中国英语学习者阅读过程中的思维语言研究

论文摘要

阅读是中国英语学习者需要掌握的重要技能之一。由于涉及到两种不同的语言,英语阅读过程是一个复杂的现象。本文旨在研究中国英语学习者在英语阅读过程中所使用的思维语言。本研究从以下三个角度展开：二语阅读过程中思维语言的使用情况、作用、以及影响思维语言使用的各种因素。本文主要使用有声思维探讨上述研究问题。其它数据来源包括英语水平测试题、开放式问卷和回朔访谈。研究对象为8名有9或10年英语学习经验的中国大学生。要求他们分别阅读难度不同的两篇文章,同时尽量把阅读时产生的所有想法都说出来。整个过程都被录音并且转写以供进一步分析研究。研究结果表明,母语和二语都是英语阅读理解中所使用的思维语言。这两种语言在二语阅读过程中相互合作、相互补充发挥着一系列不同的重要作用。英语读者对思维语言的选择受到他们的教育背景、个人经历、对二语阅读理解的观念及英语语言水平的影响。另外,文章难度也会对二语阅读过程中思维语言的使用产生一定的影响。本文最后对研究进行总结并提出一些教学建议。文章认为应当重视母语和二语作为思维语言在中国英语学习者的阅读理解过程中所发挥的作用。教师应当培养学生在二语阅读过程中使用母语和二语的正确态度和技能。有效的阅读教学应当通过教导学生充分利用思维语言的积极作用开发学习潜能。教师应当重视选择适合学生二语水平的教材培养他们对英语学习的兴趣,提高他们的英语阅读能力。文章最后讨论了此研究的局限和进行深入探讨的必要性。

论文目录

• Abstract in English
• Abstract in Chinese
• List of Abbreviations
• List of Tables
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Statement of Problem
• 1.3 Rational for the Study
• 1.4 Purpose and Method of the Study
• 1.5 Significance of the Study
• 1.6 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Introduction
• 2.2 Studies on L2 Reading Processes in General
• 2.3 Studies on L1 and L2 Reading Processes
• 2.4 Studies on Transfer in L2 Reading Processes
• 2.4.1 Linguistic Transfer
• 2.4.2 Strategy Transfer
• 2.4.3 Transfer of Attitude and Belief
• 2.5 Studies on Influential Factors in L2 Reading Processes
• 2.5.1 L2 Proficiency Level
• 2.5.2 Strategy Use
• 2.5.3 Cultural and Background Knowledge
• 2.6 Studies on Text Difficulty and L2 Reading Processes
• 2.7 Research Gaps and Research Questions
• 2.8 Chapter Summary
• Chapter Three Methodology
• 3.1 Introduction
• 3.2 The Participants
• 3.3 Sources of Data
• 3.3.1 English Proficiency Test
• 3.3.2 Open-ended Questionnaire
• 3.3.3 Think-aloud Protocols
• 3.3.4 Retrospective Interviews
• 3.4 Data Collection
• 3.4.1 Selection of Participants
• 3.4.2 Administration of the Questionnaire and the Test
• 3.4.3 Pilot Study
• 3.4.4 Think-aloud Session
• 3.4.5 Interview Session
• 3.5 Data Analysis
• 3.5.1 Evaluation of the Test
• 3.5.2 Analysis of the Questionnaire and the Interview
• 3.5.3 Analysis of the Think-aloud Protocols
• 3.6 Chapter Summary
• Chapter Four Results and Discussion
• 4.1 Introduction
• 4.2 Use of the Medium of Thought in the L2 Reading Processes
• 4.2.1 The L1 as the Medium of Thought
• 4.2.2 The L2 as the Medium of Thought
• 4.3 Functions of the Medium of Thought in the L2 Reading Processes
• 4.3.1 Functions of the L1
• 4.3.2 Functions of the L2
• 4.3.3 The Interaction between the L1 and the L2
• 4.4 Influential Factors in the Use of the Medium of Thought
• 4.4.1 Educational Backgrounds
• 4.4.2 Personal Experiences
• 4.4.3 Beliefs and Perceptions
• 4.4.4 Linguistic Proficiency
• 4.4.5 Text Difficulty and the Use of the Medium of Thought
• 4.5 Chapter Summary
• Chapter Five Conclusion
• 5.1 Summary of the Study
• 5.2 Pedagogical Implications
• 5.2.1 Making Good Use of the Mother Tongue
• 5.2.2 Encouraging "to Think in English"
• 5.2.3 Promoting L2 Reading Instruction
• 5.2.4 Choosing Proper English Reading Materials
• 5.3 Limitations of the Study
• 5.4 Suggestions for Future Studies
• 5.5 Concluding Remarks
• References
• Appendix Ⅰ Open-ended Questionnaire
• Appendix Ⅱ Reading Materials for Think-aloud Protocols
• Appendix Ⅲ Interview Guidelines
• Acknowledgements
• 学位论文评阅及答辩情况表