场独立/场依存认知风格，阅读策略和阅读成绩间的关系研究
发布时间：2022-02-15 14:28
在外语学习中，阅读，是学生获取知识和信息的主要渠道之一。同时，阅读不仅是大学英语学习的一个重要组成部分，而且在各种外语考试中占有非常重要的地位。因此，大学英语教学越来越重视提高学习者的外语阅读水平。然而，学习者在相同外部环境的情况下，学习结果仍会存在很大差异，因此很多研究者把研究重心转向了对学习者个体差异的研究。在二语习得中，认知风格和学习策略是个体差异的两个重要维度。很少有关于这两因素和学习者学习结果间关系的实证研究。故本文通过实证研究，主要探讨学生场独立/场依存认知风格现状及不同类型学生分别侧重使用哪些阅读学习策略；这两个因素间有无关联以及他们分别对阅读能力有何影响。主要研究问题如下：（1）非英语专业学生场独立/场依存认知风格情况和阅读策略使用情况分别是什么？（2）场独立/场依存认知风格和阅读策略之间的关系是什么？对于阅读策略的使用，在场独立组和场依存组中是否存在差异？（3）场独立/场依存认知风格和阅读策略两个因素对阅读成绩有影响吗？如果有，影响是怎么样的？本研究以山西师范大学非英语专业的181名大一学生为研究对象，以问卷和测试题为主要调查工具对主要研究问题展开调查。并对所搜集的数...
【文章来源】：山西师范大学山西省
【文章页数】：81 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
1. Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Framework of This Thesis
2. Literature Review of the Study
2.1 Cognitive Style
2.1.1 The Definition of Cognitive Style
2.1.2 The Classification of Cognitive Style
2.2 FI/FD Cognitive Styles
2.2.1 The Definition and Assessment of FI/FD Styles
2.2.2 The Features of FI/FD Cognitive Styles
2.3 Learning Strategy
2.3.1 The Definition of Learning Strategy
2.3.2 The Classification of Learning Strategy
2.4 Reading Strategy
2.4.1 The General Introduction of Reading
2.4.2 The Definition and Classification of Reading Strategy
2.5 The General Introduction of Related Researches
2.5.1 Related Researches of FI/FD Styles
2.5.2 Related Researches of Reading Strategy
3. Methodology
3.1 The Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Group Embedded Figure Test
3.3.2 Reading Strategy Questionnaire
3.3.3 Reading Comprehension Test in PETS-2
3.3.4 Statistical Package for Social Science (SPSS17.0)
3.4 The Procedures of the Study
3.4.1 Preparation Period
3.4.2 Pilot Study
3.4.3 Data Collection
3.4.4 Data Analysis
4. Results and Discussion
4.1 Descriptive Analysis
4.1.1 The Situations of FI/FD Styles
4.1.2 The Situations of Reading Strategy
4.2 Analysis of Correlations
4.2.1 The Correlation between FI/FD Styles and Reading Strategy
4.2.2 The Correlation between FI/FD Styles and Reading Achievement
4.2.3 The Correlation between Reading Strategy and Reading Achievement
4.3 Discussion
4.3.1 Discussion on the Situations of FI/FD Styles and Reading Strategy
4.3.2 Discussion on the Correlations
4.4 Pedagogical Implications
4.4.1 Understanding Differences of Cognitive Styles
4.4.2 Carrying out Style-matching Teaching Method
4.4.3 Helping Students to Optimize Cognitive Styles
4.4.4 Developing Meta-cognitive Ability in Reading Study
5. Conclusion
5.1 Major Findings
5.2 The Limitations and Suggestions
Acknowledgements
Bibliography
Appendix
Publications
本文编号：3626792
【文章来源】：山西师范大学山西省
【文章页数】：81 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
1. Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Framework of This Thesis
2. Literature Review of the Study
2.1 Cognitive Style
2.1.1 The Definition of Cognitive Style
2.1.2 The Classification of Cognitive Style
2.2 FI/FD Cognitive Styles
2.2.1 The Definition and Assessment of FI/FD Styles
2.2.2 The Features of FI/FD Cognitive Styles
2.3 Learning Strategy
2.3.1 The Definition of Learning Strategy
2.3.2 The Classification of Learning Strategy
2.4 Reading Strategy
2.4.1 The General Introduction of Reading
2.4.2 The Definition and Classification of Reading Strategy
2.5 The General Introduction of Related Researches
2.5.1 Related Researches of FI/FD Styles
2.5.2 Related Researches of Reading Strategy
3. Methodology
3.1 The Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Group Embedded Figure Test
3.3.2 Reading Strategy Questionnaire
3.3.3 Reading Comprehension Test in PETS-2
3.3.4 Statistical Package for Social Science (SPSS17.0)
3.4 The Procedures of the Study
3.4.1 Preparation Period
3.4.2 Pilot Study
3.4.3 Data Collection
3.4.4 Data Analysis
4. Results and Discussion
4.1 Descriptive Analysis
4.1.1 The Situations of FI/FD Styles
4.1.2 The Situations of Reading Strategy
4.2 Analysis of Correlations
4.2.1 The Correlation between FI/FD Styles and Reading Strategy
4.2.2 The Correlation between FI/FD Styles and Reading Achievement
4.2.3 The Correlation between Reading Strategy and Reading Achievement
4.3 Discussion
4.3.1 Discussion on the Situations of FI/FD Styles and Reading Strategy
4.3.2 Discussion on the Correlations
4.4 Pedagogical Implications
4.4.1 Understanding Differences of Cognitive Styles
4.4.2 Carrying out Style-matching Teaching Method
4.4.3 Helping Students to Optimize Cognitive Styles
4.4.4 Developing Meta-cognitive Ability in Reading Study
5. Conclusion
5.1 Major Findings
5.2 The Limitations and Suggestions
Acknowledgements
Bibliography
Appendix
Publications
本文编号：3626792
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