外語學習之環境，學習者無論是課內或課外閱讀必然會遭遇生字困難。因此，本研究結合明示教學法、策略導向教學以及第二外語/外國語學習理論，期望帶給技職院校學生解決生字策略的學習經驗。亦盼望提出之教學指引，能夠協助其他教師如何將語境分析教學融入日常教學之中。
本研究採用準實驗研究方法，探討由後設認知與語境分析結合之教學方式，對於技職大專生在解字能力、轉移至閱讀理解的能力，以及策略和知識使用等方面之影響情況為何？並透過學習者學習反思日誌，質性探討為期一學期之學習策略教學的優點及限制。研究設計為「前測－後測－追蹤後測」，以探討立即效果與延宕效果。實驗對象包括三班共146名學生，分別為實驗普通程度組、實驗較差程度組及對照組。主要分析工具為重覆量數共變異數分析、重覆量數變異數分析，與無母數分析檢定。
研究結果顯示結合後設認知與語境分析之教學有其意義存在。經由教學之後，不管在解字、閱讀、策略與知識使用等方面，實驗組表現皆優於對照組。尤其是實驗組呈現出較類繁且較多種類的知識使用去解決生字困難。另外，實驗組較差程度組於教學後，在認知與後設認知的策略使用方面，顯示出較明顯的改變。
雖然解字、閱讀、策略與知識使用等方面表現隨時間呈現衰退現象，兩組實驗組皆表現較佳的延宕效果。其中，實驗組程度較佳組在各階段測驗和教學後學習評量皆表現優於實驗組程度較差組，表示教學對解字能力的影響程度與學生之閱讀能力有一定的關聯。質性分析結果，呈現語境分析教學之優點與限制之處：
優點為：(1) 增加閱讀速度、(2) 增強閱讀信心、(3) 簡易閱讀理解、(4) 注意到語境線索使用、 (5) 加強考試作答能力。其中，(1)選擇有趣且相關的閱讀題材，以及(2) 合作式的同儕學習，提昇其語境學習動機和效果。 學習限制分面為：(1) 字彙（能力）不足、(2) 誤用語境線索、(3) 語境線索不明顯、 (4) 練習不充足、 (5) 個人缺乏學習意願。質性分析結果亦反映影響教學成功的要素為: (1)應用學習反思於策略教學過程、 (2)關心學習者情意因素、 (3)合作式教學、 (4)適當的選材 、(5)系統且引導式的練習。
	本研究結果擬建議將語境分析教學融入閱讀教學之中，並重申教師所扮演之教室管理與情意支持角色對語境策略教學之重要性。

In the EFL learning context, learners always encounter unknown words in pleasure reading and academic course work.  This study was theorized upon the notions of explicit instruction, strategy-based instruction and second/ foreign language learning to bring learners in the technology-oriented university the learning experience of word-solving strategies from context.  The researcher hopes that the proposed guidelines can help EFL teachers to incorporate in their daily lessons context-based instruction for inferring the meaning of unknown words.
The quasi-experimental study aimed to investigate the immediate and delayed effects of a fifteen-week context-based instruction on EFL learners in a technological college, in terms of the ability to infer word meanings and reading comprehension, the perception of strategy use and knowledge use for unknown words, as well as the reactions to the benefits and limitations of contextual analysis.  Quantitative data included a set of pretests, immediate posttests, and delayed posttests on word inferencing, reading comprehension, self-evaluation survey, and vocabulary strategy questionnaire.  Qualitative data were collected from the retrospective written descriptions of guessing processes and learners’ periodical reflective journal entries.  Analysis of covariance (ANCOVA) with repeated measures, analysis of variance (ANOVA) with repeated measures and a non-parametric test were the three major statistical techniques chosen for this study.
Findings are summarized as follows.  Firstly, the effects of treatment were substantially meaningful.  The two experimental groups outperformed the comparison group on word inferencing ability, reading comprehension, strategy and knowledge use immediately after the instruction.  While the treatment groups at different proficiency level benefited from instruction, the more proficient group suppressed the less capable group.   Secondly, the students in the experimental groups and the comparison group used world knowledge (i.e. prior knowledge) frequently for guessing prior to instruction.  While the experimental groups’ use of context clues increased in frequencies and varied in types (i.e. discourse knowledge, grammar knowledge, and morphological knowledge) immediately after instruction, the comparison group did not change the way of guessing.  Thirdly, while each of the groups degraded with time, the delayed effects still maintained.  Finally, qualitative analysis of the learners’ reflective journal entries indicated that learners benefited in: (a) increasing their reading speed, (b) facilitating their reading comprehension, (c) enhancing their confidence and sense of achievement in reading English, (d) developing awareness of context clues surrounding the unknown words, and (e) developing problem-solving ability on tackling test questions. They enjoyed the classroom activities involving (a) selection of appropriate and relevant materials, and (b) cooperative learning on guessing and learning.  The limitations of using context clues were identified as: (a) insufficient vocabulary (b) misuse of context clues, (c) insufficient textual clues, (d) insufficient practice, and (e) lower motivation.  
    This study concludes that inferring word meaning from context is amenable to explicit instruction for a semester and could be a complement for vocabulary acquisition.  It further recommends that contextual inferencing be integrated into the reading classes as part of the strategy instruction in EFL learning context.

