中学生英语学习阅读策略的研究
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摘要
阅读是语言学习的主要目的和途径。阅读策略是指语言学习者在阅读过程中为提高阅读理解水平所使用的学习策略,它不仅包括阅读过程中的一些技巧,还包括阅读者为了达到预期目的采取的有选择性和控制性的行为。近年来,英语阅读策略的研究受到了越来越多的重视。随着阅读研究的深入,阅读策略的内容也不断丰富。研究者普遍认为:阅读策略的使用反映了阅读者在阅读过程中是否进行了积极参与以及为了实现阅读任务所使用的具体方法。阅读策略的研究对第二语言学习与教学具有重要的意义。本研究从认知理论的角度出发,借助不同水平学生对比的实验方法探讨中学生在外语学习过程中通过阅读策略训练所反映的特点。作者试图回答以下问题:
1、中学生通过阅读策略训练能否提高阅读水平?
2、有效的阅读策略训练和学生的阅读水平之间有何关系?
3、阅读策略训练对阅读理解中哪些题目影响较大?
本研究对江苏省东海县高级中学的50名学生,根据阅读水平分三组,进行前测和后测,用SPASS软件对调查结果进行统计分析,得出不同阅读水平的学生在阅读策略训练后所反映的平均值与方差。为了进一步证实三组被试在策略训练后有哪些显著差异,本文采用独立样本T检验对前测和后测进行了分析。本研究采用的“概述”“询问”“明了”“预测”是按照Brown和Palincsar(1984)对策略的划分,再结合本文调查的实际情况而确定的。本研究结果如下:
1、三组被试学生在经过阅读策略训练后,学生阅读水平都有提高;
2、三组被试学生在经过有效的阅读策略训练后,阅读能力随阅读水平的变化而变化,其中低水平的学生提高最快,接着是中等水平的,最后是高水平的。
3、三组学生在经过阅读策略训练后,对大意、推理之类的信息提高很快,而对细节一类的题目无明显提高。
本文期望结果能为中学英语阅读教学提供一些有用的数据和信息,井
为阅读策略的进一步研究打卜一定的基础。
本论文共分为沂章:
第一章:提出研究问题,指出本研究的理论意义及实践意义。
第二章:论述阅读策略研究的理论基础,指出语言策略研究和语言认
知理论的关系。
第三章:回顾国内外有关阅读策略及阅读模式的研究成果,进一步阐
述本研究的作用。
第四章:实验部分。阐述实验对象、实验方法、实验步骤和实验手段
等,并对实验结果进行分析讨论。
第五章:总结。对本领域今后的教学,研究方向提出建设性的建议。
关键词:第二语一言阅读语一言学习策略阅读理解阅读策略
Reading is the most important purpose and also the most important means of language learning. Reading strategies refer to strategies used by language learners aiming to improve their reading comprehension, which not only deal with some certain reading skills but also the selecting and controlling activities of carrying out a certain reading aim. In recent years, more and more researchers have been done in this field . It is thought that the strategy use matters much with the reading effects. Thus research on reading strategies is of great importance in language learning. The present study intends to investigate reading strategies employed by the Chinese high school students who learn English as a second language from a cognitive perspective. The author attempts to find out the difference in reading strategies among the different level students after they have finished their reading strategy training .The following questions are to be answered.1. Does strategy training improve the reading ability of high school ESL learners?2. How is the effectiveness of reading strategy training related to the reading proficiency of the students?3. Which kinds of reading comprehension are affected by reading strategy training?The study was carried out in Donghai Senior Middle School in Jiangsu Province. 50 students (24 boys and 26 girls) were chosen as subjects who were divided into three groups according to their reading proficiency in English. In this study, a reading proficiency pre-test and post-test were given to the students.
