对高中英语学困生进行英语阅读策略培训的实证研究
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摘要
阅读通常被认为是四项语言技能中最重要的,因为阅读是外语学习中获得语言输入的主要方式,因此阅读教学就成了高中英语教学的重要组成部分。大量研究表明,阅读策略不仅可以提高学生的阅读理解能力,还能有效培养学生自主学习的能力。
然而,随着英语学习的推进,学生中的两极分化现象相当明显,以致于进入高中以后,部分学生开始丧失英语学习的兴趣和信心,渐渐地,他们的英语水平变得更加糟糕,最终成为高中英语学困生。
基于阅读在语言学习中占有的地位,本文作者首先通过问卷的方式,了解高一学生英语学习情况,掌握高中英语学困生的阅读习惯;然后通过高中英语阅读策略使用情况的问卷调查,找出影响英语学困生阅读能力提高的因素,并以此为基础,制订旨在帮助学困生走出困境的阅读策略培训计划和实施方案。为了检验培训方案的有效性,研究者选取了两个研究小组:实验组和对照组。实验组学生参与了为期6周的相关策略培训和阅读训练。培训结束后,实验组和对照组学生参加阅读测试。前后测数据被用来分析检验策略培训对提高英语学困生阅读能力的影响,以期找到帮助英语学困生提高英语阅读能力的有效方法。
培训结果显示:阅读策略培训在一定程度上增强了英语学困生在学习过程中的策略意识。随着学困生阅读能力的提高,他们的阅读成绩也得以提高,最终验证了研究者的课题预想:阅读策略培训总体上对学困生英语学习有积极影响。
Reading is generally believed to be the most important among the four language skills, as it is the major way of getting language input in foreign language learning. Thus the teaching of reading is regarded as one of the most important parts in senior English class . Much research has shown that reading strategies can not only improve the students' reading comprehension ability, but also help cultivate the ability of autonomic learning.
However, as the students advance with their English learning, the polarization among the students is so obvious that some of them may come to lose their interest and confidence and gradually their English becomes even poorer.
Because of the position that reading holds in language learning, the writer of this thesis first tries to get some general ideas of how Senior One students are learning English and what their reading habits are by using a questionnaire. After that, a survey on their use of reading strategies is conducted to further investigate into the factors that contribute to the development of their reading ability, the result of which is used as the basis for the planning and implementation of a reading strategy training program in an attempt to help the weak English learners out of the difficult situation. In order to test the validity of the training program, the researcher uses two groups of students as the subjects of the research: an experimental group and a control group. After 6 weeks of strategy training, a reading test is administered for both groups and data are collected and analyzed to see the effect of the training program on the experimental group in the hope of finding an effective way to help those weak English learners.
The result of this research indicates that the training program can enhance the awareness of strategies on the part of those who are poor in English. And, as the students' reading ability is improved, their reading marks are a bit higher, which, in turn, as it is presupposed by the author of this thesis, has positive effect on their English learning in general.
然而,随着英语学习的推进,学生中的两极分化现象相当明显,以致于进入高中以后,部分学生开始丧失英语学习的兴趣和信心,渐渐地,他们的英语水平变得更加糟糕,最终成为高中英语学困生。
基于阅读在语言学习中占有的地位,本文作者首先通过问卷的方式,了解高一学生英语学习情况,掌握高中英语学困生的阅读习惯;然后通过高中英语阅读策略使用情况的问卷调查,找出影响英语学困生阅读能力提高的因素,并以此为基础,制订旨在帮助学困生走出困境的阅读策略培训计划和实施方案。为了检验培训方案的有效性,研究者选取了两个研究小组:实验组和对照组。实验组学生参与了为期6周的相关策略培训和阅读训练。培训结束后,实验组和对照组学生参加阅读测试。前后测数据被用来分析检验策略培训对提高英语学困生阅读能力的影响,以期找到帮助英语学困生提高英语阅读能力的有效方法。
培训结果显示:阅读策略培训在一定程度上增强了英语学困生在学习过程中的策略意识。随着学困生阅读能力的提高,他们的阅读成绩也得以提高,最终验证了研究者的课题预想:阅读策略培训总体上对学困生英语学习有积极影响。
Reading is generally believed to be the most important among the four language skills, as it is the major way of getting language input in foreign language learning. Thus the teaching of reading is regarded as one of the most important parts in senior English class . Much research has shown that reading strategies can not only improve the students' reading comprehension ability, but also help cultivate the ability of autonomic learning.
