论学习者的第二语言程度对阅读策略选择的影响
|
摘要
长期以来,阅读作为一种行之有效的语言学习技能而备受二语习得者的关注。阅读使得二语习得者充分沉浸于目的语的熏陶中,从文字与文化上全方位的把握目的语,在不知不觉中提高自己的二语水平。然而,阅读虽然在提高学习者的学习效果上功不可没,但它自身又给学习者带来不少的障碍。如何能够有效的提高二语习得者的阅读理解能力,从而相应地促进学习者的综合语言水平的进步,正日益成为语言学习者和研究者们所关注的课题。
阅读策略使用的研究对第二语言学习与教学都具有重要的意义。本研究旨在借助学习成功者、不成功者对比的实验方法探讨中国大学生在外语学习过程中使用阅读策略的特点。本文包括五个章节,首先回顾了语言学习策略的相关研究,接着阐述了阅读策略的理论基础和语言能力的相关知识。在此基础上,进行了调查研究,试图探讨了学习者的二语程度对阅读策略选择的影响。
本研究采用定量与定性研究相结合的方式对来自中国石油大学(华东)的199名新生进行问卷调查。定量研究中,在收回的有效问卷中选出36份学习成功者的问卷和39份不成功者的问卷进行数据编辑、整理和分析。定性研究中,从以上75名学生中选出10名并对他们进行访谈。
研究结果表明:非英语专业的新生在英语阅读过程中使用阅读策略,但是学习成功者与不成功者在使用阅读策略的过程中存在差异,而且在某些阅读策略的使用上存在显著性差异。针对以上研究结果,讨论了如何把阅读策略训练融入到英语阅读教学中。教师应该在教学过程中按照实际情况合理加入阅读策略的教授和训练,提高学生对阅读策略的掌握和有效地运用,以此提高学生的阅读水平及综合的二语水平。最后,作者提出了本研究的不足之处及对今后研究的建议。
Reading, as an effective language learning skill, has been paid much attention to by the second language learners. Reading helps second language learners fully enjoy the environment of the target language, and grasp it from both words and cultures, thus their language proficiency will be improved unconsciously. Although reading plays a very important role in improving language learning, reading itself also brings lots of trouble for learners. How to effectively improve the reading ability of second language learners so as to stimulate the development of learners’language proficiency, is taken as one of the most focused topics for the second language learners and researchers.
Hence research on reading strategies is of great importance in language learning as well as in language teaching. The purpose of the present study intends to investigate the present situation of reading strategy use among first-year non-English majors and the significant differences between successful and unsuccessful English learners in their employment of reading strategies. This thesis consists of five chapters in addition to introduction and conclusion. Firstly, the author reviews the relevant studies of language learning strategies. Secondly, the author states the theoretical basis of reading strategy and some related information on language proficiency. On the basis of the theories and research, an experimental study is conducted to probe the effect of learners’English proficiency on the choice of reading strategies.
In this study, both quantitative research and qualitative research were adopted. The participants were 199 non-English major freshmen from China University of Petroleum, who were required to complete the questionnaire. In the quantitative research, the questionnaires of 36 high-level students and of 39 low-level students were selected for analysis. In the qualitative research, 10 students were chosen to take part in the interviews.
Results of the study reveal that non-English major freshmen do use some reading strategies, and there are significant differences between high-level and low-level students in their employment of reading strategies. Based on these findings, implications on integrating reading strategy training into English reading instruction have been discussed. In the future teaching, teachers should instruct reading strategies during the teaching process, not only letting the students know some reading strategies, but also training them how to use these strategies flexibly and effectively, so as to improve their reading competence and the overall language proficiency. Lastly, limitations of this research and suggestions for further research are put forward.