Computer program SPSS and T test were utilized to investigate if there were significant differences after their reading strategy training ,And the major findings of the present study are :1. Reading strategy training plays an important role in EFL reading.2. The effectiveness of the strategy training varies with the students' reading proficiency; Especially the low proficiency group improves the most, followed by the intermediate proficiency group and the high proficiency group.3. Reading strategy training can improve students' performance on some kinds of reading comprehension questions.The present study aims to offer some valuable datas and information for the high school English teaching and also do some basic work for the future research of reading strategies.This thesis is composed of the following five chapters. Chapter one is an introduction, which gives a brief account of the reasons why this research was done and points out the necessity and validity of carrying out this present research. Chapter two mainly builds up the theoretical position of language learning strategies from the view of language earning theories and its goals. In this part author points out that language learning is a process of interactive use of declarative and procedural knowledge and a processes of solving problems. Chapter three provides a detailed discussion about models of second language reading. Then it illustrates the factors influencing L2 reading proficiency. Finally, some previous studies on use of reading strategies are also stated. Chapter four focuses on the course of the present study. The author introduces the study methods, the subject selection, the data collection, the procedure and describes the results of the study and the analysis of the results. The last chapter of this thesis
concludes the research and gives some advice to the teachers on how to improve the students' reading ability further as well as some advice on the future research in this field.
1、中学生通过阅读策略训练能否提高阅读水平?
2、有效的阅读策略训练和学生的阅读水平之间有何关系?
3、阅读策略训练对阅读理解中哪些题目影响较大?
本研究对江苏省东海县高级中学的50名学生,根据阅读水平分三组,进行前测和后测,用SPASS软件对调查结果进行统计分析,得出不同阅读水平的学生在阅读策略训练后所反映的平均值与方差。为了进一步证实三组被试在策略训练后有哪些显著差异,本文采用独立样本T检验对前测和后测进行了分析。本研究采用的“概述”“询问”“明了”“预测”是按照Brown和Palincsar(1984)对策略的划分,再结合本文调查的实际情况而确定的。本研究结果如下:
1、三组被试学生在经过阅读策略训练后,学生阅读水平都有提高;
2、三组被试学生在经过有效的阅读策略训练后,阅读能力随阅读水平的变化而变化,其中低水平的学生提高最快,接着是中等水平的,最后是高水平的。
3、三组学生在经过阅读策略训练后,对大意、推理之类的信息提高很快,而对细节一类的题目无明显提高。
本文期望结果能为中学英语阅读教学提供一些有用的数据和信息,井
为阅读策略的进一步研究打卜一定的基础。
本论文共分为沂章:
第一章:提出研究问题,指出本研究的理论意义及实践意义。
第二章:论述阅读策略研究的理论基础,指出语言策略研究和语言认
知理论的关系。
第三章:回顾国内外有关阅读策略及阅读模式的研究成果,进一步阐
述本研究的作用。
第四章:实验部分。阐述实验对象、实验方法、实验步骤和实验手段
等,并对实验结果进行分析讨论。
第五章:总结。对本领域今后的教学,研究方向提出建设性的建议。
关键词:第二语一言阅读语一言学习策略阅读理解阅读策略
Reading is the most important purpose and also the most important means of language learning. Reading strategies refer to strategies used by language learners aiming to improve their reading comprehension, which not only deal with some certain reading skills but also the selecting and controlling activities of carrying out a certain reading aim. In recent years, more and more researchers have been done in this field . It is thought that the strategy use matters much with the reading effects. Thus research on reading strategies is of great importance in language learning. The present study intends to investigate reading strategies employed by the Chinese high school students who learn English as a second language from a cognitive perspective. The author attempts to find out the difference in reading strategies among the different level students after they have finished their reading strategy training .The following questions are to be answered.1. Does strategy training improve the reading ability of high school ESL learners?2. How is the effectiveness of reading strategy training related to the reading proficiency of the students?3. Which kinds of reading comprehension are affected by reading strategy training?The study was carried out in Donghai Senior Middle School in Jiangsu Province. 50 students (24 boys and 26 girls) were chosen as subjects who were divided into three groups according to their reading proficiency in English. In this study, a reading proficiency pre-test and post-test were given to the students.
