對台灣莘莘學子而言，學習英語能擁有大量字彙是不可或缺的。但英語字彙學習可能是經常被學生們所忽略(Zimmerman, 1997)。許多研究發現具後設認知能力的學生可以幫助其英語字彙的學習。因此，本研究旨在探討後設認知策略對國中學生學習英語字彙之成效。 本研究的主要發現摘述如下： 一、不同教學策略對英語字彙學習表現的影響情形 （一）教學策略與英語科程度有顯著的交互作用。 （二）對英語科程度高分組而言，後設認知策略暨英語字彙策略教學優於 與後設認知策略教學與傳統教學法；對中分組而言，後設認知策略 暨英語字彙策略教學優於與後設認知策略教學與傳統教學法。 （三）對後設認知策略暨英語字彙策略教學而言，高分組與中分組均優於 低分組；對傳統教學法而言各組間無顯著差異。 二、不同教學策略對後設認知的影響情形 （一）教學策略與英語科程度有顯著的交互作用。 （二）對英語科程度高分組而言，後設認知策略暨英語字彙策略教學優於 傳統教學法；對中分組而言，後設認知策略暨英語字彙策略教學優 於傳統教學法。 （三）對英語字彙策略教學而言，英語科程度高分組與中分組均優於低分 組；對傳統教學法而言各組間無顯著差異。 據此建議國中英語教師可將後設認知策略融入英語字彙教學課程中，可提昇學生學習英語字彙能力與表現、後設認知能力。 It is very crucial for the students in Taiwan to acquire rich vocabulary, yet English vocabulary learning might be the part often neglected by students (Zimmerman, 1997)。A lot of researches found the students who have metacognitive skill can help their learning in English vocabulary. Thus, this study intends to examine the effects of Metacognitive strategies teaching on English vocabulary learning performance for the junior high school students. Based on the data analyses, the findings of the present study are summarized as follows: 1. Effects on English vocabulary performance by different teaching strategies: (a) There is significant mutual interaction between teaching strategies and levels of English learning achievement. (b) As for the high-level group, Metacognitive strategies and English vocabulary learning strategies surpasses the traditional teaching; for the medium-level group, Metacognitive strategies and English vocabulary learning strategies surpasses the traditional teaching. (c) And with respect to Metacognitive strategies and English vocabulary learning stratgies, both high and medium level groups are superior to low-level group. However, no significant difference is shown when concerning traditional teaching is concerned. 2. Effects on Metacognitive skills by different teaching strategies: (a) There is significant mutual interaction between teaching strategies and levels of English learning achievement. (b) As for the high-level group, Metacognitive strategies and English vocabulary learning strategies surpasses the traditional teaching; for the medium-level group, Metacognitive strategies and English vocabulary learning strategies surpasses the traditional teaching. (c) And with respect to English vocabulary learning stratgies, both high and medium level groups are superior to low-level group.However, no significant difference is shown when concerning traditional teaching is concerned. By above mentioned statements, we proposed some suggestions that the English teachers can utlize Metacognitive strategies into the English vocabulary lessons. It may promote the students'' English vocabulary performance and metacognitive skills.
