高中英语阅读策略训练的实证研究
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摘要
从上世纪70年代的中期开始,许多研究者开始关注第二语言学习策略的研究。大量研究表明,学习策略是可以通过有意识的学习而获得的。通过学习策略教学,教师可以帮助学生改进学习方法,提高学习效率,使他们具有一定的自学能力。
在中国的英语教学中,阅读是最为重要的语言输入途径之一,高中教师越来越关注阅读教学。在中国,许多研究者和教师发现阅读策略与有效阅读有密切关系,但鲜有对高中阅读策略训练模式的研究。
为此,笔者对国内外阅读策略培训模式进行了研究,发现由Janzen和Fredericka提出的“第二语言教学中的策略阅读”训练模式(以下简称ISRI)比较完善,并且有可借鉴性。于是提出以下假设:
1.ISRI适用于我国高中生英语阅读策略教学;2.对于不同知识基础的高中生进行英语阅读策略训练的效果存在差异。笔者在长沙市的一所重点中学高二年级进行了这次实证研究,115名学生参与了实验。实验结果是:接受ISRI训练的实验班学生阅读测试成绩提高幅度大于对照班,且基础知识扎实的同学比基础差的同学进步大,从而验证了所提出的假设。最后,笔者就教师策略教学观念和策略训练实际操作两方面提出了建议。
本篇论文除了引言和结论以外,由五个章节组成。第一章是文献综述。第二章介绍研究设计。第三章描述了本研究实施的阅读策略训练步骤。第四章对比实验前后测的结果,分析数据,讨论结果。第五章对高中实施阅读策略训练提出了教学建议。
Since the mid-1970s, many researchers have paid attention to second language learning strategies. Many researches show that learning strategies can be taught. By teaching learning strategies, teachers help students improve their learning methods, guide them in their own choice of learning strategies to facilitate learning, and therefore cultivate their autonomy.
Reading is one of the most important channels for language input in most Chinese classrooms. High school teachers are paying more and more attention to reading instruction. In China, many researchers and teachers find out that reading strategies play an important part in effective reading, but few studies are on the training pattern of reading strategies in high schools.
After having studied the reading strategy training patterns carried out in China and abroad, the author finds that the pattern introduced by Joy Janzen and Fredericka L. Stroller—Integrating Strategic Reading in L2 Instruction (ISRI) can be adopted in high school training in China. So the following two hypotheses are put forward:
1. The reading strategy training pattern based on ISRI can improve high school students' reading ability.
2. The training will achieve different effects on students with different elementary knowledge.
The author carried out the empirical study in a key school in Changsha. One hundred and fifteen Senior 2 students participated in it. The result is that after receiving the reading strategy training based on ISRI, the students in the experimental class made more significant progress than those in the control class. What's more, the efficient readers who have a good grasp of the elementary knowledge made more rapid progress than the inefficient readers who don't It verifies the hypotheses. Some pedagogical suggestions are proposed at last.
Besides the introduction and the conclusion, this thesis consists of five chapters. Chapter One is a literature review. Chapter Two presents the research design. Chapter Three describes the steps of the reading strategy training in this research. Chapter Four compares the results from the pretest with those from the posttest, analyzes the data and makes a discussion. Chapter 6 proposes some pedagogical suggestions for the practical implementation of reading strategy training in high schools.