阅读策略使用的研究对第二语言学习与教学都具有重要的意义。本研究旨在借助学习成功者、不成功者对比的实验方法探讨中国大学生在外语学习过程中使用阅读策略的特点。本文包括五个章节,首先回顾了语言学习策略的相关研究,接着阐述了阅读策略的理论基础和语言能力的相关知识。在此基础上,进行了调查研究,试图探讨了学习者的二语程度对阅读策略选择的影响。
本研究采用定量与定性研究相结合的方式对来自中国石油大学(华东)的199名新生进行问卷调查。定量研究中,在收回的有效问卷中选出36份学习成功者的问卷和39份不成功者的问卷进行数据编辑、整理和分析。定性研究中,从以上75名学生中选出10名并对他们进行访谈。
研究结果表明:非英语专业的新生在英语阅读过程中使用阅读策略,但是学习成功者与不成功者在使用阅读策略的过程中存在差异,而且在某些阅读策略的使用上存在显著性差异。针对以上研究结果,讨论了如何把阅读策略训练融入到英语阅读教学中。教师应该在教学过程中按照实际情况合理加入阅读策略的教授和训练,提高学生对阅读策略的掌握和有效地运用,以此提高学生的阅读水平及综合的二语水平。最后,作者提出了本研究的不足之处及对今后研究的建议。
Reading, as an effective language learning skill, has been paid much attention to by the second language learners. Reading helps second language learners fully enjoy the environment of the target language, and grasp it from both words and cultures, thus their language proficiency will be improved unconsciously. Although reading plays a very important role in improving language learning, reading itself also brings lots of trouble for learners. How to effectively improve the reading ability of second language learners so as to stimulate the development of learners’language proficiency, is taken as one of the most focused topics for the second language learners and researchers.
Hence research on reading strategies is of great importance in language learning as well as in language teaching. The purpose of the present study intends to investigate the present situation of reading strategy use among first-year non-English majors and the significant differences between successful and unsuccessful English learners in their employment of reading strategies. This thesis consists of five chapters in addition to introduction and conclusion. Firstly, the author reviews the relevant studies of language learning strategies. Secondly, the author states the theoretical basis of reading strategy and some related information on language proficiency. On the basis of the theories and research, an experimental study is conducted to probe the effect of learners’English proficiency on the choice of reading strategies.
In this study, both quantitative research and qualitative research were adopted. The participants were 199 non-English major freshmen from China University of Petroleum, who were required to complete the questionnaire. In the quantitative research, the questionnaires of 36 high-level students and of 39 low-level students were selected for analysis. In the qualitative research, 10 students were chosen to take part in the interviews.
Results of the study reveal that non-English major freshmen do use some reading strategies, and there are significant differences between high-level and low-level students in their employment of reading strategies. Based on these findings, implications on integrating reading strategy training into English reading instruction have been discussed. In the future teaching, teachers should instruct reading strategies during the teaching process, not only letting the students know some reading strategies, but also training them how to use these strategies flexibly and effectively, so as to improve their reading competence and the overall language proficiency. Lastly, limitations of this research and suggestions for further research are put forward.
引文
[1] Adams, M. J. Models of Reading [A]. In J.F. Le Ny & W. Kintsch (Eds.): Language and Comprehension [C]. Amsterdam: North-Holland, 1982: 193-2.2.
[2] Alderso n, J. C., S. Bastien, and A. M. Madrazo. A Comparison of Reading Comprehension in English and Spanish [J]. Research and Development Unit Report No. 9, mimeo. UNAM, Mexico City, 1977.
[3] Alderson, J. C. Reading in a Foreign Language: A Reading Problem or A Language Problem? [A] In J. C. Alderson & A. H. Urquhart (eds.): Reading in a Foreign Language [C]. London: Longman, 1984.
[4] Baker, L. Metacognitive Skills and Reading. Handbook of Reading Research [M] (2). White Olains. NY: Longman, 1979: 361.
[5] Bialystok, E. A Theoretical Model of Second Language Learning [J]. Language Learning, 28/ 1, 1985: 69-83.
[6] Bialystok, E. The Role of Conscious Strategies in Second Language Proficiency [J]. The Modern Language Journal, 1981, 65: 24-35.
[7] Bird, M. Combining Quantitative and Qualitative Methods: A Case Study of the Implementation of the Open College Policy [A]. In J. Brannen (Ed.), Mixing Methods: Qualitative and Quantitative Research [C]. London: Avewbury Ashgate Publishing Limited, 1992: 127-143.
[8] Block, E. The Comprehension Strategies of Second Language Readers [J]. TESOL Quarterly 20, 1986: 463-494.
[9] Bloomfield, L. Outline Guide for the Practical Study of Foreign Language [M]. Baltimore, Md.: Linguistic Society of America. 1942.
[10] Brown, H. D. Principles of Language Learning and Teaching [M]. Prentice Hall Regents, 1994.
[11] Carrell, P. L. Content and Formal Schemata in ESL Reading [J]. TESOL Quarterly 21, 1987: 416-428.
[12] Carrell, P. L., Devine, J. and Eskey, D. Interactive Approaches to Second Language Reading [M]. Cambridge Applied Linguistics, 1988.
[13] Carrell, Patricia L. Joanne D, and David E. E. Interactive Approaches to Second Language Reading [M]. Cambridge University Press.1988:263.
