高职院校非英语专业学生英语阅读策略研究

论文摘要

阅读策略对学生的英语阅读起着重要作用。许多研究已证明阅读策略对英语阅读的整个过程乃至结果都有着至关重要的影响。本文在前人阅读策略研究的基础上,着力探讨了高职高专学生使用英语阅读策略的特点。研究主要围绕以下几个问题展开：1、高职院校非英语专业学生使用英语阅读策略有何特点?2、优差阅读者使用的阅读策略是否存在差异?3、高职院校学生使用的阅读策略和他们的阅读水平之间有何关系?4、性别不同,阅读策略的选择是否相同?本调查为定量研究,使用的工具为调查问卷即英语阅读策略调查表和2009年3月与9月的公共英语等级考试2试卷(PETS)。共128名学生参加了此次调查,他们分别来自山西两所高职高专院校,作者最终获得106份有效问卷。本研究利用社会科学统计软件包SPSS(13.0)对调查问卷所取得的数据进行了t检验,皮尔逊相关分析,得出如下主要结论：1、就阅读策略的分类而言,高职高专学生最常使用的阅读策略足认知策略,其次是元认知策略,最不常用的是社交情感策略,差异检验达到显著水平。2、优差生之间在使用阅读策略的元认知和社交情感策略方面存在显著差异,而在认知策略方面没有显著差异。3、阅读策略中的元认知策略,认知策略和社交情感策略与学生的阅读考试成绩存在显著的正相关关系。其中,元认知策略最显著相关,其次是认知策略,最不显著相关的是社交情感策略。4、性别不同,在选择阅读策略的元认知和社交情感策略方面存在显著差异,而在认知策略方面没有显著差异。女生比男生更多地使用阅读策略。最后,依据上述调查结果,作者提出了一些提高高职高专院校英语阅读策略教学效果的对策。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 The background of the study
• 1.2 The significance of the study
• 1.3 Outline of the thesis
• Chapter Two Literature Review
• 2.1 Reading
• 2.1.1 Definition of reading
• 2.1.2 Reading models
• 2.2 Reading Strategy
• 2.2.1 Definition of reading strategy
• 2.2.2 Classification of reading strategy
• 2.3 Overview of Studies of Reading Strategy Abroad
• 2.3.1 Contrastive study of reading strategies
• 2.3.2 Correlation study of reading strategy use and reading comprehension ability
• 2.3.3 Reading strategy use and individual differences
• 2.4 Overview of Studies of Reading Strategy in China
• 2.4.1 Contractive study of reading strategy use between successful readers and unsuccessful readers
• 2.4.2 Correlation between reading strategies use and reading proficiency
• 2.4.3 Study of meta-cognitive awareness and use of reading strategies
• 2.5 Research Gaps and Research Questions
• Chapter Three Methodology
• 3.1 Introduction
• 3.2 Research questions
• 3.3 Subjects
• 3.4 Instruments
• 3.4.1 Questionnaire concerning English reading strategies
• 3.4.2 Two reading proficiency tests
• 3.5 Data-Collection
• 3.6 Data-Analysis
• Chapter Four Results and Discussion
• 4.1 Introduction
• 4.2 General characteristics of reading strategies used by HVTCs
• 4.2.1 Correlations among the three reading strategies
• 4.2.2 The top-ten and the bottom-ten frequency used reading strategies
• 4.3 Differences in the Use of the Three Reading Strategies between Good Readers and Poor Readers
• 4.3.1 Overall differences in reading strategy use
• 4.3.2 Differences in the use of meta-cognitive reading strategies
• 4.3.3 Differences in the use of cognitive reading strategies
• 4.3.4 Differences in the use of social-affective reading strategies
• 4.4 Correlations between Reading Strategy Use and Reading Proficiency
• 4.5 Gender Differences in Reading Strategy Use
• 4.6 Summary
• Chapter Five Conclusion
• 5.1 Introduction
• 5.2 Major Findings
• 5.3 Pedagogical Implications of This Study
• 5.4 Limitation of This Study
• 5.5 Suggestions for Future Research
• Bibliography
• Appendix
• 攻研期间发表的学术论文
• 个人简况及联系方式