成功与不成功阅读者阅读策略使用的元认知差异

论文摘要

本论文研究了以汉语为母语、具有一定英语基础的成人学生在英语精读学习中阅读策略的具体使用情况,探讨了精读学习策略的使用与英语阅读水平的关系,了解了成人学生中高水平阅读者与低水平阅读者在阅读策略使用元认知方面的差异,有助于教师在英语精读教学过程中有针对性地进行阅读学习策略的训练和指导,以帮助成人学生在英语精读学习中使用学习策略来提高阅读水平。本文在学习策略、阅读策略和元认知理论等理论回顾的基础上建立了该研究的理论框架。本研究利用阅读策略调查问卷和阅读理解测试对广东一所成人学院专升本一年级的学生进行了调查。根据阅读水平测试的结果,将参加本次试验的学生分为成功与不成功两个阅读组,比较这两个组中学生精读学习策略的使用情况,并进行统计分析,以得出结论。本研究主要解决以下问题:1.不同阅读水平的学习者在精读学习策略的整体使用方面是否存在差异?2.两对比组在精读学习策略使用的频率和偏爱存在何等程度的差异?3.阅读水平与自述的精读学习策略的使用是否存在相关?通过对所收集的数掘进行分析,本文得出了如下结论:1.成功阅读者与不成功阅读者在精读学习策略的整体使用方面确实存在具有统计意义的显著差异;2.成功阅读者与不成功阅读者在整体策略和解决问题策略的使用上存在具有统计意义的显著差异,但在辅助策略上不存在显著差异;3.在一定程度上,两对比组的阅读水平与自述的整体阅读策略及解决问题策略使用情况存在相关,但辅助策略与阅读水平不存在相关。最后,本文依据研究结论,围绕该研究对英语阅读、英语阅读教学的启示进行了讨论,提出了英语精读教师不仅应将英语阅读策略训练融入精读课教学中,提高学生阅读策略使用的意识,而且应加强对学生语言知识的训练,激活、扩大和丰富学生的背景知识,从而加强英语精读教学效果,提高学生英语阅读水平。

论文目录

• ACKNOWLEDGEMENT
• Abstract
• 摘要
• CONTENTS
• LIST OF TABLES
• LIST OF ABBREVIATIONS
• CHAPTER ONE Introduction
• 1.1 Research orientation
• 1.1.1 The importance of learning strategies
• 1.1.2 The importance of EFL reading
• 1.1.3 The necessity of studying reading strategies
• 1.1.4 The necessity of studying reading strategies for intensive reading
• 1.1.5 Significance of the study on reading strategy use from metacognitive perspective
• 1.1.6 Significance of comparative analysis of perceived strategy use by learners of different proficiency levels
• 1.2 Aims of the study
• 1.3 Approach of the study
• 1.4 Overall structure of the thesis
• CHAPTER TWO Literature Review
• 2.1 Reading
• 2.1.1 Definition of reading,reading process and reading comprehension
• 2.1.2.Purposes for reading
• 2.2 language learning strategies
• 2.2.1 Definition of language learning strategies
• 2.2.2 Classification of language learning strategies
• 2.3 Reading strategies
• 2.3.1 Definition of reading strategies
• 2.3.2 Classification of reading strategies by Anderson（1999）
• 2.4 Metacognition
• 2.4.1 Definition of metacognition
• 2.4.2 Survey of reading strategies by Sheorey and Mokhtari（2001）
• 2.4.3 Metacognitive Awareness of Reading Strategies Inventory（MARSI） by Mokhtari and Reichard（2002）
• 2.4.4 Related studies on reading strategies abroad
• 2.4.5 Related studies on reading strategies at home
• 2.4.6 Link between literature review and the present study
• 2.5 Summary
• CHAPTER THREE Research Design
• 3.1 Theoretical framework of the study
• 3.2 Specific research questions
• 3.3 Research design
• 3.3.1 The nature of the design
• 3.3.2 The design
• 3.4 Research method
• 3.4.1 Subjects
• 3.4.2 Research Instrumentation
• 3.4.3 Validity and Reliability
• 3.5 Data collection
• 3.5.1 Administration of background questionnaire
• 3.5.2 Administration of reading test
• 3.5.3 Pilot-test of reading strategy questionnaire
• 3.5.4 Administration of reading strategy questionnaire
• 3.6 Statistical analysis of the data collected
• 3.7 Summary
• CHAPTER FOUR Results and Disscusion
• 4.1 Description of the data
• 4.1.1 Description of the data of background questionnaire
• 4.1.2 Description of the data of reading proficiency test
• 4.1.3 Description and analysis of the data of reading strategies questionnaire
• 4.2 Tentative Answer to Research Question One
• 4.3 Tentative Answer to Research Question Two
• 4.4 Tentative Answer to Research question Three
• CHAPTER FIVE Conclusion
• 5.1 Summary of major findings from the study
• 5.1.1 Overall reported strategy usage
• 5.1.2 Strategy use preferences
• 5.1.3 Relationship between reported strategy use and reading ability
• 5.2.Some pedagogical implications
• 5.2.1 Implications for EFL intensive reading
• 5.2.2.Implications for EFL intensive reading instruction
• 5.3 Significance of the study
• 5.4 Limitations of the study
• 5.5 Recommendation for further study
• REFERENCES
• APPENDIX A 学生英语阅读学习基本情况的调查问卷
• APPENDIX B 英语专业学生英语精读学习策略问卷调查
• APPENDIX C READING COMPREHENSION TEST