However, as the students advance with their English learning, the polarization among the students is so obvious that some of them may come to lose their interest and confidence and gradually their English becomes even poorer.
Because of the position that reading holds in language learning, the writer of this thesis first tries to get some general ideas of how Senior One students are learning English and what their reading habits are by using a questionnaire. After that, a survey on their use of reading strategies is conducted to further investigate into the factors that contribute to the development of their reading ability, the result of which is used as the basis for the planning and implementation of a reading strategy training program in an attempt to help the weak English learners out of the difficult situation. In order to test the validity of the training program, the researcher uses two groups of students as the subjects of the research: an experimental group and a control group. After 6 weeks of strategy training, a reading test is administered for both groups and data are collected and analyzed to see the effect of the training program on the experimental group in the hope of finding an effective way to help those weak English learners.
The result of this research indicates that the training program can enhance the awareness of strategies on the part of those who are poor in English. And, as the students' reading ability is improved, their reading marks are a bit higher, which, in turn, as it is presupposed by the author of this thesis, has positive effect on their English learning in general.
引文
1.Chamot,A.The learning strategies of ESL Students[M]Englewood Cliffs,New Jersey:Prentice Hall,1987
2.Cohen,A.D.Strategies in learning and Using Second language[M]Longman;Wesley Longman Limited,1998
3.Johnson,K.& Johnson,H.Encyclopedic Dictionary of Applied Linguistics:A Handbook for Language Teaching[M]NY:Blackwell Publishers Ltd,1998
4.O'Malley,J & Chamot,A Learning strategies in second language Acqusition[M]Cambridge:Cambridge University Press,1990
5.Oxford.R.L Language Learning Strategies:What Every Teacher Should Know NY:Newberry House/Harper Collins,1990