[14] Carroll, J. B. Twenty-five Years of Research on Foreign Language Aptitude [Z]. Rowley, Mass.: Newbury House, 1981.
[15] Chamot, A. The Learning Strategies of ESL Students [A]. In Wenden & Rubin (Eds.), Learner Strategies in Language Learning [C]. Englewood Cliffs, N.J.: Prentice Hall, 1987.
[16] Chamot, A. U. and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study [M]. Mclean, Va.: Interstate Research Associates, 1988.
[17] Cooper, R. L., What Do We Learn When We Learn a Language [J] TESOL Quarterly, 4, 1970: 303-314.
[18] Cohen, A. Strategies in Learning and Using a Second Language [M]. London: Longman, 1998:5.
[19] Cohen, A. D. Strategies in Learning and Using a Second Language [M]. Beijing: Foreign Language Teaching and Research Press, 2000: 26-48; 68-70.
[20] Cummins, J. Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students. In C. Rivera (Ed.), Language Proficiency and Academic Achievement. Avon, England: Multilingual Matters Ltd. 1984.
[21] Devine, J. General Language Competence and Adult Second Language Reading. In Research on reading English as a Second Language, J. Devine, P. L. Carrell and D. E. Eskey (Eds.). Washington, D.C.: TESOL, 1987.
[22] Devine, J. A Case Study of Two Readers: Models of Reading and Reading Performance [A]. In F. Smith. Understanding Reading: a Psycholinguistic Analysis of Reading and Learning to Read [C]. New York: Holt, Reinhart, and Winston, 1988: 127.
[23] Ehrman, Madeline. Second Language Learning Difficulties [M]. Thousand Oaks, CA: Sage,1996.
[24] Ellis, R. The Study of Second Language Acquisition [M]. Oxford: Oxford University Press, 1994: 529-532, 546-556.
[25] Ericsson, K. A. and H. A. Simon. Verbal Reports as Data [J]. Psychological Review 87,1980: 215-251.
[26] Field, M. L. A Psycholinguistic Model of the Chinese ESL Reader [A]. In P. Larson et al (Eds.) On TESOL 84: A Brave New World for TESOL, 1985: 171-183.
[27] Fillmore, W. L. Second Language Learning in Children: A Proposed Model [A]. In R. Eshch & J. Provinzano (Eds.), Issues in English Language Development [C]. Rosslyn, VA: National Clearinghouse for Bilingual Education, 1985.
[28] Francis, John. New Modalities for Foreign Language Instruction. [Z] Unpublished paper, Center for Applied Linguistics, 1971.
[29] Gardner, R. C. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation [M]. London: Edward Arnold, 1985.
[30] Garner, R. Metacognition and Reading Comprehension [M]. Norwood, NJ: Ablex Publishing Corporation, 1987.
[31] Goodman, K. S. Reading: A Psycholinguistic Guessing Game [J]. Journal of the Reading Specialist 4, 1967: 126-135.
[32] Goodman, K. S. Psycholinguistic Universals in the Reading Process [A]. In P. Pimsleur, and Quinn, T. (Eds.). The Psychology of Second Language Learning [C]: 135-142. Cambridge University Press, 1971.
[33] Goodman, K. S. On the Psycholinguistic Method of Teaching Reading [A]. In Smith, F. (ed.). Psycholinguistics and Reading [C]. New York: Holt, Reinhart, and Winston. 1973.
[34] Gove, M. K. Clarifying Teacher’s Beliefs about Reading [J]. Newark, DE: International Reading Association, 1983.
[35] Grabe, W. and Stoller, F. L. Teaching and Researching Reading [C]. Applied Linguistics in Action Series. 2005:31-33.
[36] Green, J. M. and R. L. Oxford. A Closer Look at Learning Strategies, L2 Proficiency, and Gender [J]. TESOL Quarterly, 29, 1995.
[37] Grellet, F. Developing Reading Skills [M]. Cambridge: Cambridge University Press, 1981: 12-13.
[38] Grenfell, M. Flexible Learning: the Teacher’s Friend [J]. Modern English Teacher, No. 3, 1994.
[39] Hare, V. C. Reading to Remember: Studies of Metacognitive Reading Skills in Elementary School-aged Children [J]. Journal of Education Research, 75 (3), 1981: 162-166.
[40] Horwitz, E. Using Beliefs about Language Learning and Teaching in the Foreign Language Methods Course [J]. Foreign Language Annuals, 18, 1985: 333-340.
[41] Horwitz, E. The Beliefs about Language Learning of Beginning University Foreign Language Students [J]. The Modern Language Journal, 72, 1988:282-294.
