高中英语阅读策略训练有效性的实证研究
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摘要
随着经济活动全球化的不断加深和我国教育国际化的逐渐推进,新时期对外语教学提出了更高的要求。为了满足时代发展的要求,将学生培养成符合社会需求的实用型人才,我国积极推行基础教育课程改革,颁布了新的教学大纲和课程标准.该标准强调应进一步提高学生阅读水平,训练阅读技能和技巧,提高学生获取知识和运用英语的能力。
所以,通过实证研究证实英语阅读策略训练是否符合学生的需求,是否能有效地提高学生的英语阅读能力,对于提高英语教学效率,促进英语教学改革,培养学生的可持续性发展能力都有着重要的现实意义。
本论文以图式理论、输入假设及情感过滤假设为理论基础,根据学生现有阅读策略的情况以及高考阅读试题考察点,对四种阅读策略(略读,寻读,推测词意和推理判断)训练效果进行了实证研究。在实验中笔者选择了所在学校的高三两个平行班为实验对象,其中一个班利用传统的教学模式,另一个班实施了十二周的阅读策略指导与训练。并以阅读测试、学生访淡和问卷调查为工具,运用定量和定性的研究方法,分析了策略训练对高中生阅读能力的影响。
实验结果显示阅读策略教学和训练能有效地提高学生的整体阅读水平,其中阅读水平较低的学生提高最明显。通过四种策略训练后,学生除了查找具体细节的能力提高不明显外,学生们综合推理、查找文章大意和推测词意的能力都大大提高了。
Along with the deepening of the globalization of the economic activities and the gradual promotion of the internationalization of the education in our country, the new age has put a higher demand for foreign language teaching.
In order to meet the demand required by the development of the times and develop the students into practical talents who will meet the needs of society in the future, our country is carrying out actively the basic education curriculum reform. The new curriculum standard and the new syllabus have been promulgated, and the new curriculum standard stresses that the most important thing is to further improve students' reading abilities and skills.
Therefore, by means of an empirical study, to confirm whether English reading strategy training meets the senior students need, whether English strategy training helps to improve the students' reading ability effectively is of great practical significance for the students' sustainable development as well as for the improvement of English teaching efficiency and promotion of English teaching reform. This thesis is based on the schema theory and the input hypothesis and the affective filter hypothesis. According to the demand of the new curriculum standard, the characteristic of reading comprehension questions in NMET and the research about the students' strategies use, this study focuses on the effects of training of four strategies. The study investigates the effects of training on Chinese Senior Students' reading ability by means of analyzing test results and the questionnaire and student interview by employing the quantitative approach and qualitative approach.
The experiment is carried out between the author's two parallel classes in senior three. Class 1 is chosen as the experimental group , and Class 2 is the control group .The experimental group has reading strategies teaching and training, while the control group receives the traditional teaching.
Results show that English reading strategy training improves senior students' reading effectively. It has different effectiveness for students of different levels. The less able students benefit more from the training than the more able students. And the strategy teaching has different effects on students' ability to answer the four kinds of reading comprehension questions. It greatly enhances the students' ability to grasp the main ideas of texts, make global inferences and make lexical inferences, while the ability to look for facts or details is not directly affected by the experiment.
所以,通过实证研究证实英语阅读策略训练是否符合学生的需求,是否能有效地提高学生的英语阅读能力,对于提高英语教学效率,促进英语教学改革,培养学生的可持续性发展能力都有着重要的现实意义。
本论文以图式理论、输入假设及情感过滤假设为理论基础,根据学生现有阅读策略的情况以及高考阅读试题考察点,对四种阅读策略(略读,寻读,推测词意和推理判断)训练效果进行了实证研究。在实验中笔者选择了所在学校的高三两个平行班为实验对象,其中一个班利用传统的教学模式,另一个班实施了十二周的阅读策略指导与训练。并以阅读测试、学生访淡和问卷调查为工具,运用定量和定性的研究方法,分析了策略训练对高中生阅读能力的影响。
实验结果显示阅读策略教学和训练能有效地提高学生的整体阅读水平,其中阅读水平较低的学生提高最明显。通过四种策略训练后,学生除了查找具体细节的能力提高不明显外,学生们综合推理、查找文章大意和推测词意的能力都大大提高了。
Along with the deepening of the globalization of the economic activities and the gradual promotion of the internationalization of the education in our country, the new age has put a higher demand for foreign language teaching.
In order to meet the demand required by the development of the times and develop the students into practical talents who will meet the needs of society in the future, our country is carrying out actively the basic education curriculum reform. The new curriculum standard and the new syllabus have been promulgated, and the new curriculum standard stresses that the most important thing is to further improve students' reading abilities and skills.
