本研究檢驗以中文為母語的高、低學習成就者在進行多益閱讀 測驗時的應考策略使用表現。三十二名考生完成一項多益試 驗、參與試後「放聲思考」（think-aloud protocols)、並接受一 對一訪談。所收集的研究資料以質性分析為主，並佐以量化分 析參照。研究結果帶出四類應考策略模式：一、詞彙與詞彙語 法策略（word-based/lexico-grammatical strategies)，二、以句子 為基礎之判斷策略（sentence-based strategies)，三、文意閱讀 理解策略（reading comprehension strategies)，四、技術性答題 策略（technical approaches)。本文最後討論應考策略的運用效 益，並深究策略使用與閱讀表現之間的關聯。

This article examines the test-taking strategies of high- and low-scoring Chinese-speaking participants when they answer English multiple-choice reading comprehension questions. Thirty-two participants took a TOEIC reading test, provided think-aloud protocols, and joined a post-task interview. The data come primarily from qualitative analysis and were compared with those from quantitative analysis. Strategies of four kinds emerged in the results: word/lexical-based, sentence-based, reading comprehension strategies, and overall technical approaches. The discussion provides insights into the employment of test-taking strategies and the relationship between strategy use and reading performance.