阅读策略对高中生英语阅读影响之探究
摘要
学习策略一直被看作是影响学生有效学习重要因素之一。本文主要针对我国高中学生就二语习得过程中阅读策略对英语阅读理解的影响进行探究。为了使阅读策略真正切实有效的运用到英语的实际教学工作之中,本文主要探讨阅读策略的训练是否有助于中学阅读水平的提高,并进行指导。长期以来许多学者对阅读策略与阅读水平之间的关系做了研究,得出了不同的结论。国内高等教育关于这个问题研究很多,但对于高中学生如何运用阅读策略提高阅读水平还鲜有涉猎。因此,针对高中学生英语阅读策略的的研究就显得十分必要。
作者在研究之初对北票尹湛纳希高中高三年级两个班做了阅读问卷的调查,根据问卷调查结果发现两个班学生在阅读策略的使用无显著差异。然后,确定高三一班为实验班,高三二班为普通班。作者接着对两个班阅读水平进行了前测,测试结果发现两个班在阅读水平上无显著差异。作者确定四个在实验班要培训的阅读策略,即范读策略、精读策略、整体推理策略和字面理解策略。培训时间为18周,实践结束后对两个班进行了后测,分析考试结果,实验结果表明,经过18周的阅读策略训练,实验班的阅读水平比普通班的学生有了比较显著的提高。由此可见阅读策略训练有助于提高高中生的阅读水平。此外,训练后对实验班学生进行的问卷调查表明,实验班学生策略使用的意识比普通班学生要强。由此激励学生唤醒对阅读策略的意识,从而最终达到提高学生阅读水平的效果。
Learning strategy has been regarded as one of the variables that affect students’language proficiency. This study is concerned with the reading strategies that second language-learners of senior middle school use to investigate the effect of strategy training on students’reading ability in an ongoing EFL classroom situation or ,more specifically , in the Chinese EFL high school classroom context .In order to enrich our knowledge of reading strategy training in the field of EFL reading and confirm the feasibility of reading strategy training in the Chinese EFL high school classroom context , a study on training was conducted to the experimental class with a main focus on four concrete reading strategies : skimming ,scanning ,making global inferences and lexical inferences .
The participants in this study involved 102 students I have been teaching. I chose two classes as the subject of the study .They were Class One and Class Two .I chose Class Two as the experimental class and Class One as the control class followed the traditional way of teaching. The experimental class received training of four strategies incorporated into the regular English instruction .After that the author made a pre-test of the two classes .The result showed that there were no significant differences between the two classes in the students’reading strategies. 18 weeks later, immediately after the training, all participants were given the same test as a post-test .The test consisted of 40 multiple–choice reading comprehension questions taken from LNMET 2005 (Liaoning Matriculation English Tests) and LNMET 2006 .The students in the experimental group also filled out a post–training questionnaire to assess their attitudes toward the usefulness of the four strategies and the training experience. After the training, date from the pre-and posttests, and the questionnaire were collected .computed and analyzed.
The results of the study show that the students in the experimental class outperformed the students in the control class in the reading comprehension. Therefore, we can conclude that reading strategy training can improve the students’reading comprehension. What's more, the results based on the questionnaire also show that reading strategy training could enhance the students’awareness of reading strategies.