在中国的英语教学中,阅读是最为重要的语言输入途径之一,高中教师越来越关注阅读教学。在中国,许多研究者和教师发现阅读策略与有效阅读有密切关系,但鲜有对高中阅读策略训练模式的研究。
为此,笔者对国内外阅读策略培训模式进行了研究,发现由Janzen和Fredericka提出的“第二语言教学中的策略阅读”训练模式(以下简称ISRI)比较完善,并且有可借鉴性。于是提出以下假设:
1.ISRI适用于我国高中生英语阅读策略教学;2.对于不同知识基础的高中生进行英语阅读策略训练的效果存在差异。笔者在长沙市的一所重点中学高二年级进行了这次实证研究,115名学生参与了实验。实验结果是:接受ISRI训练的实验班学生阅读测试成绩提高幅度大于对照班,且基础知识扎实的同学比基础差的同学进步大,从而验证了所提出的假设。最后,笔者就教师策略教学观念和策略训练实际操作两方面提出了建议。
本篇论文除了引言和结论以外,由五个章节组成。第一章是文献综述。第二章介绍研究设计。第三章描述了本研究实施的阅读策略训练步骤。第四章对比实验前后测的结果,分析数据,讨论结果。第五章对高中实施阅读策略训练提出了教学建议。
Since the mid-1970s, many researchers have paid attention to second language learning strategies. Many researches show that learning strategies can be taught. By teaching learning strategies, teachers help students improve their learning methods, guide them in their own choice of learning strategies to facilitate learning, and therefore cultivate their autonomy.
Reading is one of the most important channels for language input in most Chinese classrooms. High school teachers are paying more and more attention to reading instruction. In China, many researchers and teachers find out that reading strategies play an important part in effective reading, but few studies are on the training pattern of reading strategies in high schools.
After having studied the reading strategy training patterns carried out in China and abroad, the author finds that the pattern introduced by Joy Janzen and Fredericka L. Stroller—Integrating Strategic Reading in L2 Instruction (ISRI) can be adopted in high school training in China. So the following two hypotheses are put forward:
1. The reading strategy training pattern based on ISRI can improve high school students' reading ability.
2. The training will achieve different effects on students with different elementary knowledge.
The author carried out the empirical study in a key school in Changsha. One hundred and fifteen Senior 2 students participated in it. The result is that after receiving the reading strategy training based on ISRI, the students in the experimental class made more significant progress than those in the control class. What's more, the efficient readers who have a good grasp of the elementary knowledge made more rapid progress than the inefficient readers who don't It verifies the hypotheses. Some pedagogical suggestions are proposed at last.
Besides the introduction and the conclusion, this thesis consists of five chapters. Chapter One is a literature review. Chapter Two presents the research design. Chapter Three describes the steps of the reading strategy training in this research. Chapter Four compares the results from the pretest with those from the posttest, analyzes the data and makes a discussion. Chapter 6 proposes some pedagogical suggestions for the practical implementation of reading strategy training in high schools.
引文
Aebersold,J.A.,& Field,M.L.(1997).From reader to reading teacher.Cambridge:Cambridge University Press.
Anderson,N J.(1999).Exploring second language heading:issues and strategies.Heinle&Heinle,a division of Thomson Learning.
Anderson,R.C.and Pearson,ED.(1984)"A Schema-Theoretic mew of Basic Processes in Reading Comprehension",in Carrell,P.L.,Devine,J.and Eskey,D.E.(eds)(1988)Interactive Approaches to Second Language Reading.Cambridge:CUP
Baker,L.,& Brown,A.L.(1984).Metacognitive skills in reading.In D.Pearson,M.Kamil,R.Barr,& P.Mosenthal(Eds.),Handbook of Reading Research:353-394.New York:Longman.
Barnett,M..A.(1988).Reading through context:How real and perceived strategy affects L2 comprehension.The Modern Language Journal,72(2):150-162.
Barnett,M.(1989).More Than Meets the Eye:Foreign Language Reading:Theory and Practice.Englewood Cliff,NJ:Prentice Hall Regents.
Block,E.(1986).The comprehension strategies of second language readers.TESOL Quarterly,20:463-494.
Bruning,R.H.,Schraw,G.J.,& Ronning,R.R.(1995).Cognitive psychology and instruction.Upper Saddle River,NJ:Merrill.
Carrell,P.L.(1985)Facilitating ESL Reading by Teaching Text Structure.TESOL Quarterly,Vol.19,No.4
Carrell,P.L.,Pharis,B.G.,& Liberto,J.G.(1989).Metacognitive strategy training for ESL reading.TESOL Quarterly,20:463-494.
Carrell,P.L.(1989).Metacognitive awareness and second language reading.TESOL Quarterly,73:121-134.
Carrell,P.L.(1991).Second language reading:Reading ability or language Proficiency.Applied linguistics,12(2),159-179.
