阅读策略对高中生英语阅读影响之探究

论文摘要

学习策略一直被看作是影响学生有效学习重要因素之一。本文主要针对我国高中学生就二语习得过程中阅读策略对英语阅读理解的影响进行探究。为了使阅读策略真正切实有效的运用到英语的实际教学工作之中,本文主要探讨阅读策略的训练是否有助于中学阅读水平的提高,并进行指导。长期以来许多学者对阅读策略与阅读水平之间的关系做了研究,得出了不同的结论。国内高等教育关于这个问题研究很多,但对于高中学生如何运用阅读策略提高阅读水平还鲜有涉猎。因此,针对高中学生英语阅读策略的的研究就显得十分必要。作者在研究之初对北票尹湛纳希高中高三年级两个班做了阅读问卷的调查,根据问卷调查结果发现两个班学生在阅读策略的使用无显著差异。然后,确定高三一班为实验班,高三二班为普通班。作者接着对两个班阅读水平进行了前测,测试结果发现两个班在阅读水平上无显著差异。作者确定四个在实验班要培训的阅读策略,即范读策略、精读策略、整体推理策略和字面理解策略。培训时间为18周,实践结束后对两个班进行了后测,分析考试结果,实验结果表明,经过18周的阅读策略训练,实验班的阅读水平比普通班的学生有了比较显著的提高。由此可见阅读策略训练有助于提高高中生的阅读水平。此外,训练后对实验班学生进行的问卷调查表明,实验班学生策略使用的意识比普通班学生要强。由此激励学生唤醒对阅读策略的意识,从而最终达到提高学生阅读水平的效果。

论文目录

中文摘要

English Abstract

Ⅰ.Introduction

1.1 background of the present

1.2 Research questions

Ⅱ. Theoretical basis of present study

2.1 The nature of reading strategies

2.1.1 The concept of reading strategies

2.1.2 Taxonomies of reading strategies

2.2 Reading processes

2.2.1 Top down and bottom up processing

2.2.2 An active role of the learner in the interactive reading process

2.3 Reading strategy training

2.3.1 Theoretical assumptions underpinning reading strategy training

2.3.2 Rationales for learning /reading strategy training

2.3.3 Procedures for explicit learning/reading strategy training

2.3.4 Empirical studies

Ⅲ. Experimental Study and Analysis

3.1 Research questions and design

3.1.1 Research questions

3.1.2 Strategies investigated

3.1.3 Research design

3.2 Method

3.2.1 Participants

3.2.2 Instruments

3.3 Training procedures and materials

3.3.1 Treatment procedures

3.3.2 Materials and activities

3.4 Data collection and analysis

3.4.1 Datacollection

3.4.2 Scoring

3.4.3 Data analysis

3.5 Results and discussion

3.5.1 Research Question 1:The effects of explicit strategy training on the students’overall reading comprehension proficiency

3.5.2 Research Question 2: The effects of strategy training on different types of reading comprehension questions

3.5.3 Research Question 3: The effects of strategy training on students’ reading fluency

3.5.4 Research Question 4: The students’attitudes toward the intervention

Ⅳ.Conclusions

4.1 Recapping the major findings

4.2 Pedagogical implications

4.2.1 Incorporating explicit reading strategy training into EFL high school classroom

4.2.2 Making flexible and authentic use of the textbooks

4.2.3 Reorienting teachers’roles in developing strategic and independent readers

4.3 Recommendations for future research

4.4 Conclusion

References

阅读策略对高中生英语阅读影响之探究

论文摘要

论文目录

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