TABLE OF CONTENTS

CHINESE ABSTRACTi
ENGLISH ABSTRACT iii
ACKNOWLEDGEMENTS	vi
TABLE OF CONTENTS	viii
LIST OF TABLES	xi
LIST OF FIGURES	xiv
Chapter I.	1
Introduction	1
Statement of Research Background	1
The Need for the Current Study	3
Purpose of the Study	5
Research Questions	6
Significance of the Study	7
Definition of Terms	8
Chapter II.	12
Review of Related Literature and Theoretical Background	12
Explicit Instruction	12
Characteristics of Explicit Instruction	12
Components of Explicit Instruction	13
Strategies-based Instruction and Language Learning	18
Explicit Instruction Model for Strategy Instruction	18
The Role of Teacher Explanation	20
Metacognition, Language Learning and Strategy Training	21
Vocabulary and Reading Comprehension	25
Vocabulary Size and Reading Comprehension	25
Vocabulary knowledge and Reading Comprehension	27
Direct Instruction in Word Meaning, the use of a Dictionary, and Inferring from Context in Reading	28
Theoretical Background for Word Inference from Context Clues	31
Depth of Processing Hypothesis in Cognitive Learning	31
The Constructive View of Word Meaning	33
Constructive perspective.	33
Word and meaning as a cognitive process.	35
Context Clues	37
Types of Knowledge and contextual Inference	38
Types of Contextual Clues	39
Limitations of Using Context Clues	43
Instruction of Word Inferencing from Context	47
Current Research on Word Inferencing from Context in Taiwan	52
Summary of Literature Review	54
Rationale of the Present Study	55
Chapter III.	58
Methodology	58
Pilot Study	59
The Modifications of the Pilot Study	61
Design of the Study	62
Participants	65
Instruments	67
Data Collection & Procedures	73
Implementation of Context-based Instruction	75
Instructional Framework: Explicit Instruction Model	76
Metacognitive Context Approach For Inferring Meaning	78
Instruction Procedures	80
Guided Practice in the Classrooms	85
Teaching Materials	85
Scoring	86
Data Analysis	88
Quantitative Analysis	88
Qualitative Analysis	90
Characteristics of Research Design	91
Overview of Research Design	91
Chapter IV.	94
Results	94
Quantitative Results	95
Pre-experimental Group Differences	95
Immediate Effect on Word Inferring	97
Delayed Effects On Word Inferencing	102
Immediate Effects On Reading Comprehension	104
Delayed Effects on Reading Comprehension	110
Results of Self-Evaluation Questionnaire	111
Effects On the Use of Strategies and Knowledge Sources for Lexical Inferencing	114
Change in cognitive strategy use.	114
Change in the use of metacognitive strategies.	118
Change in the use of knowledge sources.	123
Qualitative Results	132
Benefits of Explicit Instruction of Context Clues and Contextual Analysis.	132
Limitations of Explicit Instruction of Context Clues and Contextual Analysis	141
Summary of Findings	145
Chapter V.	148
Discussion, Conclusions and Implications	148
Discussion	148
Immediate Effects of Context-based Instruction on Word Inferencing Ability	148
Delayed Effect of Context-based Instruction on Word Inferencing Ability	152
Effect of Context-based Instruction on Reading Comprehension	154
Effects of Context-based Instruction on Strategy and Knowledge Use	155
Characteristics of A Meaningful Context-based Instruction Program	158
Conclusions	164
Limitations and Delimitations	166
Implications	167
Implications for Instruction	167
Implications for Future Research	169
References	171
Appendices	189
Appendix A: Permission License for Photocopy Duplication Use	189
Appendix B: Word Inferencing Test and Reading Comprehension	191
Appendix C:  Vocabulary Strategies for Unknown Words	201
Appendix D:  Self-Evaluation Questionnaire	203
Appendix E: Guideline for Learning Reflective Journal	204
Appendix F: Instructional Content for Experimental Groups	205
Appendix G: Clues Coding Scheme	206
Appendix H: Teaching Reflective Journal	207
Appendix I:  Checking List for Teaching Observation	207
Appendix J: Parameter Estimates on Lexical Inferencing	208
Appendix K: Post Hoc Tests for Pre-experimental Differences	209
Appendix L: Chinese Originals of the Quotations from Reflective Journals	210
LIST OF TABLES

