 家長同意書………………………………………………………91
附錄三 語言後設認知學習情形量表……………………………………92
附錄四 語言學習信念量表與使用授權…………………………………93
附錄五 英語學習成就測驗卷……………………………………………95

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