Therefore, by means of an empirical study, to confirm whether English reading strategy training meets the senior students need, whether English strategy training helps to improve the students' reading ability effectively is of great practical significance for the students' sustainable development as well as for the improvement of English teaching efficiency and promotion of English teaching reform. This thesis is based on the schema theory and the input hypothesis and the affective filter hypothesis. According to the demand of the new curriculum standard, the characteristic of reading comprehension questions in NMET and the research about the students' strategies use, this study focuses on the effects of training of four strategies. The study investigates the effects of training on Chinese Senior Students' reading ability by means of analyzing test results and the questionnaire and student interview by employing the quantitative approach and qualitative approach.
The experiment is carried out between the author's two parallel classes in senior three. Class 1 is chosen as the experimental group , and Class 2 is the control group .The experimental group has reading strategies teaching and training, while the control group receives the traditional teaching.
Results show that English reading strategy training improves senior students' reading effectively. It has different effectiveness for students of different levels. The less able students benefit more from the training than the more able students. And the strategy teaching has different effects on students' ability to answer the four kinds of reading comprehension questions. It greatly enhances the students' ability to grasp the main ideas of texts, make global inferences and make lexical inferences, while the ability to look for facts or details is not directly affected by the experiment.
引文
Anderson, R .C.&P.D .Pearson.1988.A Schema-theoretic View of Basic Processes in Reading Comprehension. [ M ] New York: Longma
Blake,A .(1989).College Reading Skills(second edition). [ M ]Englewood Cliff, N J: Prentice Hall Regents
Cohen, A.D.1999.Strategies in Learning and Using a Second Language. [ M ] Beijing: Foreign Language Teaching and Research Press.
Christine Nuttall.2002. Teaching Reading Skills in a Foreign Language [ M ]Shanghai: Shanghai Foreign Education Press
Carrell, PL, B.G Pharis&J.C. Liberto, 1989. Meta cognitive strategy training for ESL reading. [ M ]TESOL Quarterly, 2 3:6 47-678
Ellis,R.1999. Understand Second Language Acquisition. [ M]Oxford: Oxford University Press
Goodman,K 1967.Reading: A psycholinguistic guessing game, [J]Jounal of the Reading Specialist 6:126-135
Halliday,M.& R. Hasan ,1976. Cohesion in English, Longman Group Limited
Johnson.K.&Johnson, H.1995.A Handbook for Language Teaching[M] NY: Blackwell Publisher
Jeremy Harmer,2000. How to Teach English [M] Foreign Language Teaching and Research Press.
Jack C. Richards & Theodore S. Rodgers,1986. Approaches and Methods in Language Teaching[ M ] Cambridge University Press.
Jack C. Richards & David Nunanl,1990. Second Language Teacher Education: Cambridge University Press.
Krashen,S. ,1982 Principles and Practice in Second Language Acquisition [M] .London: Oxford:Perganmon
O'Mally,J.M.& Chamot, A.U.1990.Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R.L.1990.Language Learning Strategies: What Every Teacher should Know. Newbury House: New York.
Robin C. Scarcella & Rebecca L.Oxford, 2001. The Tapestry of Language Learning: Thomson Learning.
Robert Wood, 1993. Assessment and Teaching: A Survey of Research: Cambridge University Press.
Song , M.1998. Teaching Reading Strategies in an Ongoing EFL University Reading Classroom[J].Asian Journal of English Language Teaching8:45-54
Timothy BJay,2004. The Psychology of Language [M] Peking University Press.
V. Nattinger & DeCarrico 1992. Lexical Phrases and Language Teaching [ M ] .Oxford : Oxford University Press.
Vivian Cook,2000. Linguistics and Second Language Acquisition: Foreign Language Teaching and Research Press & Macmillan Publishers Ltd
William Littlewood,1981. Communicative Language Teaching [ M ]Cambridge University Press.
Weinstein,C&Underwood,M1985.LearningStrategies. London .Lawrence Erlbau Associate
Wu Haiyan, 1999. Developing Learners' Reading Strategies in English Classes, Journal of Inner Mongolia University ( Philosophy & Social Science),Vol.28 No.6
黄建军,高考英语阅读理解的命题特点分析及解题思路,《中小学英语教学与究》,第4期,第44-46页,61-6页
韩宝成,2000,《外语教学科研中的统计方法》,外语教学。
教育部考试中心,《普通高等学校招生全国统一考试,英语学科考试说明》。
刘丹丹,2002,中国英语学习者的阅读策略研究[J],外语界
沈正南:高中学生英语阅读能力现状分析与对策《中小学外语教学》,2005年第2期,第6页。
文秋芳.英语学习策略论[M].上海:上海外语出版社,1996.
