高中学生英语阅读策略的运用与培训研究
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摘要
作为语言学习的主要输入方式,阅读在听、说、读、写四项技能中占有很重要的地位,是人们获取信息的最基本途径(程晓堂,郑敏2005)。因此无论在理论上还是在实践中,阅读问题一直是语言教育者关注的焦点。在高中阶段,阅读教学一直很受重视,但由于受到传统教学理论和方法的制约,学生普遍过多地重视阅读文章中的语言点和句法结构而忽视整体语篇分析能力和解决问题的能力,“高投入、低产出”的现象在高中英语教学界仍很普遍。究其原因,一方面与片面、盲目的阅读观念有关,另一方面与是由于学习者未能掌握和使用适当的阅读策略。因此,要获得好的阅读效果和理想的阅读速度,有必要了解阅读过程的心理机制和特点,并在此基础上有意识地发展良好的阅读习惯和有效的阅读策略。
随着现代认知理论的发展和20世纪70年代兴起的外语学习策略研究的不断深入,越来越多的研究者试图通过对阅读策略的研究来有效提高学生的阅读理解能力并在这方面取得了重要进展。本论文旨在回顾前人在这方面研究成果的基础上通过问卷调查的方法对呼和浩特市第十八中学高一年级学生120名学生进行研究以了解高中学生在英语阅读中使用相关学习策略的情况,找到他们主要的阅读困难和所缺乏的阅读策略,并进一步分析了英语阅读策略的使用与阅读成绩之间的关系,并针对有助于提高阅读成绩而学生又不擅长使用的阅读策略,培训了部分高中学生,并探讨了英语阅读策略训练的效果,为高中英语阅读教学提供了可供参考的建议。
全文由五部分组成。第一章讨论了本研究的目的和意义。第二章为文献综述部分,围绕语言学习及阅读策略作了历史性回顾。第三章为该项研究的实验部分,包括该项研究问题的提出,制定的假设,研究对象,研究工具,数据收集与处理的重要方法,及策略培训的设计和实施过程。第四章主要阐述了实验的发现和结果的分析。第五章分析了本研究存在的不足和需要改进的地方以及本研究对于提高教学质量和效率的积极意义。
As the main form of input, reading plays an important role in the four skills of listening, speaking, reading and writing. It is the most basic way to obtain knowledge. (Cheng Xiaotang, Zheng Min, 2005)So reading is always the focus of linguists not only in theories but also in practice. In Senior High School, the teaching of reading has already been taken seriously but because of the influence of traditional teaching theories and methods, senior high students pay more attention to the language points and sentence structures than the context comprehension and practical applications of reading skills. As a result, students’reading abilities to analyze and solve problems could be developed a little. To trace it to its source, one reason is the one-sided reading concepts, the other is probably the lack of proper reading strategies. Therefore, in order to gain ideal reading effects and reading speed, it is necessary to know about the psychological mechanism and characteristics during the reading processing and develop the good reading habits and effective reading strategies consciously.
With the development of the cognitive linguistics and second language learning strategies, which rises in the 1970s, more and more researchers have highlighted the role that learning strategies are playing in language learning. Researchers hold the assumption that given effective learning strategies, ineffective learners could be in a better position to solve their problems in language learning. They believe that proper introduction of reading strategic knowledge and strategy training for students is a key factor in improving their reading level. This thesis is expected to do an empirical research by way of questionnaires in Huhhot No.18 Middle School to analyze the situations of strategic knowledge in reading and reading strategy use for senior middle school students. Based on this, a two-month reading strategy training is provided to train the students to grasp some important strategies they have seldom used and correct some impropriate reading habits. At last, the author makes some possible suggestions to help students not only realize where their reading difficulties are, but learn to adjust the proper reading strategies to solve the problems, and develop their abilities to find and solve the problems by themselves, thus result in the promotion of learner autonomy in language learning for students in senior middle schools.