Table 3- 1. Demographic overview for total sample	67
Table 3-2.  Tests administered at the pretest, posttest, and delayed posttest	75
Table 3-3.  Overview of research design	92
Table 4-1.  Mean and standard deviation of pre-experimental group differences for reading comprehension and word inferring ability	95
Table 4-2.  Summary table for ANOVA on the pre-experimental difference for reading comprehension and word inferring ability	96 
Table 4-3.  Summary table for repeated measures ANCOVA for the word inferring test	98
Table 4-4.  Adjusted means, standard errors and 95% confidence interval on the word inferencing test 	99
Table 4-5.  The mean of the combined immediate and delayed posttest scores  forthe experimental groups and the comparison group	100
Table 4-6.  Result of LSD test on the combined posttests for the experimental groups the comparison group	102
Table 4-7.  Summary table for repeated measures ANCOVA for the reading comprehension test	105
Table 4-8.  Adjusted means, standard errors and 95% confidence interval on the reading comprehension 	106
Table 4-9.  Between-group differences on the reading comprehension test on the immediate posttest and the delayed posttest	108
Table 4.10. Within-group differences on the reading comprehension test on the    pretest, immediate posttest and delayed posttest 	109
Table 4-11. The comparison of the overall response on the context-based instruction for the experimental groups	112
Table 4-12. The comparisons of the response between the experimental groups A and B on each part of the self-evaluation survey	113
Table 4-13. Summary table for two-way ANOVA with repeated measures on the cognitive strategy use 	115
Table 4-14. Means and standard errors for cognitive strategy use on the pretest, immediate posttest, and delayed posted	115
Table 4-15. Results of post hoc test on mean differences of reported cognitive strategy use on the pretest, immediate posttest, and delayed posttest	117
Table 4-16. Summary table for two-way ANOVA with repeated measures on the metacognitive strategy use 	119
Table 4-17. Means and standard errors for metacognitive strategy use on the pretest, immediate posttest, and delayed posted	119
Table 4-18. Results of post hoc test on mean differences of reported metacognitive strategy on the pretest, immediate posttest, and delayed posttest	122
Table 4-19. Total frequency and types in the use of context clue as knowledge source for lexical inferencing prior to and after instruction	125
Table 4-20. Descriptive statistics for the frequency of using knowledge resources on the pretest, immediate posttest, and delayed posttest	126
Table 4-21. Mean and median differences in frequency of using knowledge sources for each group at different times	127
Table 4-22. The observed significance levels of the comparisons on the frequency of using knowledge sources for each group at two different times	127
Table 4-23. Summary statistics for the types of using knowledge sources for for each group at two different times	130
Table 4-24. The observed significance levels of the comparisons on the types of using knowledge sources for each group at two different times	130
Table 4-25. Major themes of learners’ feedback toward the benefits of learning context clues and contextual analysis for word inferencing	133
Table 4-26. Major themes of learners’ feedback toward the limitations of learning context clues and contextual analysis for word inferencing	141
LIST OF FIGURES

Figure 2-1..Learning framework	15
Figure 2-2. Instructional design components of explicit instruction.	17
Figure 2-3. Instructional delivery componets of explicit instruction.	14
Figure 3-1. Metacognitive context approach for word inferencing………79
Figure 3-2. The flow chart for the research design…… ……………….. 91
Figure 4-1. Estimated marginal means of word inferencing for the combined posttests	101
Figure 4-2. Estimated marginal means of the word inferencing test	103
Figure 4-3. Estimated marginal means of the reading comprehension test	107
Figure 4-4. Estimated marginal means of the use of cognitive strategies	116
Figure 4-5. Estimated marginal means of the use of metacognitive strategies	121

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