Computer program SPSS and T test were utilized to investigate if there were significant differences after their reading strategy training ,And the major findings of the present study are :1. Reading strategy training plays an important role in EFL reading.2. The effectiveness of the strategy training varies with the students' reading proficiency; Especially the low proficiency group improves the most, followed by the intermediate proficiency group and the high proficiency group.3. Reading strategy training can improve students' performance on some kinds of reading comprehension questions.The present study aims to offer some valuable datas and information for the high school English teaching and also do some basic work for the future research of reading strategies.This thesis is composed of the following five chapters. Chapter one is an introduction, which gives a brief account of the reasons why this research was done and points out the necessity and validity of carrying out this present research. Chapter two mainly builds up the theoretical position of language learning strategies from the view of language earning theories and its goals. In this part author points out that language learning is a process of interactive use of declarative and procedural knowledge and a processes of solving problems. Chapter three provides a detailed discussion about models of second language reading. Then it illustrates the factors influencing L2 reading proficiency. Finally, some previous studies on use of reading strategies are also stated. Chapter four focuses on the course of the present study. The author introduces the study methods, the subject selection, the data collection, the procedure and describes the results of the study and the analysis of the results. The last chapter of this thesis
concludes the research and gives some advice to the teachers on how to improve the students' reading ability further as well as some advice on the future research in this field.
引文
1. Aebersold, J. A & Field, M, L (1997). From reader to reading teacher.New York: Cambridge University Press
2. Anderson, Nell J. (1991) " Individual differences in strategy use in SL reading and testing" . The Modern Language Journal, 75, 460—475
3. Baker, L. , &Brown, A. (1984). "Met acognitive skills and reading".In D. P. Pearson (Ed. ), Handbook of reading research (pp. 353-394). New York: Longman.
4. Barnett, M. A. (1988). "Reading through context: How real and perceived strategies use affects L2 comprehension" . Modern Language Journal, 72, 150-162.
5. Bereiter, C., & Bird, M. (1985). " Use of thinking aloud in identification and teaching of reading comprehension strategies" . Cognition and Instruction, 2, 131-156.
6. Block, E. (1986). " The comprehension strategies of second language readers" . TESOL Quarterly, 20, 163-494.
7. Block, E. (1992). " See how they read: Comprehension monitoring of L1 and L2 readers" . TESOL Quarterly, 26, 319-342.
8. Brown, A., & Palincsar, A. (1984). " Reciprocal teaching of comprehension-fostering and comprehension monitoring activities". Cognition and Instruction, 1(2), 117-175.
9. Brown, A., & Palincsar, A. (1989). "Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction" , Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum.
10. Carrell, P. L. (1985). " Facilitating ESL reading by teaching text Structure" . TESOL Quarterly, 19, 727-752.
11. Carrel, P. L (1989). " Metacognitive awareness and second language reading" . TESOL Quarterly, 73(2),121—134
12. Clarke, M, A, (1979) (1980) " Language Learning" ,29(1), 12-150:Modern Language Journal, 64 (2), 203—208
13. Coady, J(1979). "A psycholinguistic model of the ESL reader" . In R. Mackay. B. Barkman , &R.R (Eds), Reading in a second language. Rowley, MA: Newbury House.
14. Cohen A. D1996, " Verbal reports as source of insights into second language learner strategics" Applied Language Learning
15. Cook W. 1993. Linguistics and second language acquisition United Kingdom: Macmillan Publishers Lted
16. Dansereau, D. (1985). Learning strategy research. In J. Segal & S. Chipman (Eds.), Thinking and learning skills. London: Lawrence Erlbaum Associates.
17. Davis,J. N(1986) "Effects of knowledge of text structure on comprehension expository prose read in a foreign language" TESOL Quarterly.