6.Thomas M.Shea System Perspective & Anne Marie Bauer..Learners with Disabilities:A Social System Perpespective of Special Education[M]Brown & Benchmark Publishers 1994
7.Urquhart,A.H,& Weir,C.J.Reading in a Second Language:Process,Product and Practice[M]1998
8.William Grabe.Fredricka L.Stoller:Reading for Academic Purposes:Guidelines for the ESL/EFL Teacher
9.陈黛霞.试探高职英语学困生的成因及转化策略[J]哈尔滨职业技术学院学报2007.4
10.陈玉珍.高中生英语阅读策略训练的实验研究[J]商情·科学教育家 2007.11
11.初中学习困难学生教育研究课题组 初中学习困难学生教育研究报告[J]普教研究1996.2
12.杜旭玲.英语学困生的成因及对策[J]基础英语教育2006.8
13.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报
14.段自力.英语专业学生课外阅读策略调查与后摄自主课外阅读[J]外语界2006.03
15.方燕玲.阅读策略对高中生英语阅读理解的影响(华中师范大学网络出版2007.8)
16.耿礼彦.如何在外语教学中训练学生的元认知策略运用能力 www.24en.com
17.侯磊.试论英语学习中差生形成原因及转化策略[J]山东教育科研 1994.2
18.胡春洞,王才仁.英语教学交际论[M]广西教育出版社
19.胡严.对中学英语阅读教学的两点思考--浅谈阅读习惯及初高中阅读衔接[J]外语教研2006.6
20.惠亚玲.外语学习者语法水平对阅读理解能力的影响[J]西安外国语学院学报 2006.03
21.李广凤.浅谈外语教学中学生非智力因素的培养[J]教育理论与实践
22.李洪元等,《后进生的心理特点与教育》 1987
23.李梅英.阅读策略与英语阅读教学[J]山东师大外国语学院学报2002
24.李胜英.中职学困生学习心理障碍的表现、成因及对策[J]内蒙古师范大学学报2006.9
25.林勇强.学困生的心理特征及教育对策[J]广西教育学院学报增刊2004.5
26.刘丹丹.中国英语学习者的阅读策略研究[J]外语界 2002.6
27.刘亦春.学习成功者与不成功者使用英语阅读策略差异的研究[J]国外外语教学2000.3
28.路群.高职非专业英语阅读策略调查与分析[J]科学咨询(教育科研)2007.9
29.孟悦.大学英语阅读策略训练的实验研究[J]外语与外语教学2004.2
30.宁艳玲.学困生成因分析与对策研究初探[J]沧州师范专科学校学报 1999.7
31.浅谈新课标下高中英语“学困生”的成因及对策枫叶教育网(www.fyeedu.net)
32.苏仁平,郭春蕾.英语学困生的成因及其对策研究[J]文科教学探索2007.02
33.孙红.重点高中英语学习后进生成因调查及其思考(南京师范大学硕士学位论文)
34.仝亚军.高中生英语自主阅读能力的现状调查分析及对策[J]中小学英语教学与研究2006.9
35.仝亚军.在英语阅读教学中进行学习策略培训的实验[J]基础英语教育 2007.10
36.王静.阅读策略与高中生阅读能力的提高(南京师范大学教育硕士学位论文)
37.文秋芳.英语学习策略调查问卷 2002
38.文秋芳(主编)英语学习策略理论研究[M]陕西师范大学出版社2004
39.文秋芳,王立非.影响外语学习策略系统运行的各种因素评述[J]外语与外语教学 2004.9
40.文秋芳,王立非.中国英语学习策略实证研究20年[J]外国语言文学2004.1
41.夏章洪.高职英语阅读策略训练实验研究[J]国外外语教学2006.2
42.肖德钧.高职英语阅读策略培训实验研究[J]高职研究.文教资料2006.11
43.熊丽君.阅读理论和技巧对大学英语阅读教学的启示[J]西安外国语学院学报2006.3
44.徐文英.高中英语阅读课教学的现状分析和教学启示[J]文教资料2005.4
45.叶力.新教材环境下的高中英语阅读策略培训[J]考试周刊2007.15
46.余怀松,刘骁明.英语阅读教学中激活背景知识的策略[J]中小学外语教学2006.5
47.张桂清.谈英语学习中“学困生”的形成因素及对策[J]兵团教育学院学报2005.5
48.张少清.如何提高高中英语阅读理解能力[J]中国科教创新导刊2007.4
49.张俊英.英语阅读能力与认知策略运用[J]中国外语 2006.5
50.赵婷.心理语言学理论在英语阅读中的应用[J]山东外语教学2006.2
2.Cohen,A.D.Strategies in learning and Using Second language[M]Longman;Wesley Longman Limited,1998
3.Johnson,K.& Johnson,H.Encyclopedic Dictionary of Applied Linguistics:A Handbook for Language Teaching[M]NY:Blackwell Publishers Ltd,1998