作者在研究之初对北票尹湛纳希高中高三年级两个班做了阅读问卷的调查,根据问卷调查结果发现两个班学生在阅读策略的使用无显著差异。然后,确定高三一班为实验班,高三二班为普通班。作者接着对两个班阅读水平进行了前测,测试结果发现两个班在阅读水平上无显著差异。作者确定四个在实验班要培训的阅读策略,即范读策略、精读策略、整体推理策略和字面理解策略。培训时间为18周,实践结束后对两个班进行了后测,分析考试结果,实验结果表明,经过18周的阅读策略训练,实验班的阅读水平比普通班的学生有了比较显著的提高。由此可见阅读策略训练有助于提高高中生的阅读水平。此外,训练后对实验班学生进行的问卷调查表明,实验班学生策略使用的意识比普通班学生要强。由此激励学生唤醒对阅读策略的意识,从而最终达到提高学生阅读水平的效果。
Learning strategy has been regarded as one of the variables that affect students’language proficiency. This study is concerned with the reading strategies that second language-learners of senior middle school use to investigate the effect of strategy training on students’reading ability in an ongoing EFL classroom situation or ,more specifically , in the Chinese EFL high school classroom context .In order to enrich our knowledge of reading strategy training in the field of EFL reading and confirm the feasibility of reading strategy training in the Chinese EFL high school classroom context , a study on training was conducted to the experimental class with a main focus on four concrete reading strategies : skimming ,scanning ,making global inferences and lexical inferences .
The participants in this study involved 102 students I have been teaching. I chose two classes as the subject of the study .They were Class One and Class Two .I chose Class Two as the experimental class and Class One as the control class followed the traditional way of teaching. The experimental class received training of four strategies incorporated into the regular English instruction .After that the author made a pre-test of the two classes .The result showed that there were no significant differences between the two classes in the students’reading strategies. 18 weeks later, immediately after the training, all participants were given the same test as a post-test .The test consisted of 40 multiple–choice reading comprehension questions taken from LNMET 2005 (Liaoning Matriculation English Tests) and LNMET 2006 .The students in the experimental group also filled out a post–training questionnaire to assess their attitudes toward the usefulness of the four strategies and the training experience. After the training, date from the pre-and posttests, and the questionnaire were collected .computed and analyzed.
The results of the study show that the students in the experimental class outperformed the students in the control class in the reading comprehension. Therefore, we can conclude that reading strategy training can improve the students’reading comprehension. What's more, the results based on the questionnaire also show that reading strategy training could enhance the students’awareness of reading strategies.
引文
Aebersold,J .A. & Field, M .L.(1997). Planning the reading lesson.In j.A .Aebersold M. L Field (Eds), From Reader to Reading Teacher New York : Cambridge University Press .
Anderson,N .J .(1999). Exploring Second Language, Reading :Issues and Strategies. Canada: Heinle & Heinle Publishers.
Baker, L.& Brown, A. (1984) .Metacognitive skills and reading .In D. P. Pearson (Ed) ,Handbook of Reading research .New York: Lonpman. Black, E (1986).The comprehension strategies of second language readers .TESOL Quarterly, 20, 163-194.
Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers .TESOL quarterly, 26, 319-342.
Brown , H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy .New Jersey: Prentice Hall Regents.
Brown, A. L. Armbruster, B B. & Baker, L. (1986). The Role of Metacognition in Reading and Studying .In J. Orasanu (Ed), Reading Comprehension: From Research to Practice . Hillsdale, N. J.:Erlbaum.
Carrell, P.L. (1984). Schema Theory and ESL Reading: Classroom Implications and Applications. Modern Language Journal, 68, 336.
CarrelL, P. L. (1985). Facilitating ESL Reading by Teaching Text Structure .TESOL Quarterly, 19, 727-752.
Carrell, P. L. & Eisterhold, J. C.(1983).Schema Theory and ESL Reading Pedagogy .TESOL Quarterly, 17(4), 553-573.
Carrell, P.l. ,Pharis, B. G.& Liberto, J. C. (1989). Metacognitive Strategy Training for ESL reading .TESOL Quarterly, 23(4), 647-78.
Chamot, A. U. (2001). The role of learning strategies in second language acquisition .In M. P. Breen (Ed.), Learner Contribution to Language Learning: New Directions in Research .Pearson Education Limited.
Chesterfield, R. & Chesterfield, K. B. (1985). Natural Order in Children’s Use of Second Language Learning Strategies. Applied Linguistics, 6 (1), 45-59.
Cohen,A. D. (1998). Strategies in Learning and Using a Second Language .London: Longman.
