策略培训对高职学生英语阅读能力的影响研究
|
摘要
阅读策略作为语言学习策略的一个重要组成部分,是学习者为解决阅读中的困难而采取的行为过程。它不仅包含了阅读中的一些技巧,如预测、推理文章内容、猜测文中生词大意、略读、跳读等,还包含了阅读者为达到预期目的而采取的有选择性和控制性的行为。这些阅读策略可以通过训练获得。
阅读策略训练是指教师指导学习者在学习和使用外语阅读材料时,根据需要有效地运用阅读策略的活动。在英语教学中,阅读策略的训练有着极为重要的意义。它不仅有利于学习者提高阅读效果,更好地实现阅读目标,而且还有利于他们探索适合自己的阅读学习途径,增强其独立学习和自主学习的能力,从而为终身学习创造条件。
高职教育已成为我国高等教育的重要组成部分。随着高职教育的蓬勃发展,培养学生英语学习的自主性越来越必要。但目前有关如何在高职院校日常教学活动中渗透阅读策略的训练的实验性研究还不多见。因此,研究高职学生阅读策略的使用情况是十分必要和重要的。
本论文报告了一项有关英语阅读策略训练的实验研究,其研究目的主要是要探究策略训练对高职学生英语阅读能力的影响。
本研究中受试者为湖南铁路科技职业技术学院两个班的八十个高职学生,其中一个班的四十个学生组成实验组,接受四个月以策略训练为基础的英语教学;另一个班的四十个学生组成对照组,接受四个月的常规教学。两组学生全部参加了实验前测和后测,并在实验前测后和实验后测后同时填写了有关使用阅读策略的问卷。所有数据用SPSS软件进行了整理和分析;另外,对十位受试学生在实验后进行了访谈。
研究结果表明,高职学生应用英语阅读策略的整体水平较低,高职英语教学中进行阅读策略的培训是十分必要的;高职学生对待策略训练持积极的态度;策略训练的确能提高高职学生的英语阅读兴趣和阅读能力。
本论文共由四章组成。第一章对有关学习策略和阅读策略及其训练的文献进行了回顾。第二章详细阐述了与阅读和策略训练相关的理论及教学法。第三章是本论文的实验研究,对受试学生的情况、研究设计和实验操作的过程进行了详细说明。第四章对研究结果进行了具体描述、分析和讨论,最后得出本研究结论,探讨了本研究对英语教学与学习的启示,指出了本研究的局限性,并为今后在此领域进行进一步研究提出了建议。
Reading strategies, one kind of the language learning strategies, refer to strategies used by language learners aiming to improve their reading comprehension. It not only contains some reading skills such as predicting, making global inferences, making lexical inferences, skimming, scanning, but also includes selective and restraining actions taken by readers for certain purposes. Through researches and experiments, we find reading strategies can be gained by training.
Reading strategy training refers to activities in which readers make effective use of reading strategies to deal with reading materials in a foreign language under the instruction of a teacher. Reading strategies play an essential role in English teaching as it will help readers to improve their reading comprehension ability so as to achieve their reading targets. Besides, it is also valuable to discover the most appropriate way of reading to oneself and strengthen the ability of independent learning, thus making preparations for lasting studies.
Higher Vocational Education has become an important component of higher education in our country. With the development of the Higher Vocational Education, the ability of learner autonomy in English reading is called for. However, few researches in this field have touched the vocational college students. Therefore, the study to be taken is of great significance.
This thesis reports an experimental study of EFL strategy training. The study is designed mainly to explore the effect of the strategy instruction on vocational college students' English reading ability.
In this study, 80 students from Hunan Railway College of Science & Technology were divided into two groups. One contains 40 participants receiving a four-month strategy instruction and the other one includes 40 control subjects receiving the four-month regular language course. Both the experimental group and the control group finished a pre-questionnaire and a post-questionnaire for reading strategies. Besides, all the subjects took the pre-test and post-test. The scores were statistically analyzed by using Statistical Package for Social Sciences (SPSS). In addition, some subjects were interviewed after implementing strategy instruction.