18. Devine, J (1993). "The role of metacognition in second language reading and writing" TESOL Quarterly.
19. Ellis (1997) Second Language Acquisition College of Education of Temple University, Philadelphia Press
20. Eskey, D. E (1993) " Interactive approaches to second language learning" (pp. 93-100) and (pp223—2387) TESOL Quarterly
21. Garner, R. (1980). "Monitoring of understanding: An investigation of good and poor readers' awareness of induced miscomprehension of text" . Journal of Reading Behavior, 12, 55-63.
22. Garner, R. (1987). Metacognition and reading comprehension.Norwood, NJ: Ablex Publishing.
23. Gaskins, I. (1994). Classroom applications of cognitive science: Teaching poor readers how to learn, think and problem solve. In K. McGinley (Ed.), Classroom Lessons: Integrating cognitive theory and classroom practice (pp. 129-154). Cambridge, MA: The MIT Press. 9. GrabeW. 1991 "Current development in second language reading research" TESO quarterly 25:375—411
24. Goodman K. S (1970, 1976, 1981,) "Learning to read in different languages" (9—13) " Theoretical models and processes of reading" (497—508) Journal of Typographic Research, A, 103—110
25. Hosenfeld, C. (1977). " A preliminary investigation of the reading strategies of successful and no successful second language learners" . System, 5, 110-123.
26. Janzen, J. (1996). " Teaching strategic reading" . TESOL Journal,6(1), 6-9.
27. Jimenez, R., Garcia, G., & Pearson, P. (1995). "Three children,two languages, and strategic reading: Case studies in bilingual/monolingual reading" . American Educational Research Journal, 32, 67-97.
28. Knight, S. L., Padron, Y. N., & Waxman, H. G. (1985). " The cognitive reading strategies of ESL students" . TESOL Quarterly, 19, 789-792.
29. Kern, Richard G (1989) "SL reading strategy instruction: its effects on comprehension and word inference ability" . The Modern Language Journal, 73, 135—149
30. Koda,K(1993). "Transferred L1 strategies and L:2 syntactic structure in L2sentence comprehension" . Modern Language Journal; "Second language reading research: Problems and possibilities" . Applied Psycholinguistics.
31. Levine A, & Reves, T (19845). "The effect of background knowledge on reading comprehension of second language learners" . The Reading Teacher, 46(5), 384—393
32. Millrood R.2001 "Unsuccessful learners: in research of a neglected cornerstone" ELT Joural 55:405—409
33. O Malley, J, M and Chamot A. U 1990, Learningstrategies in second language acquisition. Cambridge University Press
34. Oxford, R. L (1993) "Research on second learning strategies" .Annual Review of Applied Linguistics, 13,175—187
35. 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.
36. Pressley, M., Beard E1-Dinary, P., & Brown, R. (1992). "Skilled and not-so-skilled reading: Good information processing and not-so-good information processing" . In M. Pressley, K., Harris & J. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 91-127). San Diego, CA: Academic Press.
37. Rubbin J. 1981 "Study of cognitive processes in second language learning " Applied Linguistics 2:1—18
38. Robinson, Gregory L, & Bruce, Merle E (2000) "Effectiveness of a metacognitive reading programme for poor readers" . Issues in Educational Research, 10 (1), 1—20
39. Sweet, Anne P, & Anderson, Richard C (1993) " Reading into the Year2000" System, 200
40. Taylor, B. P (1975) "The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL". Language Learning.
41. Weinstein, C., & Underwood, V. (1985). "Learning strategies". In J. Segal & S. Chipman (Eds.), Thinking and learning skills. London: Lawrence Erlbaum Associates.
42. Wen Q. F$ R. K> 1997> "L2 learner variables and English achievements: A study of tertiary-level English majors in China " Applied Linguistics" 18: 27-48
43. Wi-jeong Song received her master and doctoral degrees in TESOL at the State University of New York at Buffalo. She is currently a full-time lecturer in the Department of English Language and Literature at Seoul National University in Korea. Her major research areas are reading strategies and EFL college writing in her thesis Reading Strategies in Taiwan.