Chern,C.(2000).The whole language versus direct skill instruction debate:Perspective from L1 literacy classrooms.Papers presented at the Ninth International Symposium and Book Fair on English Teaching.Taipei:Crane.
Chu-Chang,M.(1981).The dependency relation between oral language and reading in bilingual children.Journal of Education,163(1),30-55.
Clarke,M.A.(1978).The short circuit hypothesis of ESL reading-or when language competence interferes with reading performance.Modern Language Journal,64(2),203-209.
Cooper,J.D.(1997).Literacy:Helping children construct meaning.Boston:Houghtin Mifflin Company.
Cziko,G.A.(1978).Difference in first and second language reading:the use of syntactic,semantic and discourse constraints.The Canadian Modern Language Review,34,473-489.
Davis,J.N.,& Bistodeau,L.(1993).How do L1 and L2 reading differ?Evidence from think aloud protocols.The Modern Language Journal,77(4):459-471.
Devine,J.(1993).The role of metacognition in second language reading and writing.In G.Joan and L.I.Carson(Eds.),Reading in the composition classroom,second language perspective:105-130.Boston:Heinle and Heinle Publishers.
Duffy,G.(1993).Rethinking Strategy instruction:Four teachers' development and their low achievers' understandings The Elementary School Journal 93,231-247
Flavell,J.H.(1981).Cognitive monitoring.In W.P.Dickson(Ed.),Children's oral communication skills(Pp.35-60).New York:Academic Press.
Gagne,E.D.(1985).The cognitive psychology of school learning.Boston,Mass.:Little,Brown.
Hall,W.S.(1989).Reading comprehension.American Psychologist,44,157-161
Heibert,E.H.,& Raphael,T.E.(1996).Handbook of educational psychology.New York:Macmillan.
Hosenfeld,C.(1977).A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners.System 5:110-123.
Hudson,T.(1982).The effects of induced schemata on the "short circuit"in L2 reading:non-decoding factors in L2 reading and performance.Language Learning,32(1),3-31.
Ikeno,Osamu.(1998).Assessing the nature of L1 and L2 readers' text structure predictions.JACET Bulletin,29,pp.65-81。
Janzen,J.(1996).Teaching Strategic Reading,TESOL Journal,Autumn.
Janzen,J.,and Fredericka,L.S.(1998).Integrating strategic reading into L2 instruction.Reading in a Foreign Language,12(1):251-267
Jimenez,R.T.,Garcia,G.E.&Pearson,P.D.(1995).Three children,two languages,and strategic reading:Case studies in bilingual /monolingual reading.American Educational Research Journal,32(1),67-97.
Just,M.A.& Carpenter,P.A.(1980).A theory of reading:From eye fixation to comprehension.Psychological Review,87,329-354.
Kamil,M.L.(draft).Reading to learn:The challenge of Adolescent literacy,Stanford University:26.
Kamhi,A.,Catts,H.,mauer,D.,Apel,K.,Gentry,B.(1988).Phonological and spatial processing abilities in language and reading impaired children.Journal of Speech and Hearing Disorders,53,316-327.
Kern,R.G.(1988).The Role of Comprehension Strategies in Foreign Language Reading.University of California,Berkeley
Laufer,B.& Sim,D.(1985).Measuring and Explaining the Reading Threshold Needed for English for Academic Purpose Texts.Foreign Language Annals,18(5),405-11
Lee,J.,& Schallert,D.L.(1997).The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance.TESOL Quarterly 31(4),pp.713-739.
Liberman,A.(1992).The relation of speech to reading and writing.New York:Elsevier/North-Holland.
Maria,K.(1990).Reading comprehension instruction:Issues and strategies.Parkton MD:York Press.
McKenna,M.C.,Robinson,R.D.,Miller,J.W.(1990).Whole Language:A Research Agenda for the Nineties.Educational Researcher,19(8).