[42] Horwitz, E. Surveying Students’Beliefs about Language Learning [A]. In A. Wenden & J. Rub (Eds.). Learner Strategies in Language Learning [C]. London: Prentice-Hall International, 1987.
[43] Hosenfeld, C. Learning about Learning: Discovering Our Students’Strategies [J]. Foreign Language Annals 9 (2), 1976: 117-129.
[44] Hosenfeld, C. Case Studies of Ninth-Grade Readers [A]. In J. C. Alderson and A. H. Urquhart (Eds.). Reading in a Foreign Language [C]. London: Longman, 1984.
[45] Hosenfeld, C. A Preliminary Investigation of the Reading Strategies of Successful and Non-successful Second Language Learners [J]. System 5, 1988: 110-123.
[46] Janzen, J. Teaching Strategic Reading [J], TESOL Journal, 6(1), 1996: 6-9.
[47] Keefe, J. W., Learning Style: An Overview. In NASSP’s Student Learning Styles: Diagnosing and Prescribing Programs [J]. Reston, VA: National Association of Secondary School Principals, 1979: 1-17.
[48] Keiko, Koda. Insights into Second Language Reading: A Cross-Linguistic Approach [M]. Cambridge University Press, 2005: 21-25.
[49] Knight, S.L., Y. N. Padron, and A. C. Waxman. The Cognitive Reading Strategies of ESL Students [J]. TESOL Quarterly 19, 1985:789-792.
[50] Kojic-Sabo, I and Patrica M. Lightbown. Students’Approaches to Vocabulary Learning and Their Relationship to Success [J]. The Modern Language Journal, 83, 1999: 176-92.
[51] Leki, I. Coping Strategies of ESL Students in Writing Tasks Across the Curriculum [J]. TESOL Quarterly, 29/ 2, 1995: 235-259.
[52] Mann, S. J. Verbal Reports As Data: a Focus on Retrospection [A]. In Dingwall S. and Mann S. (eds.) Methods and Problems in Doing Applied Linguistic Research [C]. Deptof Linguistics and Modern English Language, University of Lancaster, Lancaster UK, 1982: 87-104.
[53] Olson, G. M., S. A. Duffy, and R. L. Mack. Thinking-out-loud as a Method for Studying Real-time Comprehension Processes [A]. In D. E. Kieras & M.A. Just (eds.), New Methods in Reading Comprehension Research [C], Hillsdale, NJ: Erlbaum, 1984: 263-286.
[54] O’Malley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition [M]. Cambridge: Cambridge University Press, 1990.
[55] O’Malley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[56] Oxford, R. L. Language Learning Strategies: What Every Teacher Should Know [M]. New York: Newbury House, 1990.
[57] Oxford, R. L. Second Language Research on Individual Differences [J]. Annual Review of Applied Linguistics, 13, 1992:188-205.
[58] Oxford, R. L. Instructional Implication of Gender Differences in Language Learning Styles and Strategies [J]. Applied Language Learning, 4/ 1-2, 1993: 65-94.
[59] Oxford, Rebecca L. and Madeline Ehrman. Adults’Language Learning Strategies in An Intensive Foreign Language Program in the United States [J]. System, 1995, 23: 359-385.
[60] Oxford, Rebecca L. and Martha Nyikos. Variables Affecting Choice of Reading Learning Strategies by University Students [J]. The Modern Language Journal, 1989, 73: 291-300.
[61] Palincsar, A. S. et al. Examining the Context of Strategy Instruction [J]. Remedial and Special Education, 12(3), 1991: 43-53.
[62] Patton, M. Q. Qualitative Evaluation and Research Methods [M]. Newbury Park, CA: SAGE, 1990.
[63] Peyton, J. K., L. Reed. Dialog Journal Writing with Nonnative English Speakers [Z]. Teachers of English to Speakers of Other Languages, Alexandria VA. 1990.
[64] Politzer, Robert L. An Exploratory Study of Self-reported Language Learning Behavior and Their Relation to Achievement [J]. Studies in Second Language Acquisition, 1983,6: 54-65.
[65] Pressley, M., Beard El-Dinary, P., and Brown, R. Skilled and Not-so-skilled Reading:Good Information Processing and Not-so-good Information Processing [A]. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting Academic Competence and Literacy in Schools [C]. San Diego, CA: Academic Press, 1992: 91-127.