44. Yang Yufen(2002) Reading in a Foreign Language, Voi. 14, No. 1.
45.陈英,2001,“主体参与英语阅渎教学过程的研究”,《中小学外语教学》,第二期.
46.崔丽霞,1999,“英语阅读认知研究对教学的认识” 《内蒙古师大学报》 第四期
47.刘润清,胡壮鳞,1999,《外语教学中的科研方法》外语教学与研究出版社
48.罗少茜 2002,第二语言任务型教学评估《中小学外语教学》第三期
49.马广惠,1997,高分组与低分组学生在学习策略上差异研究,《外语界》第二期
50.王文宇,1998,“观念策略与词汇记忆”,《外语教学与研究》。
51.-文秋方,1995,“英语成功者与不成功者在学习方法上的研究”,《外语教学与研究》。
52.杨菊妃,2002,“2001年高考英语试题评析与启示”,《中小学外语教学》,第二期.
53.杨小虎,张文朋,2001,“元认知与外语阅读理解” 《中国矿大报》 (社科版)第三期
2. Anderson, Nell J. (1991) " Individual differences in strategy use in SL reading and testing" . The Modern Language Journal, 75, 460—475
3. Baker, L. , &Brown, A. (1984). "Met acognitive skills and reading".In D. P. Pearson (Ed. ), Handbook of reading research (pp. 353-394). New York: Longman.
4. Barnett, M. A. (1988). "Reading through context: How real and perceived strategies use affects L2 comprehension" . Modern Language Journal, 72, 150-162.
5. Bereiter, C., & Bird, M. (1985). " Use of thinking aloud in identification and teaching of reading comprehension strategies" . Cognition and Instruction, 2, 131-156.
6. Block, E. (1986). " The comprehension strategies of second language readers" . TESOL Quarterly, 20, 163-494.
7. Block, E. (1992). " See how they read: Comprehension monitoring of L1 and L2 readers" . TESOL Quarterly, 26, 319-342.
8. Brown, A., & Palincsar, A. (1984). " Reciprocal teaching of comprehension-fostering and comprehension monitoring activities". Cognition and Instruction, 1(2), 117-175.
9. Brown, A., & Palincsar, A. (1989). "Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction" , Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum.
10. Carrell, P. L. (1985). " Facilitating ESL reading by teaching text Structure" . TESOL Quarterly, 19, 727-752.
11. Carrel, P. L (1989). " Metacognitive awareness and second language reading" . TESOL Quarterly, 73(2),121—134
12. Clarke, M, A, (1979) (1980) " Language Learning" ,29(1), 12-150:Modern Language Journal, 64 (2), 203—208
13. Coady, J(1979). "A psycholinguistic model of the ESL reader" . In R. Mackay. B. Barkman , &R.R (Eds), Reading in a second language. Rowley, MA: Newbury House.
14. Cohen A. D1996, " Verbal reports as source of insights into second language learner strategics" Applied Language Learning
15. Cook W. 1993. Linguistics and second language acquisition United Kingdom: Macmillan Publishers Lted
16. Dansereau, D. (1985). Learning strategy research. In J. Segal & S. Chipman (Eds.), Thinking and learning skills. London: Lawrence Erlbaum Associates.
17. Davis,J. N(1986) "Effects of knowledge of text structure on comprehension expository prose read in a foreign language" TESOL Quarterly.
18. Devine, J (1993). "The role of metacognition in second language reading and writing" TESOL Quarterly.
19. Ellis (1997) Second Language Acquisition College of Education of Temple University, Philadelphia Press
20. Eskey, D. E (1993) " Interactive approaches to second language learning" (pp. 93-100) and (pp223—2387) TESOL Quarterly
21. Garner, R. (1980). "Monitoring of understanding: An investigation of good and poor readers' awareness of induced miscomprehension of text" . Journal of Reading Behavior, 12, 55-63.