随着现代认知理论的发展和20世纪70年代兴起的外语学习策略研究的不断深入,越来越多的研究者试图通过对阅读策略的研究来有效提高学生的阅读理解能力并在这方面取得了重要进展。本论文旨在回顾前人在这方面研究成果的基础上通过问卷调查的方法对呼和浩特市第十八中学高一年级学生120名学生进行研究以了解高中学生在英语阅读中使用相关学习策略的情况,找到他们主要的阅读困难和所缺乏的阅读策略,并进一步分析了英语阅读策略的使用与阅读成绩之间的关系,并针对有助于提高阅读成绩而学生又不擅长使用的阅读策略,培训了部分高中学生,并探讨了英语阅读策略训练的效果,为高中英语阅读教学提供了可供参考的建议。
全文由五部分组成。第一章讨论了本研究的目的和意义。第二章为文献综述部分,围绕语言学习及阅读策略作了历史性回顾。第三章为该项研究的实验部分,包括该项研究问题的提出,制定的假设,研究对象,研究工具,数据收集与处理的重要方法,及策略培训的设计和实施过程。第四章主要阐述了实验的发现和结果的分析。第五章分析了本研究存在的不足和需要改进的地方以及本研究对于提高教学质量和效率的积极意义。
As the main form of input, reading plays an important role in the four skills of listening, speaking, reading and writing. It is the most basic way to obtain knowledge. (Cheng Xiaotang, Zheng Min, 2005)So reading is always the focus of linguists not only in theories but also in practice. In Senior High School, the teaching of reading has already been taken seriously but because of the influence of traditional teaching theories and methods, senior high students pay more attention to the language points and sentence structures than the context comprehension and practical applications of reading skills. As a result, students’reading abilities to analyze and solve problems could be developed a little. To trace it to its source, one reason is the one-sided reading concepts, the other is probably the lack of proper reading strategies. Therefore, in order to gain ideal reading effects and reading speed, it is necessary to know about the psychological mechanism and characteristics during the reading processing and develop the good reading habits and effective reading strategies consciously.
With the development of the cognitive linguistics and second language learning strategies, which rises in the 1970s, more and more researchers have highlighted the role that learning strategies are playing in language learning. Researchers hold the assumption that given effective learning strategies, ineffective learners could be in a better position to solve their problems in language learning. They believe that proper introduction of reading strategic knowledge and strategy training for students is a key factor in improving their reading level. This thesis is expected to do an empirical research by way of questionnaires in Huhhot No.18 Middle School to analyze the situations of strategic knowledge in reading and reading strategy use for senior middle school students. Based on this, a two-month reading strategy training is provided to train the students to grasp some important strategies they have seldom used and correct some impropriate reading habits. At last, the author makes some possible suggestions to help students not only realize where their reading difficulties are, but learn to adjust the proper reading strategies to solve the problems, and develop their abilities to find and solve the problems by themselves, thus result in the promotion of learner autonomy in language learning for students in senior middle schools.
