聽力在語言學習中是很重要的，然而，在台灣，英語聽力教學就等於聽力測驗，而且大部分英文老師很少教導學生聽力策略。研究者企圖在英語聽力教學中加入培養學生後設認知策略的運用，期望幫助學生變成更自主的學習者。
    本研究採用行動研究法，主旨在探討後設認知聽力策略課程對於國中學生英語聽力理解之效益，分析國中學生練習後設認知策略的歷程，並且提出他們對此課程的觀感。本研究以國中八年級學生為研究對象，課程中練習三個後設認知策略：計畫、監督和評鑑。課程之目的在於減少學習者聽力學習的盲目性，教導學習者根據聽力任務的要求，去選擇恰當的聽力策略，逐步形成自己的聽力策略學習模式。本研究的主要發現如下：
一、在後設認知聽力策略課程後，學生英語聽力理解有顯著差異。經由後測中增加之平均分數證實，此課程有效提升學生的英語聽力理解。
二、經過後設認知聽力策略課程，學生的後設認知覺察有正面的發展。學生比較了解如何在練習英語聽力時使用後設認知策略，使他們的聽力理解能力更好。
三、大部分的學生對於後設認知聽力策略課程有正向回應，學生亦表示未來願意運用後設認知聽力策略來練習聽力理解。
    儘管本研究仍有不少改進空間，但根據上述結果可以證實後設認知聽力策略課程之可行性，國中英語教師可運用來提昇學生英語聽力理解程度，以及發展其後設認知覺察，以增加學生學習聽力的自主性。

Listening is very important in language learning. However, in Taiwan, listening instruction mostly equals listening testing and most English teachers seldom teach them listening comprehension strategies. This study is designed to apply metacognitive strategies in English listening course and expects to help students to become more autonomous learners.
     The present study aims to investigate the effect of applying Metacognitive strategies on English listening course in junior high school, to analyze students’ learning process and their reflection after the course. The subjects are 34 junior high school students. They are asked to receive 20-week listening course, in which students practice three selected Metacognitive strategies (plan, monitor and evaluation). 
     Based on the data analyses, the findings of the study are summarized as follows:
1.After the Metacognitive listening strategies course, there is difference in students’ listening comprehension test. According to the increased mean score of the posttest of listening comprehension test, it proved the course can facilitate students’ English listening comprehension.
2.The students’ Metacognitive awareness develops positively through the course. The students become more aware of how to use Metacognitive strategies while practicing English listening and make their listening comprehension better.
3.Most of the students had positive responses to the course. The students express they will apply Metacognitive strategies in practice English listening in the future.
After all, according to the result of this present study, students can promote their English listening comprehension and develop their Metacognitive awareness through the Metacoginitive listening strategy course. Besides, students can have chances to practice English listening independently.

目錄
第一章 緒論  1
第一節	研究背景  1
第二節	研究動機  2
第三節	研究目的與研究問題	  4
第四節	研究範圍與限制	5
第五節	預期研究貢獻	6
第六節	名詞定義	6
第二章 文獻探討	9
第一節	英語聽力	9
第二節	聽力學習	13
第三節	英語聽力策略教學法	22
第四節	後設認知	35
第三章 研究方法	65
第一節	研究設計與架構	65
第二節	研究者角色、研究對象和場域	67
第三節	研究方法與工具	69
第四節	研究流程	79
第五節	資料分析	82
第六節	教學設計	84
第七節	前置研究(PILOT STUDY)	97
第四章 教學實施歷程與討論	99
第一節	後設認知策略聽力課程教學歷程	99
第二節	學生的學習表現和感受	124
第三節	學生後設認知覺察的改變	129
第四節	教師的觀察與反省	139
第五章 結論與建議	142
第一節	研究結果結論	142
第二節	未來研究方向	145
參考文獻	147
中文部分	147
英文部分	151

附錄	161
附錄一 教師的側面圖(改編自夏林清，1997)	161
附錄二 半結構式訪談大綱	162
附錄三 個人背景資料	163
附錄四  後設認知覺察聽力問卷(MALQ)	164
附錄五 英語聽力課程學習單後設認知策略之計劃(PLANNING)策略訓練	166
附錄六 英語聽力課程學習單--後設認知策略之監督(MONITORING)策略訓練—	168
附錄七 英語聽力課程學習單---後設認知策略綜合練習學習單---	170
附錄八  英文聽力前測(後測)	171

表次
表 2-1   聽力策略相關研究的整理	17
表 2-2    各項策略教學法的異同比較	33
表 2-3   WENDEN(1987B)後設認知知識與技巧的分類	42
表 2-4   WENDEN(1998)後設認知知識的重要概念	43
表 2-5   後設認知評量方法的優缺點比較	48
表 2-6   OXFORD(1990)後設認知策略的分類	52
表 2-7   BACON(1992A)聆聽三階段中的後設認知策略	53
表 2-8   後設認知知識與聽力的關聯(METACOGNITIVE KNOWLEDGE ABOUT LISTENING)	54
表 2-9   VANDERGRIFT(1997)後設認知聽力策略(根據O’MALLEY和CHAMOT, 1990)	56
表 2-10  GOH(2002)後設認知策略及其細則	57
表 2-11  ROST(2002) 為第二語言聽者培養後設認知策略的教學法	61
表 3-1   MALQ內部一致性信度統計	71
表 3-2   MALQ折半信度統計	71
表 3-3   MALQ各面向題目分布	71
表 3-4   研究時程表	80
表 3-5   質性資料分類說明表	83
表 3-6   聽力教材主題和聽力任務類型	84
表 3-7   各項策略及其對應之學習活動	87
表 3-8   計畫策略教學事件說明	90
表 3-9   監督策略教學事件說明	93
表 3-10  後設認知策略綜合練習教學事件說明	96
表 4-1   聽力測驗前後測分數T檢定	125
表 4-2   MALQ各面向前後測T檢定	130
表 4-3   學生的後設認知覺察中「計畫和評鑑面向」的分數	131
表 4-4   學生的後設認知覺察中「個人知識面向」的分數	133
表 4-5   學生的後設認知覺察中「引導注意力面向」的分數	134
表 4-6   學生的後設認知覺察中「問題解決面向」的分數	136
表 4-7   學生在後設認知覺察中「腦內翻譯面向」的分數	138

圖次
圖 2-1  FLAVELL後設認知模式	39
圖 2-2  BROWN的後設認知理論架構	40
圖 2-3  PARIS等人的後設認知理論	41
圖 3-1  本研究之研究架構	66
圖 3-2  第一階段「計畫」策略學習單使用說明	75
圖 3-3  第二階段「監督」策略的學習單使用說明	77
圖 3-4  第三階段後設認知策略綜合練習學習單使用說明	78
圖 3-5  研究流程	81
圖 4-1  WR20081028-30	112
圖 4-2  WR20081028-41	113
圖 4-3  WR20081028-06	114
圖 4-4  WR20081028-08	115
圖 4-5  WR20081111-06	119
圖 4-6  WR20081118-29	120

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