[66] Quraeshi, H. Integrating Methods in Applied Research in Social Policy: A Case Study of Careers [A]. In J. Brannen (Ed.), Mixing Methods: Qualitative and Quantitative Research [C]. London: Avewbury Ashgate Publishing Limited, 1992: 101-125.
[67] Ramirez, A. G. Language Learning Strategies Used by Adolescents Studying French in New York Schools [J]. Foreign Language Annals, 19, 1986: 131-141.
[68] Reid, J. M. The Learning Style Preferences of ESL Students [J]. TESOL Quarterly, 1987, 21/1, 87-109.
[69] Reid, J.M. Preface to Learning Styles in the ESL/EFL Classroom [M]. Shanghai: Shanghai Foreign Language Education Press, 2002: 34-41.
[70] Richard, J. and H. Platt. Longman Dictionary of Language Teaching and Applied Linguisitcs [M]. Beijing: Foreign Language Teaching and Research Press. 2002: 254
[71] Rubin, J. What the“Good Language Learner”Can Teach Us [J]. TESOL Quarterly 9, 1975: 41-51.
[72] Rubin, J., Henze, R. The Foreign Language Requirement: A Suggestion to Enhance Its Educational Role in Teacher Training [J]. TESOL Newsletter 17(2).1981: 17, 19, 24.
[73] Sarig, G. and Folman, S. Metacognitive Awareness and Theoretical Knowledge in Coherence Production [A]. Unpublished Paper Presented at the Communication and Cognition International Congress [C], Ghent, Belgium.1987.
[74] Seliger, H. W. The Language Learner as Linguist: of Metaphors and Realities [J]. Applied Linguistics [M] 4(3) 1983: 179-191.
[75] Skehan, P. Individual Differences in Second-language Learning [M]. Cambridge: Edward Arnold, 1989.
[76] Slavin, R. Cooperative Learning [J]. Review of Educational Research, 50, 1988: 315-342.
[77] Stanovich, K. E. Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency [J]. Reading Research Quarterly 16, 1980: 32-71.
[78] Stern, H. Fundamental Concepts of Language Learning [M]. Oxford: Oxford University Press, 1983.
[79] Tyacke, M. and D. Mendelsohn, Student Needs: Cognitive As Well As Communicative [J]. TESL Canada Journal, Special Issue 1, 1986: 171-183.
[80] Weinstein, C. E. and R. E. Mayer. The Teaching of Learning Strategies [A]. In M. Wittrock (Ed.), Handbook of Research on Teaching [C]. New York, NY: Macmillan, 1986: 315-327.
[81] Wenden, A.L. Learner Strategies for Learner Autonomy [M]. New York: Prentice-Hall, 1991.
[82] Wenden, A.L. How to Be a Successful Language Learner: Insights and Prescriptions from L2 Learners [A]. In A.L. Wenden & J. Rubin (Eds.). Learner Strategies in Language Learning, Englewood Cliffs, NJ: Prentice- Hall. 1987: 103-118.
[83]陈坚林.正确掌握外语教学研究中的变量与变量关系[J].外语界2002,(6).
[84]刘丹丹.中国英语学习者的阅读策略研究[J].外语界,2001(6).
[85]倪传斌.中、大学英语教学衔接情况调查与分析[J].外语与外语教学,1998(5):37-39.
[86]饶振辉.英语学习策略中的个体差异与文化因素[M].上海:上海外语教育出版社,2007: 50-81.
[87]王初明.应用心理语言学[M].长沙:湖南教育出版社,1997.
[88]姚喜明,潘攀.英语阅读理论研究的发展[J].外语教学,2004(1):76-79.
[2] Alderso n, J. C., S. Bastien, and A. M. Madrazo. A Comparison of Reading Comprehension in English and Spanish [J]. Research and Development Unit Report No. 9, mimeo. UNAM, Mexico City, 1977.
[3] Alderson, J. C. Reading in a Foreign Language: A Reading Problem or A Language Problem? [A] In J. C. Alderson & A. H. Urquhart (eds.): Reading in a Foreign Language [C]. London: Longman, 1984.
[4] Baker, L. Metacognitive Skills and Reading. Handbook of Reading Research [M] (2). White Olains. NY: Longman, 1979: 361.
[5] Bialystok, E. A Theoretical Model of Second Language Learning [J]. Language Learning, 28/ 1, 1985: 69-83.
[6] Bialystok, E. The Role of Conscious Strategies in Second Language Proficiency [J]. The Modern Language Journal, 1981, 65: 24-35.
