後設語言知識屬於一種外顯知識，指的是學習者對於目標語言的文法規則及術語等方面的明確認知。後設語言知識對語言學習十分重要，但是如何測量學習者的後設語言知識，以及後設語言知識和學習者的第二語言能力之關係究竟為何，則還沒有定論。目前也鮮少有研究探討後設語言知識和情意因素之間的關係，而大部分與動機相關的研究都著重在動機對於字彙學習以及學習策略的影響。因此，本研究將學習者之第二語言能力分為自我語言能力評估以及實際上的語言成就兩方面，依據文獻研擬了一份後設語言知識試卷，在情意因素方面採用了動機及自制力問卷，旨在探討後設語言知識、動機、自制力以及自我語言能力評估和語言成就之間的關係。
本研究對象為來自中台灣一所女子高中六個班級的279位高二學生。在沒有時間限制的情況下，279位高二學生依序完成試題冊上的題目，包括自我能力評估(聽、說、讀、寫)、自制力問卷、動機問卷(自我效能、內在動機、外在動機、表現取向、精熟取向)、以及後設語言知識測驗。並在收集施測結果之後，進行相關及階層迴歸分析。
研究發現: (一)自我效能、外在動機以及精熟取向對於學習者的自我語言能力評估有顯著影響。(二)後設語言知識、自制力、自我閱讀能力評估、以及內在動機則對語言成就有顯著的影響 (三)自我效能對於自我能力評估的影響力最大，後設語言知識則對語言成就最有預測力。(四)自制力為抑制變項，能使內在動機的預測力由不顯著變為顯著。

Metalinguistic knowledge is defined as learners’ explicit knowledge about the rules and grammatical terms of the target language and is important in language learning. However, many former studies presented inconsistent findings about the relationship between metalinguistic knowledge and L2 performance. Besides, affective factors like motivation and self-regulation were seldom included in previous research. L2 performance in the present study is determined as learners’ own perceptions of their proficiency and actual language achievement to examine different factors that may contribute to the two dimensions of L2 performance. Thus, the present study aims to investigate the relationships between metalinguistic knowledge, motivation, self-regulation, self-perceived proficiency and language achievement.
279 2nd-grade students from a senior high school in central Taiwan were invited to participate in the study. They were asked to evaluate their proficiency on the four language skills, finish the self-regulation and motivation questionnaires, and complete a metalinguistic knowledge test, which was established by the researcher herself. All the data were analyzed with correlation and hierarchical regression models.
The findings showed that: (1) motivational components such as self-efficacy, extrinsic motivation and mastery orientation had a strong influence on self-perceived proficiency; (2) metalinguistic knowledge and self-regulation held a significant predictive power on language achievement; (3) self-efficacy was found to be the best predictor of self-perceived proficiency and metalinguistic knowledge had the strongest predictive power on language achievement; (4) self-regulation was a suppressor variable which altered the predictive power of intrinsic motivation on language achievement.

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