文秋芳,英语成功者与不成功者在学习方法上的差异,《外语教学与研究》,第3期,第19-22页。
杨红霞,2004年6月图式理论对阅读教学的启示[J],《中小学英语学与研究》
杨阳、彭锦绣,2004年第6期。关于中学生英语阅读课程现状的调查报告[J]《中小学外语教学》
应惠兰、徐慧芳,2001年5月。以学习者为中心的阅读材料选择[J],《外语教学与研究》
中华人民共和国教育部:2000年,第9页《全日制普通高级中学英语教学大纲(试验修订版)》,北京:人民教育出版社,
Blake,A .(1989).College Reading Skills(second edition). [ M ]Englewood Cliff, N J: Prentice Hall Regents
Cohen, A.D.1999.Strategies in Learning and Using a Second Language. [ M ] Beijing: Foreign Language Teaching and Research Press.
Christine Nuttall.2002. Teaching Reading Skills in a Foreign Language [ M ]Shanghai: Shanghai Foreign Education Press
Carrell, PL, B.G Pharis&J.C. Liberto, 1989. Meta cognitive strategy training for ESL reading. [ M ]TESOL Quarterly, 2 3:6 47-678
Ellis,R.1999. Understand Second Language Acquisition. [ M]Oxford: Oxford University Press
Goodman,K 1967.Reading: A psycholinguistic guessing game, [J]Jounal of the Reading Specialist 6:126-135
Halliday,M.& R. Hasan ,1976. Cohesion in English, Longman Group Limited
Johnson.K.&Johnson, H.1995.A Handbook for Language Teaching[M] NY: Blackwell Publisher
Jeremy Harmer,2000. How to Teach English [M] Foreign Language Teaching and Research Press.
Jack C. Richards & Theodore S. Rodgers,1986. Approaches and Methods in Language Teaching[ M ] Cambridge University Press.
Jack C. Richards & David Nunanl,1990. Second Language Teacher Education: Cambridge University Press.
Krashen,S. ,1982 Principles and Practice in Second Language Acquisition [M] .London: Oxford:Perganmon
O'Mally,J.M.& Chamot, A.U.1990.Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R.L.1990.Language Learning Strategies: What Every Teacher should Know. Newbury House: New York.
Robin C. Scarcella & Rebecca L.Oxford, 2001. The Tapestry of Language Learning: Thomson Learning.
Robert Wood, 1993. Assessment and Teaching: A Survey of Research: Cambridge University Press.
Song , M.1998. Teaching Reading Strategies in an Ongoing EFL University Reading Classroom[J].Asian Journal of English Language Teaching8:45-54
Timothy BJay,2004. The Psychology of Language [M] Peking University Press.
V. Nattinger & DeCarrico 1992. Lexical Phrases and Language Teaching [ M ] .Oxford : Oxford University Press.
Vivian Cook,2000. Linguistics and Second Language Acquisition: Foreign Language Teaching and Research Press & Macmillan Publishers Ltd
William Littlewood,1981. Communicative Language Teaching [ M ]Cambridge University Press.
Weinstein,C&Underwood,M1985.LearningStrategies. London .Lawrence Erlbau Associate
Wu Haiyan, 1999. Developing Learners' Reading Strategies in English Classes, Journal of Inner Mongolia University ( Philosophy & Social Science),Vol.28 No.6
黄建军,高考英语阅读理解的命题特点分析及解题思路,《中小学英语教学与究》,第4期,第44-46页,61-6页
韩宝成,2000,《外语教学科研中的统计方法》,外语教学。
教育部考试中心,《普通高等学校招生全国统一考试,英语学科考试说明》。
刘丹丹,2002,中国英语学习者的阅读策略研究[J],外语界
沈正南:高中学生英语阅读能力现状分析与对策《中小学外语教学》,2005年第2期,第6页。
文秋芳.英语学习策略论[M].上海:上海外语出版社,1996.
文秋芳,英语成功者与不成功者在学习方法上的差异,《外语教学与研究》,第3期,第19-22页。
杨红霞,2004年6月图式理论对阅读教学的启示[J],《中小学英语学与研究》
杨阳、彭锦绣,2004年第6期。关于中学生英语阅读课程现状的调查报告[J]《中小学外语教学》
应惠兰、徐慧芳,2001年5月。以学习者为中心的阅读材料选择[J],《外语教学与研究》
中华人民共和国教育部:2000年,第9页《全日制普通高级中学英语教学大纲(试验修订版)》,北京:人民教育出版社,