[7] Bird, M. Combining Quantitative and Qualitative Methods: A Case Study of the Implementation of the Open College Policy [A]. In J. Brannen (Ed.), Mixing Methods: Qualitative and Quantitative Research [C]. London: Avewbury Ashgate Publishing Limited, 1992: 127-143.
[8] Block, E. The Comprehension Strategies of Second Language Readers [J]. TESOL Quarterly 20, 1986: 463-494.
[9] Bloomfield, L. Outline Guide for the Practical Study of Foreign Language [M]. Baltimore, Md.: Linguistic Society of America. 1942.
[10] Brown, H. D. Principles of Language Learning and Teaching [M]. Prentice Hall Regents, 1994.
[11] Carrell, P. L. Content and Formal Schemata in ESL Reading [J]. TESOL Quarterly 21, 1987: 416-428.
[12] Carrell, P. L., Devine, J. and Eskey, D. Interactive Approaches to Second Language Reading [M]. Cambridge Applied Linguistics, 1988.
[13] Carrell, Patricia L. Joanne D, and David E. E. Interactive Approaches to Second Language Reading [M]. Cambridge University Press.1988:263.
[14] Carroll, J. B. Twenty-five Years of Research on Foreign Language Aptitude [Z]. Rowley, Mass.: Newbury House, 1981.
[15] Chamot, A. The Learning Strategies of ESL Students [A]. In Wenden & Rubin (Eds.), Learner Strategies in Language Learning [C]. Englewood Cliffs, N.J.: Prentice Hall, 1987.
[16] Chamot, A. U. and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study [M]. Mclean, Va.: Interstate Research Associates, 1988.
[17] Cooper, R. L., What Do We Learn When We Learn a Language [J] TESOL Quarterly, 4, 1970: 303-314.
[18] Cohen, A. Strategies in Learning and Using a Second Language [M]. London: Longman, 1998:5.
[19] Cohen, A. D. Strategies in Learning and Using a Second Language [M]. Beijing: Foreign Language Teaching and Research Press, 2000: 26-48; 68-70.
[20] Cummins, J. Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students. In C. Rivera (Ed.), Language Proficiency and Academic Achievement. Avon, England: Multilingual Matters Ltd. 1984.
[21] Devine, J. General Language Competence and Adult Second Language Reading. In Research on reading English as a Second Language, J. Devine, P. L. Carrell and D. E. Eskey (Eds.). Washington, D.C.: TESOL, 1987.
[22] Devine, J. A Case Study of Two Readers: Models of Reading and Reading Performance [A]. In F. Smith. Understanding Reading: a Psycholinguistic Analysis of Reading and Learning to Read [C]. New York: Holt, Reinhart, and Winston, 1988: 127.
[23] Ehrman, Madeline. Second Language Learning Difficulties [M]. Thousand Oaks, CA: Sage,1996.
[24] Ellis, R. The Study of Second Language Acquisition [M]. Oxford: Oxford University Press, 1994: 529-532, 546-556.
[25] Ericsson, K. A. and H. A. Simon. Verbal Reports as Data [J]. Psychological Review 87,1980: 215-251.
[26] Field, M. L. A Psycholinguistic Model of the Chinese ESL Reader [A]. In P. Larson et al (Eds.) On TESOL 84: A Brave New World for TESOL, 1985: 171-183.
[27] Fillmore, W. L. Second Language Learning in Children: A Proposed Model [A]. In R. Eshch & J. Provinzano (Eds.), Issues in English Language Development [C]. Rosslyn, VA: National Clearinghouse for Bilingual Education, 1985.
[28] Francis, John. New Modalities for Foreign Language Instruction. [Z] Unpublished paper, Center for Applied Linguistics, 1971.
[29] Gardner, R. C. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation [M]. London: Edward Arnold, 1985.
[30] Garner, R. Metacognition and Reading Comprehension [M]. Norwood, NJ: Ablex Publishing Corporation, 1987.
[31] Goodman, K. S. Reading: A Psycholinguistic Guessing Game [J]. Journal of the Reading Specialist 4, 1967: 126-135.
[32] Goodman, K. S. Psycholinguistic Universals in the Reading Process [A]. In P. Pimsleur, and Quinn, T. (Eds.). The Psychology of Second Language Learning [C]: 135-142. Cambridge University Press, 1971.
[33] Goodman, K. S. On the Psycholinguistic Method of Teaching Reading [A]. In Smith, F. (ed.). Psycholinguistics and Reading [C]. New York: Holt, Reinhart, and Winston. 1973.
[34] Gove, M. K. Clarifying Teacher’s Beliefs about Reading [J]. Newark, DE: International Reading Association, 1983.