22. Garner, R. (1987). Metacognition and reading comprehension.Norwood, NJ: Ablex Publishing.
23. Gaskins, I. (1994). Classroom applications of cognitive science: Teaching poor readers how to learn, think and problem solve. In K. McGinley (Ed.), Classroom Lessons: Integrating cognitive theory and classroom practice (pp. 129-154). Cambridge, MA: The MIT Press. 9. GrabeW. 1991 "Current development in second language reading research" TESO quarterly 25:375—411
24. Goodman K. S (1970, 1976, 1981,) "Learning to read in different languages" (9—13) " Theoretical models and processes of reading" (497—508) Journal of Typographic Research, A, 103—110
25. Hosenfeld, C. (1977). " A preliminary investigation of the reading strategies of successful and no successful second language learners" . System, 5, 110-123.
26. Janzen, J. (1996). " Teaching strategic reading" . TESOL Journal,6(1), 6-9.
27. Jimenez, R., Garcia, G., & Pearson, P. (1995). "Three children,two languages, and strategic reading: Case studies in bilingual/monolingual reading" . American Educational Research Journal, 32, 67-97.
28. Knight, S. L., Padron, Y. N., & Waxman, H. G. (1985). " The cognitive reading strategies of ESL students" . TESOL Quarterly, 19, 789-792.
29. Kern, Richard G (1989) "SL reading strategy instruction: its effects on comprehension and word inference ability" . The Modern Language Journal, 73, 135—149
30. Koda,K(1993). "Transferred L1 strategies and L:2 syntactic structure in L2sentence comprehension" . Modern Language Journal; "Second language reading research: Problems and possibilities" . Applied Psycholinguistics.
31. Levine A, & Reves, T (19845). "The effect of background knowledge on reading comprehension of second language learners" . The Reading Teacher, 46(5), 384—393
32. Millrood R.2001 "Unsuccessful learners: in research of a neglected cornerstone" ELT Joural 55:405—409
33. O Malley, J, M and Chamot A. U 1990, Learningstrategies in second language acquisition. Cambridge University Press
34. Oxford, R. L (1993) "Research on second learning strategies" .Annual Review of Applied Linguistics, 13,175—187
35. 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.
36. Pressley, M., Beard E1-Dinary, P., & Brown, R. (1992). "Skilled and not-so-skilled reading: Good information processing and not-so-good information processing" . In M. Pressley, K., Harris & J. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 91-127). San Diego, CA: Academic Press.
37. Rubbin J. 1981 "Study of cognitive processes in second language learning " Applied Linguistics 2:1—18
38. Robinson, Gregory L, & Bruce, Merle E (2000) "Effectiveness of a metacognitive reading programme for poor readers" . Issues in Educational Research, 10 (1), 1—20
39. Sweet, Anne P, & Anderson, Richard C (1993) " Reading into the Year2000" System, 200
40. Taylor, B. P (1975) "The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL". Language Learning.
41. Weinstein, C., & Underwood, V. (1985). "Learning strategies". In J. Segal & S. Chipman (Eds.), Thinking and learning skills. London: Lawrence Erlbaum Associates.
42. Wen Q. F$ R. K> 1997> "L2 learner variables and English achievements: A study of tertiary-level English majors in China " Applied Linguistics" 18: 27-48
43. Wi-jeong Song received her master and doctoral degrees in TESOL at the State University of New York at Buffalo. She is currently a full-time lecturer in the Department of English Language and Literature at Seoul National University in Korea. Her major research areas are reading strategies and EFL college writing in her thesis Reading Strategies in Taiwan.
44. Yang Yufen(2002) Reading in a Foreign Language, Voi. 14, No. 1.
45.陈英,2001,“主体参与英语阅渎教学过程的研究”,《中小学外语教学》,第二期.
46.崔丽霞,1999,“英语阅读认知研究对教学的认识” 《内蒙古师大学报》 第四期
47.刘润清,胡壮鳞,1999,《外语教学中的科研方法》外语教学与研究出版社
48.罗少茜 2002,第二语言任务型教学评估《中小学外语教学》第三期
49.马广惠,1997,高分组与低分组学生在学习策略上差异研究,《外语界》第二期
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