Findings indicate that the overall use of reading strategies of the vocational college students is not satisfactory and strategy training is quite necessary at vocational colleges. The students have a positive attitude towards reading strategy training. In addition, strategy training does improve vocational college students' English reading interest and reading ability.
The present thesis is composed of four chapters. Chapter One presents a review of the literature of learning strategies, reading strategies and strategy training. Chapter Two expounds theories and methodologies relating to reading. Chapter Three highlights the present study by describing the experiment. Chapter Four gives a detailed description, analysis and discussion of the research results. Finally, the conclusion of the study provides methodological and practical implications, points out the limitations of the study and gives suggestions for further researches in the field.
阅读策略训练是指教师指导学习者在学习和使用外语阅读材料时,根据需要有效地运用阅读策略的活动。在英语教学中,阅读策略的训练有着极为重要的意义。它不仅有利于学习者提高阅读效果,更好地实现阅读目标,而且还有利于他们探索适合自己的阅读学习途径,增强其独立学习和自主学习的能力,从而为终身学习创造条件。
高职教育已成为我国高等教育的重要组成部分。随着高职教育的蓬勃发展,培养学生英语学习的自主性越来越必要。但目前有关如何在高职院校日常教学活动中渗透阅读策略的训练的实验性研究还不多见。因此,研究高职学生阅读策略的使用情况是十分必要和重要的。
本论文报告了一项有关英语阅读策略训练的实验研究,其研究目的主要是要探究策略训练对高职学生英语阅读能力的影响。
本研究中受试者为湖南铁路科技职业技术学院两个班的八十个高职学生,其中一个班的四十个学生组成实验组,接受四个月以策略训练为基础的英语教学;另一个班的四十个学生组成对照组,接受四个月的常规教学。两组学生全部参加了实验前测和后测,并在实验前测后和实验后测后同时填写了有关使用阅读策略的问卷。所有数据用SPSS软件进行了整理和分析;另外,对十位受试学生在实验后进行了访谈。
研究结果表明,高职学生应用英语阅读策略的整体水平较低,高职英语教学中进行阅读策略的培训是十分必要的;高职学生对待策略训练持积极的态度;策略训练的确能提高高职学生的英语阅读兴趣和阅读能力。
本论文共由四章组成。第一章对有关学习策略和阅读策略及其训练的文献进行了回顾。第二章详细阐述了与阅读和策略训练相关的理论及教学法。第三章是本论文的实验研究,对受试学生的情况、研究设计和实验操作的过程进行了详细说明。第四章对研究结果进行了具体描述、分析和讨论,最后得出本研究结论,探讨了本研究对英语教学与学习的启示,指出了本研究的局限性,并为今后在此领域进行进一步研究提出了建议。
Reading strategies, one kind of the language learning strategies, refer to strategies used by language learners aiming to improve their reading comprehension. It not only contains some reading skills such as predicting, making global inferences, making lexical inferences, skimming, scanning, but also includes selective and restraining actions taken by readers for certain purposes. Through researches and experiments, we find reading strategies can be gained by training.
Reading strategy training refers to activities in which readers make effective use of reading strategies to deal with reading materials in a foreign language under the instruction of a teacher. Reading strategies play an essential role in English teaching as it will help readers to improve their reading comprehension ability so as to achieve their reading targets. Besides, it is also valuable to discover the most appropriate way of reading to oneself and strengthen the ability of independent learning, thus making preparations for lasting studies.
Higher Vocational Education has become an important component of higher education in our country. With the development of the Higher Vocational Education, the ability of learner autonomy in English reading is called for. However, few researches in this field have touched the vocational college students. Therefore, the study to be taken is of great significance.
This thesis reports an experimental study of EFL strategy training. The study is designed mainly to explore the effect of the strategy instruction on vocational college students' English reading ability.