4.O'Malley,J & Chamot,A Learning strategies in second language Acqusition[M]Cambridge:Cambridge University Press,1990
5.Oxford.R.L Language Learning Strategies:What Every Teacher Should Know NY:Newberry House/Harper Collins,1990
6.Thomas M.Shea System Perspective & Anne Marie Bauer..Learners with Disabilities:A Social System Perpespective of Special Education[M]Brown & Benchmark Publishers 1994
7.Urquhart,A.H,& Weir,C.J.Reading in a Second Language:Process,Product and Practice[M]1998
8.William Grabe.Fredricka L.Stoller:Reading for Academic Purposes:Guidelines for the ESL/EFL Teacher
9.陈黛霞.试探高职英语学困生的成因及转化策略[J]哈尔滨职业技术学院学报2007.4
10.陈玉珍.高中生英语阅读策略训练的实验研究[J]商情·科学教育家 2007.11
11.初中学习困难学生教育研究课题组 初中学习困难学生教育研究报告[J]普教研究1996.2
12.杜旭玲.英语学困生的成因及对策[J]基础英语教育2006.8
13.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报
14.段自力.英语专业学生课外阅读策略调查与后摄自主课外阅读[J]外语界2006.03
15.方燕玲.阅读策略对高中生英语阅读理解的影响(华中师范大学网络出版2007.8)
16.耿礼彦.如何在外语教学中训练学生的元认知策略运用能力 www.24en.com
17.侯磊.试论英语学习中差生形成原因及转化策略[J]山东教育科研 1994.2
18.胡春洞,王才仁.英语教学交际论[M]广西教育出版社
19.胡严.对中学英语阅读教学的两点思考--浅谈阅读习惯及初高中阅读衔接[J]外语教研2006.6
20.惠亚玲.外语学习者语法水平对阅读理解能力的影响[J]西安外国语学院学报 2006.03
21.李广凤.浅谈外语教学中学生非智力因素的培养[J]教育理论与实践
22.李洪元等,《后进生的心理特点与教育》 1987
23.李梅英.阅读策略与英语阅读教学[J]山东师大外国语学院学报2002
24.李胜英.中职学困生学习心理障碍的表现、成因及对策[J]内蒙古师范大学学报2006.9
25.林勇强.学困生的心理特征及教育对策[J]广西教育学院学报增刊2004.5
26.刘丹丹.中国英语学习者的阅读策略研究[J]外语界 2002.6
27.刘亦春.学习成功者与不成功者使用英语阅读策略差异的研究[J]国外外语教学2000.3
28.路群.高职非专业英语阅读策略调查与分析[J]科学咨询(教育科研)2007.9
29.孟悦.大学英语阅读策略训练的实验研究[J]外语与外语教学2004.2
30.宁艳玲.学困生成因分析与对策研究初探[J]沧州师范专科学校学报 1999.7
31.浅谈新课标下高中英语“学困生”的成因及对策枫叶教育网(www.fyeedu.net)
32.苏仁平,郭春蕾.英语学困生的成因及其对策研究[J]文科教学探索2007.02
33.孙红.重点高中英语学习后进生成因调查及其思考(南京师范大学硕士学位论文)
34.仝亚军.高中生英语自主阅读能力的现状调查分析及对策[J]中小学英语教学与研究2006.9
35.仝亚军.在英语阅读教学中进行学习策略培训的实验[J]基础英语教育 2007.10
36.王静.阅读策略与高中生阅读能力的提高(南京师范大学教育硕士学位论文)
37.文秋芳.英语学习策略调查问卷 2002
38.文秋芳(主编)英语学习策略理论研究[M]陕西师范大学出版社2004
39.文秋芳,王立非.影响外语学习策略系统运行的各种因素评述[J]外语与外语教学 2004.9
40.文秋芳,王立非.中国英语学习策略实证研究20年[J]外国语言文学2004.1
41.夏章洪.高职英语阅读策略训练实验研究[J]国外外语教学2006.2
42.肖德钧.高职英语阅读策略培训实验研究[J]高职研究.文教资料2006.11
43.熊丽君.阅读理论和技巧对大学英语阅读教学的启示[J]西安外国语学院学报2006.3
44.徐文英.高中英语阅读课教学的现状分析和教学启示[J]文教资料2005.4
45.叶力.新教材环境下的高中英语阅读策略培训[J]考试周刊2007.15
46.余怀松,刘骁明.英语阅读教学中激活背景知识的策略[J]中小学外语教学2006.5
47.张桂清.谈英语学习中“学困生”的形成因素及对策[J]兵团教育学院学报2005.5
48.张少清.如何提高高中英语阅读理解能力[J]中国科教创新导刊2007.4
49.张俊英.英语阅读能力与认知策略运用[J]中国外语 2006.5
50.赵婷.心理语言学理论在英语阅读中的应用[J]山东外语教学2006.2