[35] Grabe, W. and Stoller, F. L. Teaching and Researching Reading [C]. Applied Linguistics in Action Series. 2005:31-33.
[36] Green, J. M. and R. L. Oxford. A Closer Look at Learning Strategies, L2 Proficiency, and Gender [J]. TESOL Quarterly, 29, 1995.
[37] Grellet, F. Developing Reading Skills [M]. Cambridge: Cambridge University Press, 1981: 12-13.
[38] Grenfell, M. Flexible Learning: the Teacher’s Friend [J]. Modern English Teacher, No. 3, 1994.
[39] Hare, V. C. Reading to Remember: Studies of Metacognitive Reading Skills in Elementary School-aged Children [J]. Journal of Education Research, 75 (3), 1981: 162-166.
[40] Horwitz, E. Using Beliefs about Language Learning and Teaching in the Foreign Language Methods Course [J]. Foreign Language Annuals, 18, 1985: 333-340.
[41] Horwitz, E. The Beliefs about Language Learning of Beginning University Foreign Language Students [J]. The Modern Language Journal, 72, 1988:282-294.
[42] Horwitz, E. Surveying Students’Beliefs about Language Learning [A]. In A. Wenden & J. Rub (Eds.). Learner Strategies in Language Learning [C]. London: Prentice-Hall International, 1987.
[43] Hosenfeld, C. Learning about Learning: Discovering Our Students’Strategies [J]. Foreign Language Annals 9 (2), 1976: 117-129.
[44] Hosenfeld, C. Case Studies of Ninth-Grade Readers [A]. In J. C. Alderson and A. H. Urquhart (Eds.). Reading in a Foreign Language [C]. London: Longman, 1984.
[45] Hosenfeld, C. A Preliminary Investigation of the Reading Strategies of Successful and Non-successful Second Language Learners [J]. System 5, 1988: 110-123.
[46] Janzen, J. Teaching Strategic Reading [J], TESOL Journal, 6(1), 1996: 6-9.
[47] Keefe, J. W., Learning Style: An Overview. In NASSP’s Student Learning Styles: Diagnosing and Prescribing Programs [J]. Reston, VA: National Association of Secondary School Principals, 1979: 1-17.
[48] Keiko, Koda. Insights into Second Language Reading: A Cross-Linguistic Approach [M]. Cambridge University Press, 2005: 21-25.
[49] Knight, S.L., Y. N. Padron, and A. C. Waxman. The Cognitive Reading Strategies of ESL Students [J]. TESOL Quarterly 19, 1985:789-792.
[50] Kojic-Sabo, I and Patrica M. Lightbown. Students’Approaches to Vocabulary Learning and Their Relationship to Success [J]. The Modern Language Journal, 83, 1999: 176-92.
[51] Leki, I. Coping Strategies of ESL Students in Writing Tasks Across the Curriculum [J]. TESOL Quarterly, 29/ 2, 1995: 235-259.
[52] Mann, S. J. Verbal Reports As Data: a Focus on Retrospection [A]. In Dingwall S. and Mann S. (eds.) Methods and Problems in Doing Applied Linguistic Research [C]. Deptof Linguistics and Modern English Language, University of Lancaster, Lancaster UK, 1982: 87-104.
[53] Olson, G. M., S. A. Duffy, and R. L. Mack. Thinking-out-loud as a Method for Studying Real-time Comprehension Processes [A]. In D. E. Kieras & M.A. Just (eds.), New Methods in Reading Comprehension Research [C], Hillsdale, NJ: Erlbaum, 1984: 263-286.
[54] O’Malley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition [M]. Cambridge: Cambridge University Press, 1990.
[55] O’Malley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[56] Oxford, R. L. Language Learning Strategies: What Every Teacher Should Know [M]. New York: Newbury House, 1990.
[57] Oxford, R. L. Second Language Research on Individual Differences [J]. Annual Review of Applied Linguistics, 13, 1992:188-205.
[58] Oxford, R. L. Instructional Implication of Gender Differences in Language Learning Styles and Strategies [J]. Applied Language Learning, 4/ 1-2, 1993: 65-94.
[59] Oxford, Rebecca L. and Madeline Ehrman. Adults’Language Learning Strategies in An Intensive Foreign Language Program in the United States [J]. System, 1995, 23: 359-385.
[60] Oxford, Rebecca L. and Martha Nyikos. Variables Affecting Choice of Reading Learning Strategies by University Students [J]. The Modern Language Journal, 1989, 73: 291-300.