In this study, 80 students from Hunan Railway College of Science & Technology were divided into two groups. One contains 40 participants receiving a four-month strategy instruction and the other one includes 40 control subjects receiving the four-month regular language course. Both the experimental group and the control group finished a pre-questionnaire and a post-questionnaire for reading strategies. Besides, all the subjects took the pre-test and post-test. The scores were statistically analyzed by using Statistical Package for Social Sciences (SPSS). In addition, some subjects were interviewed after implementing strategy instruction.
Findings indicate that the overall use of reading strategies of the vocational college students is not satisfactory and strategy training is quite necessary at vocational colleges. The students have a positive attitude towards reading strategy training. In addition, strategy training does improve vocational college students' English reading interest and reading ability.
The present thesis is composed of four chapters. Chapter One presents a review of the literature of learning strategies, reading strategies and strategy training. Chapter Two expounds theories and methodologies relating to reading. Chapter Three highlights the present study by describing the experiment. Chapter Four gives a detailed description, analysis and discussion of the research results. Finally, the conclusion of the study provides methodological and practical implications, points out the limitations of the study and gives suggestions for further researches in the field.
引文
Anderson,J.R.1985.Cognitive Psychology and Its Implications[M].New York:Freeman.
Brown,G.& G.Yule.2000.Discourse Analysis[M].Beijing:Foreign Language Teaching and Research Press.
Carrell,P.et al.1988.Interactive Approaches to Second Language Reading[M].Cambridge:Cambridge University Press.
Carrell,P.et al.1989.Meta-cognitive strategy training for ESL reading [J].TESOL.Quarterly 23/4:647-678.
Chamot,A.U.et al.1999.The learning Strategies Handbook[M].NY:Longman.
Chesterfield,R.& K.B.Chesterfield.1985.Natural order in children's use of second language learning strategies[J]Applied linguistics 6/10.
Cohen,A.1998.Strategies in Learning and Using a Second Language [M].London:Longman.
Cohen,A.D.et al.1988.Strategies-based.instruction for second language learners[A].In W.A.Renandya & G.M.Jacobs eds.Learners and Language Learning[C].Anthology Series 39.Singapore:SEAMEO Regional Language Center 1-25.
Ellis,R.1994.The study of Second Language Acquisition[M].Oxford:Oxford University Press.
Goodman,K.S.1977.Reading:A psycholinguistic guessing game[J].Journal of the Reading Specialist 6:I26-135.
Hosenfeld,C.1977.A Preliminary Investigation of the Reading Strategies of Successful and Non-successful Language Learners[J].System 4:110-123.
Huang X.H.& M.V.Naerssen.1985.Learning strategies for oral communication[J].Applied Linguistics 6:287-307.
Kouraogo,P.1993.Language Learning strategies in input-poor environment[J].System 21/2:165-173.
Krashen,S.1981.Second Language Acquisition and Second Language Learning[M].Oxford:Pergamon.
Krashen,S.1982.Principles and Practice in Second Language Acquisition[M].Oxford:Pergamon.
Naiman,N.et al.1996.The Good Language Learner[M].Clevedon:Multilingual Matters LTD.
Nunan,D.2001.Second Language Teaching and Learning[M].Beijing:Foreign Language Teaching and Research Press.
Nuttall,C.2002.Teaching Reading Skills in a Foreign Language[M].Shanghai:Shanghai Foreign Language Education Press.
O'Malley,J.M.&A.U.Chamot.1990.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press.
Oxford,R.1990.Language Learning Strategies:What every teacher should know[M].Rowley,Mass:Newberry House.
Padron,Y.N.& Waxman,H.C.1998.The Effects of ESL Students'Perceptions of their Cognitive Strategies on Reading Achievement [J].TESOL Quarterly 22:146-150.
Rubin,J.1975.What the good Language Learner can teach us[J].TESOL Quarterly 9:41-51.
Skehan,P.1989.Individual Differences in Second Language Learning [M].Edward Arnold.