Padron,Y N.& Waxman,H.C.(1988).The Effect of ESL Students'Perception of Their Cognitive on Reading Achievement.TESOL Quarterly.22(1),146-50
Pearson,P.D.,& Fielding,L.(1991).Comprehension instruction.In R.Barr,M.Kamil,P.Mosenthal,& P.Pearson(Eds.),Handbook of reading research(pp.815—860).White Plains,NY:Longman.
Reutzel,D.R.,& Cooter,R.B.(1996).Teaching children to read. Englewood Cliffs,NJ:Prentice-Hall,Inc
Shrum,J.& Glisan,E.(1994).Teacher's handbook:contextualized language instruction.America:Heinle & heibIe.
Vigil,V.(1987).Authentic texts in the college-level Spanish I class as the primary vehicle of instruction.Unpublished doctoral dissertation,University of Texas at Austin.
Weaver,C.(1994).Reading process and practice:From sociopsycholinguistics to whole language(2nd ed.).Portsmouth,NH:Heinemann.
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Anderson,N J.(1999).Exploring second language heading:issues and strategies.Heinle&Heinle,a division of Thomson Learning.
Anderson,R.C.and Pearson,ED.(1984)"A Schema-Theoretic mew of Basic Processes in Reading Comprehension",in Carrell,P.L.,Devine,J.and Eskey,D.E.(eds)(1988)Interactive Approaches to Second Language Reading.Cambridge:CUP
Baker,L.,& Brown,A.L.(1984).Metacognitive skills in reading.In D.Pearson,M.Kamil,R.Barr,& P.Mosenthal(Eds.),Handbook of Reading Research:353-394.New York:Longman.
Barnett,M..A.(1988).Reading through context:How real and perceived strategy affects L2 comprehension.The Modern Language Journal,72(2):150-162.
Barnett,M.(1989).More Than Meets the Eye:Foreign Language Reading:Theory and Practice.Englewood Cliff,NJ:Prentice Hall Regents.
Block,E.(1986).The comprehension strategies of second language readers.TESOL Quarterly,20:463-494.
Bruning,R.H.,Schraw,G.J.,& Ronning,R.R.(1995).Cognitive psychology and instruction.Upper Saddle River,NJ:Merrill.
Carrell,P.L.(1985)Facilitating ESL Reading by Teaching Text Structure.TESOL Quarterly,Vol.19,No.4
Carrell,P.L.,Pharis,B.G.,& Liberto,J.G.(1989).Metacognitive strategy training for ESL reading.TESOL Quarterly,20:463-494.
Carrell,P.L.(1989).Metacognitive awareness and second language reading.TESOL Quarterly,73:121-134.
Carrell,P.L.(1991).Second language reading:Reading ability or language Proficiency.Applied linguistics,12(2),159-179.
Chern,C.(2000).The whole language versus direct skill instruction debate:Perspective from L1 literacy classrooms.Papers presented at the Ninth International Symposium and Book Fair on English Teaching.Taipei:Crane.
Chu-Chang,M.(1981).The dependency relation between oral language and reading in bilingual children.Journal of Education,163(1),30-55.
Clarke,M.A.(1978).The short circuit hypothesis of ESL reading-or when language competence interferes with reading performance.Modern Language Journal,64(2),203-209.
Cooper,J.D.(1997).Literacy:Helping children construct meaning.Boston:Houghtin Mifflin Company.
Cziko,G.A.(1978).Difference in first and second language reading:the use of syntactic,semantic and discourse constraints.The Canadian Modern Language Review,34,473-489.
Davis,J.N.,& Bistodeau,L.(1993).How do L1 and L2 reading differ?Evidence from think aloud protocols.The Modern Language Journal,77(4):459-471.
Devine,J.(1993).The role of metacognition in second language reading and writing.In G.Joan and L.I.Carson(Eds.),Reading in the composition classroom,second language perspective:105-130.Boston:Heinle and Heinle Publishers.
Duffy,G.(1993).Rethinking Strategy instruction:Four teachers' development and their low achievers' understandings The Elementary School Journal 93,231-247
Flavell,J.H.(1981).Cognitive monitoring.In W.P.Dickson(Ed.),Children's oral communication skills(Pp.35-60).New York:Academic Press.