引文
1. 程晓堂、郑敏编著:《英语学习策略》,北京,外语教学与研究出版社,2002 年 8 月。
2. 杜洁敏:《大学生非英语专业本科生阅读策略意识研究》,载《外语与翻译》, 2004 年第 1 期,长沙。
3. 杜萍:《高中英语阅读策略与教学方法的研究》,载《中小学外语教学》,2002 年第 4 期,北京。
4. 教育部制订:《全日制义务教育普通高级中学英语课程标准》(实验稿)》,北京,人民教育出版社,2003 年 4 月。
5. 【美】Lapp, D., & Flood, 7.著,吕良环主编:《成功英语阅读策略》(E 级上、E 级下),杭州,浙江教育出版社,2004 年 7 月。
6. 吕中舌、涂远程:《中国学生英语阅读策略研究》,载《清华大学教育研究)), 1998 年第 4 期,北京。
7. 刘丹丹:《中国英语学习者的阅读策略研究》,载《外语界》,2002 年第 6 期,上海。
8. 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》,载《国外外语教学》, 2002年第 3 期,上海。
9. 孟悦:《大学英语阅读策略训练的实验研究》,载《外语与外语教学》, 2004 年第 2 期,大连。
10. 南美善:《高中英语阅读教学现状调查)),载《中小学英语教学与研究》,2005 年第 4 期,上海。
11. 聂越华:《高中生英语阅读策略训练的研究》,载《中小学外语教学》,2004 年第 11 期,北京。
12. 潘海燕:《英语阅读策略与阅读理解相关研究》,载《中小学英语教学与研究》,2003 年第 11期,上海。
13. 孙兵:《中学生英语阅读元认知策略意识的调查研究》,载《中小学英语教学与研究》, 2004年第 8 期,上海。
14. 文秋芳:《英语学习成功者与不成功者在方法上的差异》,载《外语教学与研究》,1995 年第 3期,北京。
15. 文秋芳:《论英语学习方法系统的结构、特点与调控》,载《外语研究》,1996 年第 1 期,南京。
16. 文秋芳著:《英语学习策略论》,上海,上海外语教育出版社,1996 年 5 月。
17. 许余龙:《学习策略与英汉阅读能力的发展》,载《外语教学与研究》,2003 年第 3 期,北京。
18. 袁昌寰主编:《中学英语学习策略》,北京,北京大学出版社,2004 年 1 月。
19. 章兼中、俞红珍:《中小学英语学习策略的研究》,载《中小学英语教学与研究》,1997 年第 5期,上海。
20. 张文鹏:《中学生英语学习策略运用研究》,载《中小学英语教学与研究》,1999 年 第 4 期,上海。
21. 周蔚洁:《试论英语阅读过程的本质及其对英语阅读教学的启示》,载《北京第二外国语学院学报》,1997 年第 3 期,北京。
22. 庄智象、束定芳:《外语学习者策略研究与外语教学》,载《现代外语》,1994 年 第 3 期,广州。
1. Barnitz, J.G. 1985. Reading Development of Non-Native Speakers of English. Harcourt Brace Jovanovich.
2. Chamot, A..&O'Malley, M…1987. A Cognitive Academic Language learning Approach: A Bridge to the Mainstream. TESOL Quarterly, 21,227-49.
3. Cohen, Andrew, D 1998. Strategies in Learning and Using a Second Language. London: Longman.
4. Cohen, A. D. and Scott, K. 1996. Language Learning Strategies. In R.Oxford (Ed.). Language Strategies around The World: Cross-cultural Perspectives. Honolulu: University of Hawaii.
5. Education Ministry of the P.R.C. 2000. English Teaching Syllabus for Senior Middle Schools. Beijing: People's Education Publisher.
6. Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
7. Goodman, K. S. 1967. Reading: A Psychological Guessing Game. In H. Singer and R. Ruddel, Eds. Theoretical Models and Processes of Reading. Newark, Del. International Reading Association.
8. Gough, P. B. 1975. The Structure of the Language. In D. D. Duanne& M. B. Rawson. Eds.Reading, Perception, and Language. Baltimore: York Press.