Eskey, D. E (1986). Theoretical foundations.In F. Dubin, D. E. Eskey, & W. Grade (Eds.), Teaching Second Language Reading for
Academic Purplses (pp. 3-23). MA: Addison-Weskey Publishing Company.
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.
Gaskins,I.(1994).Classroom applications of cognitive science :Teaching poor readers how to learn ,think ,and problem solve. In K. McGilly (Ed.), Classroom Lessons: Integrating Cognitive Theory and Classroom Practice .Cambridge,MA: The MIT Press.
Grellet, F. (1981). Developing Reading Skills.Cambridge: Cambridge University Press.
Grenfell, M. & Harris, V. (1999). Modern Languages and Learning Strategies: In Theory and Practice. London: Routledge.
Hadley, A. O. (2001). Teaching Language in Context(3rd ed). Heinle & Heinle Pubishers.
Harris, V. (1997).Teaching Learners How to Learn: Strategy Training in the ML Classroom. London: CILT.
Harris, V. (2000). Towards Independence in Language Use and Language Learning. In K. Field (Ed.), Issues in Modern Foreign Language Teaching. London: Routledge.
Hedge, T. (2000). Teaching and Learning in the language Classroom. Oxford University Press.
Hosenfeld, C. A. et al. (1981). Second Language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14(5), 415-22.
Jimenez, R. T. (1997). The strategic reading abilities and potential of five low-literacy Latino renders in middle school. Reading Research Quarterly, 32, 224-243.
Jimenez, R. , Garcia, G. & Pearson, p.(1995). Three children, two languages, and strategic reading: American Educational Research Journal, 32, 67-97.
Knight, S. L. , Pardon, Y. N. & Waxman, H. G. (1985). The cognitive reading strategies of ESL students. TESOL Quarterly, 19, 789-792.
McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
Nunan, D. (1999). Second Language Teaching and Learning. NY: Heinle& Heinle Publishers.
Olshavsky. J. E. (1997). Reading as problem solving: An investigation of strategies. Reading Research Quarterly, 12, 654-674.
Pressley, M. & Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, N. J. : Erlbaum.
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295.
Pugh, A. K. (1978). Silent Reading. London: Heinemann Educational. Raymond, P. M. (1973). The effects of structure strategy training on the recall of expository prose for university students reading French as a second language. Modern Language Journal, 77, 445-458.
Richards, J. C. & Lockhart, C. (1996). Reflective Teaching in Second Language Classroom. Cambridge: Cambridge University Press.
程晓堂,郑敏,英语学习策略[M].北京:外语教学与研究出版社,2002.
刘润清关于英语教学研究的几点建议中国大学教学,2001(4)
刘润清戴曼纯中国高校外语教学改革现状与发展策略研究外语教学与研究出版社, 2003
文秋芳,英语学习策略论,上海:上海外语教育出版社,1996:211-221。
文秋芳,英语学习策略实证研究[M].西安:陕西师范大学出版社,2003b
文秋芳,英语学习策略理论研究[M].西安:陕西师范大学出版社,2004
Anderson,N .J .(1999). Exploring Second Language, Reading :Issues and Strategies. Canada: Heinle & Heinle Publishers.
Baker, L.& Brown, A. (1984) .Metacognitive skills and reading .In D. P. Pearson (Ed) ,Handbook of Reading research .New York: Lonpman. Black, E (1986).The comprehension strategies of second language readers .TESOL Quarterly, 20, 163-194.
Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers .TESOL quarterly, 26, 319-342.
Brown , H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy .New Jersey: Prentice Hall Regents.
Brown, A. L. Armbruster, B B. & Baker, L. (1986). The Role of Metacognition in Reading and Studying .In J. Orasanu (Ed), Reading Comprehension: From Research to Practice . Hillsdale, N. J.:Erlbaum.
Carrell, P.L. (1984). Schema Theory and ESL Reading: Classroom Implications and Applications. Modern Language Journal, 68, 336.