[61] Palincsar, A. S. et al. Examining the Context of Strategy Instruction [J]. Remedial and Special Education, 12(3), 1991: 43-53.
[62] Patton, M. Q. Qualitative Evaluation and Research Methods [M]. Newbury Park, CA: SAGE, 1990.
[63] Peyton, J. K., L. Reed. Dialog Journal Writing with Nonnative English Speakers [Z]. Teachers of English to Speakers of Other Languages, Alexandria VA. 1990.
[64] Politzer, Robert L. An Exploratory Study of Self-reported Language Learning Behavior and Their Relation to Achievement [J]. Studies in Second Language Acquisition, 1983,6: 54-65.
[65] Pressley, M., Beard El-Dinary, P., and Brown, R. Skilled and Not-so-skilled Reading:Good Information Processing and Not-so-good Information Processing [A]. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting Academic Competence and Literacy in Schools [C]. San Diego, CA: Academic Press, 1992: 91-127.
[66] Quraeshi, H. Integrating Methods in Applied Research in Social Policy: A Case Study of Careers [A]. In J. Brannen (Ed.), Mixing Methods: Qualitative and Quantitative Research [C]. London: Avewbury Ashgate Publishing Limited, 1992: 101-125.
[67] Ramirez, A. G. Language Learning Strategies Used by Adolescents Studying French in New York Schools [J]. Foreign Language Annals, 19, 1986: 131-141.
[68] Reid, J. M. The Learning Style Preferences of ESL Students [J]. TESOL Quarterly, 1987, 21/1, 87-109.
[69] Reid, J.M. Preface to Learning Styles in the ESL/EFL Classroom [M]. Shanghai: Shanghai Foreign Language Education Press, 2002: 34-41.
[70] Richard, J. and H. Platt. Longman Dictionary of Language Teaching and Applied Linguisitcs [M]. Beijing: Foreign Language Teaching and Research Press. 2002: 254
[71] Rubin, J. What the“Good Language Learner”Can Teach Us [J]. TESOL Quarterly 9, 1975: 41-51.
[72] Rubin, J., Henze, R. The Foreign Language Requirement: A Suggestion to Enhance Its Educational Role in Teacher Training [J]. TESOL Newsletter 17(2).1981: 17, 19, 24.
[73] Sarig, G. and Folman, S. Metacognitive Awareness and Theoretical Knowledge in Coherence Production [A]. Unpublished Paper Presented at the Communication and Cognition International Congress [C], Ghent, Belgium.1987.
[74] Seliger, H. W. The Language Learner as Linguist: of Metaphors and Realities [J]. Applied Linguistics [M] 4(3) 1983: 179-191.
[75] Skehan, P. Individual Differences in Second-language Learning [M]. Cambridge: Edward Arnold, 1989.
[76] Slavin, R. Cooperative Learning [J]. Review of Educational Research, 50, 1988: 315-342.
[77] Stanovich, K. E. Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency [J]. Reading Research Quarterly 16, 1980: 32-71.
[78] Stern, H. Fundamental Concepts of Language Learning [M]. Oxford: Oxford University Press, 1983.
[79] Tyacke, M. and D. Mendelsohn, Student Needs: Cognitive As Well As Communicative [J]. TESL Canada Journal, Special Issue 1, 1986: 171-183.
[80] Weinstein, C. E. and R. E. Mayer. The Teaching of Learning Strategies [A]. In M. Wittrock (Ed.), Handbook of Research on Teaching [C]. New York, NY: Macmillan, 1986: 315-327.
[81] Wenden, A.L. Learner Strategies for Learner Autonomy [M]. New York: Prentice-Hall, 1991.
[82] Wenden, A.L. How to Be a Successful Language Learner: Insights and Prescriptions from L2 Learners [A]. In A.L. Wenden & J. Rubin (Eds.). Learner Strategies in Language Learning, Englewood Cliffs, NJ: Prentice- Hall. 1987: 103-118.
[83]陈坚林.正确掌握外语教学研究中的变量与变量关系[J].外语界2002,(6).
[84]刘丹丹.中国英语学习者的阅读策略研究[J].外语界,2001(6).
[85]倪传斌.中、大学英语教学衔接情况调查与分析[J].外语与外语教学,1998(5):37-39.
[86]饶振辉.英语学习策略中的个体差异与文化因素[M].上海:上海外语教育出版社,2007: 50-81.
[87]王初明.应用心理语言学[M].长沙:湖南教育出版社,1997.
[88]姚喜明,潘攀.英语阅读理论研究的发展[J].外语教学,2004(1):76-79.