本研究旨在调查英语学习中认知变量对于阅读动机的影响。研究问题围绕阅读策略、“提问作者”的认知训练能否提高学生的阅读动机展开。本次研究的对象为北京一所国际高中的9位10年级学生。研究设计分为前测、阅读策略“提问作者”培训、后测、团体采访四个部分。定量数据通过阅读问卷在培训前后收集。阅读认知策略的使用对于阅读动机变量的影响由成对样本T检验得到分析。研究结果表明前测与后测两次收集的数据之间并没有显著相关性。因此，本研究并无法得出认知变量对于动机变量具有推动作用的结论。然而，质性分析采访内容和训练过程时，研究发现一个案例支持强烈的阅读动机促进对于阅读策略的认知的结论。这表明动机对于学生的学习行为仍具有重要影响。总而言之，这项研究再次论证了阅读动机领域的已有发现，即动机影响行为。但是除此以外，本研究并没有发现阅读动机和阅读认知之间存在其他的关系。

Aiming to examine the effects of cognitive variables on EFL learners’ reading motivation, this research addresses the question whether the instruction of reading strategy, “questioning the author” (QtA), can improve students’ reading motivation. With nine participants involved in this research, quantitative and qualitative data were collected from the pre- and post-tests of the strategy training and focus group interview. To examine the effects of the reading strategy on motivational variables over time, the paired-samples t-test was adopted on SPSS to analyze the quantitative data while patterns were found in the interview transcription. The results show that there is no significant correlation between the two tests’ scores. Therefore, this study fails to find the positive influence of cognitive variables over motivational variables. Nevertheless, through an analysis of the interview transcription, one case implies the powerful role of reading motivation in the reception of strategy training. The findings indicate the importance of motivation on students’ learning behaviors. In conclusion, the results correspond to the findings of previous research that high motivation benefits actions, but it does not realize its attempts to discover more about the relationship between reading motivation and reading cognition.