CarrelL, P. L. (1985). Facilitating ESL Reading by Teaching Text Structure .TESOL Quarterly, 19, 727-752.
Carrell, P. L. & Eisterhold, J. C.(1983).Schema Theory and ESL Reading Pedagogy .TESOL Quarterly, 17(4), 553-573.
Carrell, P.l. ,Pharis, B. G.& Liberto, J. C. (1989). Metacognitive Strategy Training for ESL reading .TESOL Quarterly, 23(4), 647-78.
Chamot, A. U. (2001). The role of learning strategies in second language acquisition .In M. P. Breen (Ed.), Learner Contribution to Language Learning: New Directions in Research .Pearson Education Limited.
Chesterfield, R. & Chesterfield, K. B. (1985). Natural Order in Children’s Use of Second Language Learning Strategies. Applied Linguistics, 6 (1), 45-59.
Cohen,A. D. (1998). Strategies in Learning and Using a Second Language .London: Longman.
Eskey, D. E (1986). Theoretical foundations.In F. Dubin, D. E. Eskey, & W. Grade (Eds.), Teaching Second Language Reading for
Academic Purplses (pp. 3-23). MA: Addison-Weskey Publishing Company.
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.
Gaskins,I.(1994).Classroom applications of cognitive science :Teaching poor readers how to learn ,think ,and problem solve. In K. McGilly (Ed.), Classroom Lessons: Integrating Cognitive Theory and Classroom Practice .Cambridge,MA: The MIT Press.
Grellet, F. (1981). Developing Reading Skills.Cambridge: Cambridge University Press.
Grenfell, M. & Harris, V. (1999). Modern Languages and Learning Strategies: In Theory and Practice. London: Routledge.
Hadley, A. O. (2001). Teaching Language in Context(3rd ed). Heinle & Heinle Pubishers.
Harris, V. (1997).Teaching Learners How to Learn: Strategy Training in the ML Classroom. London: CILT.
Harris, V. (2000). Towards Independence in Language Use and Language Learning. In K. Field (Ed.), Issues in Modern Foreign Language Teaching. London: Routledge.
Hedge, T. (2000). Teaching and Learning in the language Classroom. Oxford University Press.
Hosenfeld, C. A. et al. (1981). Second Language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14(5), 415-22.
Jimenez, R. T. (1997). The strategic reading abilities and potential of five low-literacy Latino renders in middle school. Reading Research Quarterly, 32, 224-243.
Jimenez, R. , Garcia, G. & Pearson, p.(1995). Three children, two languages, and strategic reading: American Educational Research Journal, 32, 67-97.
Knight, S. L. , Pardon, Y. N. & Waxman, H. G. (1985). The cognitive reading strategies of ESL students. TESOL Quarterly, 19, 789-792.
McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
Nunan, D. (1999). Second Language Teaching and Learning. NY: Heinle& Heinle Publishers.
Olshavsky. J. E. (1997). Reading as problem solving: An investigation of strategies. Reading Research Quarterly, 12, 654-674.
Pressley, M. & Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, N. J. : Erlbaum.
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273-295.
Pugh, A. K. (1978). Silent Reading. London: Heinemann Educational. Raymond, P. M. (1973). The effects of structure strategy training on the recall of expository prose for university students reading French as a second language. Modern Language Journal, 77, 445-458.
Richards, J. C. & Lockhart, C. (1996). Reflective Teaching in Second Language Classroom. Cambridge: Cambridge University Press.
程晓堂,郑敏,英语学习策略[M].北京:外语教学与研究出版社,2002.
刘润清关于英语教学研究的几点建议中国大学教学,2001(4)
刘润清戴曼纯中国高校外语教学改革现状与发展策略研究外语教学与研究出版社, 2003
文秋芳,英语学习策略论,上海:上海外语教育出版社,1996:211-221。
文秋芳,英语学习策略实证研究[M].西安:陕西师范大学出版社,2003b
文秋芳,英语学习策略理论研究[M].西安:陕西师范大学出版社,2004