Gagne,E.D.(1985).The cognitive psychology of school learning.Boston,Mass.:Little,Brown.
Hall,W.S.(1989).Reading comprehension.American Psychologist,44,157-161
Heibert,E.H.,& Raphael,T.E.(1996).Handbook of educational psychology.New York:Macmillan.
Hosenfeld,C.(1977).A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners.System 5:110-123.
Hudson,T.(1982).The effects of induced schemata on the "short circuit"in L2 reading:non-decoding factors in L2 reading and performance.Language Learning,32(1),3-31.
Ikeno,Osamu.(1998).Assessing the nature of L1 and L2 readers' text structure predictions.JACET Bulletin,29,pp.65-81。
Janzen,J.(1996).Teaching Strategic Reading,TESOL Journal,Autumn.
Janzen,J.,and Fredericka,L.S.(1998).Integrating strategic reading into L2 instruction.Reading in a Foreign Language,12(1):251-267
Jimenez,R.T.,Garcia,G.E.&Pearson,P.D.(1995).Three children,two languages,and strategic reading:Case studies in bilingual /monolingual reading.American Educational Research Journal,32(1),67-97.
Just,M.A.& Carpenter,P.A.(1980).A theory of reading:From eye fixation to comprehension.Psychological Review,87,329-354.
Kamil,M.L.(draft).Reading to learn:The challenge of Adolescent literacy,Stanford University:26.
Kamhi,A.,Catts,H.,mauer,D.,Apel,K.,Gentry,B.(1988).Phonological and spatial processing abilities in language and reading impaired children.Journal of Speech and Hearing Disorders,53,316-327.
Kern,R.G.(1988).The Role of Comprehension Strategies in Foreign Language Reading.University of California,Berkeley
Laufer,B.& Sim,D.(1985).Measuring and Explaining the Reading Threshold Needed for English for Academic Purpose Texts.Foreign Language Annals,18(5),405-11
Lee,J.,& Schallert,D.L.(1997).The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance.TESOL Quarterly 31(4),pp.713-739.
Liberman,A.(1992).The relation of speech to reading and writing.New York:Elsevier/North-Holland.
Maria,K.(1990).Reading comprehension instruction:Issues and strategies.Parkton MD:York Press.
McKenna,M.C.,Robinson,R.D.,Miller,J.W.(1990).Whole Language:A Research Agenda for the Nineties.Educational Researcher,19(8).
Padron,Y N.& Waxman,H.C.(1988).The Effect of ESL Students'Perception of Their Cognitive on Reading Achievement.TESOL Quarterly.22(1),146-50
Pearson,P.D.,& Fielding,L.(1991).Comprehension instruction.In R.Barr,M.Kamil,P.Mosenthal,& P.Pearson(Eds.),Handbook of reading research(pp.815—860).White Plains,NY:Longman.
Reutzel,D.R.,& Cooter,R.B.(1996).Teaching children to read. Englewood Cliffs,NJ:Prentice-Hall,Inc
Shrum,J.& Glisan,E.(1994).Teacher's handbook:contextualized language instruction.America:Heinle & heibIe.
Vigil,V.(1987).Authentic texts in the college-level Spanish I class as the primary vehicle of instruction.Unpublished doctoral dissertation,University of Texas at Austin.
Weaver,C.(1994).Reading process and practice:From sociopsycholinguistics to whole language(2nd ed.).Portsmouth,NH:Heinemann.
陈莉萍.策略培训与外语教学[M].南京:河海大学出版社,2004.
杜萍.高中英语阅读策略与教学方法的研究[J].中小学外语教学,2002,(4).
段慧.高中生英语阅读策略运用现状调查[J].安徽电子信息职业技术学院学报,2006,(6).
何广铿.英语教学研究[M].广州:广东高等教育出版社,2002.
胡春洞,王才仁.英语阅读论.南宁:广西教育出版社,1998
纪康丽.外语学习中认知策略的培训[J],外语界,2002,(3),20-26
贾冠杰.外语教育心理学.南宁:广西教育出版社,1996
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