9. Grellet, Francoise. 2000. Developing Reading Skills. People's Education Publisher.
10. Harmer, J. 1998. How to Teach English. Addison Wesley Longman Limited.
11. Huang, X.&M. Van Naerssen. 1985. Learning Strategies for Oral Communication. Applied Linguistics 8(3).
12. Lapp, D. and J. Flood. 1986. Teaching Students to Read. New York: Macmillan.
13. McCarthy, Michael. 1990. Vocabulary. Oxford University Press.
14. Nuttall, C.2002. Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Press.
2. 杜洁敏:《大学生非英语专业本科生阅读策略意识研究》,载《外语与翻译》, 2004 年第 1 期,长沙。
3. 杜萍:《高中英语阅读策略与教学方法的研究》,载《中小学外语教学》,2002 年第 4 期,北京。
4. 教育部制订:《全日制义务教育普通高级中学英语课程标准》(实验稿)》,北京,人民教育出版社,2003 年 4 月。
5. 【美】Lapp, D., & Flood, 7.著,吕良环主编:《成功英语阅读策略》(E 级上、E 级下),杭州,浙江教育出版社,2004 年 7 月。
6. 吕中舌、涂远程:《中国学生英语阅读策略研究》,载《清华大学教育研究)), 1998 年第 4 期,北京。
7. 刘丹丹:《中国英语学习者的阅读策略研究》,载《外语界》,2002 年第 6 期,上海。
8. 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》,载《国外外语教学》, 2002年第 3 期,上海。
9. 孟悦:《大学英语阅读策略训练的实验研究》,载《外语与外语教学》, 2004 年第 2 期,大连。
10. 南美善:《高中英语阅读教学现状调查)),载《中小学英语教学与研究》,2005 年第 4 期,上海。
11. 聂越华:《高中生英语阅读策略训练的研究》,载《中小学外语教学》,2004 年第 11 期,北京。
12. 潘海燕:《英语阅读策略与阅读理解相关研究》,载《中小学英语教学与研究》,2003 年第 11期,上海。
13. 孙兵:《中学生英语阅读元认知策略意识的调查研究》,载《中小学英语教学与研究》, 2004年第 8 期,上海。
14. 文秋芳:《英语学习成功者与不成功者在方法上的差异》,载《外语教学与研究》,1995 年第 3期,北京。
15. 文秋芳:《论英语学习方法系统的结构、特点与调控》,载《外语研究》,1996 年第 1 期,南京。
16. 文秋芳著:《英语学习策略论》,上海,上海外语教育出版社,1996 年 5 月。
17. 许余龙:《学习策略与英汉阅读能力的发展》,载《外语教学与研究》,2003 年第 3 期,北京。
18. 袁昌寰主编:《中学英语学习策略》,北京,北京大学出版社,2004 年 1 月。
19. 章兼中、俞红珍:《中小学英语学习策略的研究》,载《中小学英语教学与研究》,1997 年第 5期,上海。
20. 张文鹏:《中学生英语学习策略运用研究》,载《中小学英语教学与研究》,1999 年 第 4 期,上海。
21. 周蔚洁:《试论英语阅读过程的本质及其对英语阅读教学的启示》,载《北京第二外国语学院学报》,1997 年第 3 期,北京。
22. 庄智象、束定芳:《外语学习者策略研究与外语教学》,载《现代外语》,1994 年 第 3 期,广州。
1. Barnitz, J.G. 1985. Reading Development of Non-Native Speakers of English. Harcourt Brace Jovanovich.
2. Chamot, A..&O'Malley, M…1987. A Cognitive Academic Language learning Approach: A Bridge to the Mainstream. TESOL Quarterly, 21,227-49.
3. Cohen, Andrew, D 1998. Strategies in Learning and Using a Second Language. London: Longman.
4. Cohen, A. D. and Scott, K. 1996. Language Learning Strategies. In R.Oxford (Ed.). Language Strategies around The World: Cross-cultural Perspectives. Honolulu: University of Hawaii.
5. Education Ministry of the P.R.C. 2000. English Teaching Syllabus for Senior Middle Schools. Beijing: People's Education Publisher.
6. Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
7. Goodman, K. S. 1967. Reading: A Psychological Guessing Game. In H. Singer and R. Ruddel, Eds. Theoretical Models and Processes of Reading. Newark, Del. International Reading Association.
8. Gough, P. B. 1975. The Structure of the Language. In D. D. Duanne& M. B. Rawson. Eds.Reading, Perception, and Language. Baltimore: York Press.
9. Grellet, Francoise. 2000. Developing Reading Skills. People's Education Publisher.
10. Harmer, J. 1998. How to Teach English. Addison Wesley Longman Limited.
11. Huang, X.&M. Van Naerssen. 1985. Learning Strategies for Oral Communication. Applied Linguistics 8(3).
12. Lapp, D. and J. Flood. 1986. Teaching Students to Read. New York: Macmillan.
13. McCarthy, Michael. 1990. Vocabulary. Oxford University Press.
14. Nuttall, C.2002. Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Press.