本研究將十二名在台灣大學國際華語研習所的美籍中文學習人士，依其中文閱讀程度分為中高級兩組，以「有聲思考」的方式，在受試者閱讀真實語料的過程中，蒐集他們閱讀策略使用的情形。旨在了解以英語為母語的人士，在進行中文閱讀時，遇到困難是以何種策略幫助解決，並希望透過兩組不同程度的受試者，找出其中策略使用的差異性。在得知受試者實際閱讀過程中的使用策略後，本文將策略分為「全面性」與「區域性」閱讀策略，並找出各組中，使用最頻繁的閱讀策略，觀察分析是否有閱讀行為上的模式可尋。
實驗結果方面，中級組與高級組受試者於全面性及區域性閱讀策略的使用上，並未顯出特殊的差異性；此乃受限以有聲思考的研究方法，無法分析大量的受試者資料，故無法在統計數據上表現出顯著性來。但另一方面，透過針對各個受試者的閱讀策略使用分布 ，則可得出依閱讀純熟度而表現出的五個階段，已然打破當初於實驗設計之時，所區分的中高級組兩組界限，同時也顯出：只要具有一定的閱讀能力，再加上閱讀策略的運用得當，便可以大為幫助閱讀的理解。此五種類型，不啻為一種學生線性閱讀能力階段的表現。
在得知實驗結果後，本文並提出實際的閱讀教學建議。閱讀教學，應是小至漢字，大至文本理解的教學。教師應可鼓勵學生在閱讀過程中，使用不同的策略幫助找出閱讀中的資訊，而這些訓練，是可以透過課堂上的練習和活動的設計中達到的。

The ultimate goals of this thesis are to investigate how American students of Chinese comprehend and authentic reading material via a think-aloud method, and to examine their most frequently used strategies. Approximate twelve students from the International Chinese Language Program at National Taiwan University were asked to participate in this experiment. They are further divided into two groups: intermediate and advanced; each group consisted of six subjects. To look into the nature of L2 learnters’ reading processes, their strategies were classified into two types: global and local.
The results show that owing to the fact that only fewer subjects participated in this study, no significance was found between the two groups regarding the so-called most frequent used strategies in our quantiative study. However, our qualitative study shows there was a significant difference between the two groups. Five general characteristics were found in our sunjects’ think-aloud processes, which also corresponded to the linear develpoment of reading comprehension of English navtive speakers of Chinese.
Finally, some pedagogical implications were given in this study. It is anticipated that teachers can help L2 students to improve their reading comprehension with the suggested strategies while they are reading, and to
make their teaching become more effective in calss as well.

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