Stem,H.1975.What can we learn from the good Language learner?[J].Canadian Modem Language Review 31:304-18.
Wenden,A.& J.Rubbin(eds).1987.Learning Strategies in Language Learning[M].Prentice Hall.
程晓堂,郑敏,2002,《英语学习策略》[M].北京:外语教学与研究出版社。
葛炳芳,2006,关于中学生英语学习动机、观念、策略关系的一项实证研究[J]《国外外语教学》第1期。
桂诗春,1988,《应用语言学与中国的英语教学》[M],山东教育出版社。
胡壮麟,1994,《语篇的衔接与连惯》[M],上海外语教育出版社。
黄国营,1997,《英语教育学》[M],江西教育出版社。
贾正传,郭惠燕,2006,第二语言学习策略系统观[J],《外语与外语教学》第1期。
教育部高等教育司,2000,《高职高专教育英语课程教学基本要求》[M],高等教育出版社。
林挺,1996,应用图示理论提高阅读效果[J],《现代外语》第4期。
刘丹丹,2002,中国英语学习者的阅读策略研究[J],《外语界》第6期。
刘润清,1999,《外语教学中的科研方法》[M],外语教学与研究出版社。
刘润清,2000,《外语教学科研中的统计方法》[M],外语教学与研究出版社。
刘润清,2003,《中国高校外语教学改革现状与发展策略研究》[M], 外语教学与研究出版社。
潘黎萍,2006,元认知策略在二语课堂阅读中的可教性实验研究[J],《外语教学》第1期。
王笃勒,2002,《英语教学策略论》[M],外语教学与研究出版社。
文秋芳,1995,英语学习成功与不成功者在学习方法上的差异[J],《外语教学与研究》第3期。
文秋芳,1996a,《英语学习策略论》[M],上海外语教育出版社。
文秋芳,2001,英语学习者动机、观念、策略的变化规律与特点[J],《外语教学与研究》第2期。
夏章洪,2006,高职英语阅读策略训练实验研究,[J],《国外外语教学》第2期。
杨小虎,张文鹏,2002,元认知与中国大学生英语阅读理解相关研究[J],《外语教学与研究》第3期。
张国扬,1996,《外语教育语言学》[M],广西教育出版社。
张庆宗,2004,歧义容忍度对外语学习策略选择的影响[J],《外语教学与研究》第6期。
章柏成,2005,英语学习策略个案研究[J],《中国外语》第3期。
周大军,桂力民,2006,军校学生英语学习策略的调查研究[J],《国外外语教学》第1期。
朱纯,1994,《外语教学心理学》[M],上海外语教育出版社。
Brown,G.& G.Yule.2000.Discourse Analysis[M].Beijing:Foreign Language Teaching and Research Press.
Carrell,P.et al.1988.Interactive Approaches to Second Language Reading[M].Cambridge:Cambridge University Press.
Carrell,P.et al.1989.Meta-cognitive strategy training for ESL reading [J].TESOL.Quarterly 23/4:647-678.
Chamot,A.U.et al.1999.The learning Strategies Handbook[M].NY:Longman.
Chesterfield,R.& K.B.Chesterfield.1985.Natural order in children's use of second language learning strategies[J]Applied linguistics 6/10.
Cohen,A.1998.Strategies in Learning and Using a Second Language [M].London:Longman.
Cohen,A.D.et al.1988.Strategies-based.instruction for second language learners[A].In W.A.Renandya & G.M.Jacobs eds.Learners and Language Learning[C].Anthology Series 39.Singapore:SEAMEO Regional Language Center 1-25.
Ellis,R.1994.The study of Second Language Acquisition[M].Oxford:Oxford University Press.
Goodman,K.S.1977.Reading:A psycholinguistic guessing game[J].Journal of the Reading Specialist 6:I26-135.
Hosenfeld,C.1977.A Preliminary Investigation of the Reading Strategies of Successful and Non-successful Language Learners[J].System 4:110-123.
Huang X.H.& M.V.Naerssen.1985.Learning strategies for oral communication[J].Applied Linguistics 6:287-307.
Kouraogo,P.1993.Language Learning strategies in input-poor environment[J].System 21/2:165-173.
Krashen,S.1981.Second Language Acquisition and Second Language Learning[M].Oxford:Pergamon.
Krashen,S.1982.Principles and Practice in Second Language Acquisition[M].Oxford:Pergamon.
Naiman,N.et al.1996.The Good Language Learner[M].Clevedon:Multilingual Matters LTD.
Nunan,D.2001.Second Language Teaching and Learning[M].Beijing:Foreign Language Teaching and Research Press.
Nuttall,C.2002.Teaching Reading Skills in a Foreign Language[M].Shanghai:Shanghai Foreign Language Education Press.
O'Malley,J.M.&A.U.Chamot.1990.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press.
Oxford,R.1990.Language Learning Strategies:What every teacher should know[M].Rowley,Mass:Newberry House.
Padron,Y.N.& Waxman,H.C.1998.The Effects of ESL Students'Perceptions of their Cognitive Strategies on Reading Achievement [J].TESOL Quarterly 22:146-150.
Rubin,J.1975.What the good Language Learner can teach us[J].TESOL Quarterly 9:41-51.
Skehan,P.1989.Individual Differences in Second Language Learning [M].Edward Arnold.
Stem,H.1975.What can we learn from the good Language learner?[J].Canadian Modem Language Review 31:304-18.
Wenden,A.& J.Rubbin(eds).1987.Learning Strategies in Language Learning[M].Prentice Hall.
程晓堂,郑敏,2002,《英语学习策略》[M].北京:外语教学与研究出版社。
葛炳芳,2006,关于中学生英语学习动机、观念、策略关系的一项实证研究[J]《国外外语教学》第1期。
桂诗春,1988,《应用语言学与中国的英语教学》[M],山东教育出版社。
胡壮麟,1994,《语篇的衔接与连惯》[M],上海外语教育出版社。
黄国营,1997,《英语教育学》[M],江西教育出版社。
贾正传,郭惠燕,2006,第二语言学习策略系统观[J],《外语与外语教学》第1期。
教育部高等教育司,2000,《高职高专教育英语课程教学基本要求》[M],高等教育出版社。
林挺,1996,应用图示理论提高阅读效果[J],《现代外语》第4期。
刘丹丹,2002,中国英语学习者的阅读策略研究[J],《外语界》第6期。
刘润清,1999,《外语教学中的科研方法》[M],外语教学与研究出版社。
刘润清,2000,《外语教学科研中的统计方法》[M],外语教学与研究出版社。
刘润清,2003,《中国高校外语教学改革现状与发展策略研究》[M], 外语教学与研究出版社。
潘黎萍,2006,元认知策略在二语课堂阅读中的可教性实验研究[J],《外语教学》第1期。
王笃勒,2002,《英语教学策略论》[M],外语教学与研究出版社。
文秋芳,1995,英语学习成功与不成功者在学习方法上的差异[J],《外语教学与研究》第3期。
文秋芳,1996a,《英语学习策略论》[M],上海外语教育出版社。
文秋芳,2001,英语学习者动机、观念、策略的变化规律与特点[J],《外语教学与研究》第2期。
夏章洪,2006,高职英语阅读策略训练实验研究,[J],《国外外语教学》第2期。
杨小虎,张文鹏,2002,元认知与中国大学生英语阅读理解相关研究[J],《外语教学与研究》第3期。
张国扬,1996,《外语教育语言学》[M],广西教育出版社。
张庆宗,2004,歧义容忍度对外语学习策略选择的影响[J],《外语教学与研究》第6期。
章柏成,2005,英语学习策略个案研究[J],《中国外语》第3期。
周大军,桂力民,2006,军校学生英语学习策略的调查研究[J],《国外外语教学》第1期。
朱纯,1994,《外语教学心理学》[M],上海外语教育出版社。