阅读策略训练对初中生英语阅读能力影响的实证研究

发布时间：2018-02-25 19:11

本文关键词： 阅读策略策略训练阅读能力　出处：《山西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：阅读能力是外语学习中一项基本语言技能,而阅读策略的培养是中学英语教学的重点,也是2011年教育部颁发的《义务教育英语课程标准》中所列举的五项内容标准之一。自20世纪70年代以来,阅读策略一直备受国内外学者的关注。但国内学者关于阅读策略的研究大多数以大学生为研究对象,而且针对中学生英语阅读策略的研究并不多,尤其对于初中生的研究更少,很多初中老师不重视对学生阅读策略的培养,仍然采用传统的阅读模式进行教学,这不利于提高学生的自主阅读能力,因此有必要探究初中英语阅读策略的培养问题。本研究着重探讨的是初中阅读策略培训的有效性。在元认知理论,图示理论和Cohen的以策略为基础的教学理论(SBI)的指导下,作者开展了阅读策略训练。本研究试图回答以下问题：1.阅读策略训练对实验班学生在策略使用上有何影响?2.阅读策略训练能否提高实验班学生的阅读理解成绩?若能,哪一组学生进步最大?3.训练结束后,学生对阅读策略训练的态度如何?本研究历时四个月,十八周,研究对象为临汾市翼城县清华园中学初三年级两个班级的学生。两个班级为阅读水平无显著差异的平行班级,一个班级为阅读策略训练班,另一个班级为不进行阅读策略训练的对照班,两个班在阅读教学中,教师相同,阅读训练课时相同,阅读材料相同。通过问卷调查了实验班学生阅读策略训练前后的策略使用频率,以比较策略训练后实验班学生的策略使用意识和能力是否有所提高；通过SPSS 17.0对这两个班实验前后的阅读成绩进行了定量分析,以发现初中生英语阅读策略使用对阅读成绩有何积极的作用；最后通过访谈,以了解阅读策略训练是否有助于他们进行有效阅读及学生对阅读策略训练的态度如何。研究结果发现,阅读策略训练提高了初中生使用阅读策略的意识和能力；阅读策略训练提高了初中生的阅读水平,并对提中高等水平以上的学生的阅读能力更有效果；训练结束后,大多数学生对阅读策略训练持支持的态度。以策略为基础的教学模式是促进初中生形成积极的情感并成为自主阅读者的有效途径。虽然本研究有诸多局限性,但仍然为策略教学理论和实践起了推进作用,并为未来的有关研究提出了建议。
[Abstract]:Reading ability is a basic language skill in foreign language learning. It is also one of the five content standards listed in the English Curriculum Standard for compulsory Education issued by the Ministry of Education in 2011. Reading strategies have been attracting the attention of scholars at home and abroad. However, most of the researches on reading strategies have focused on college students, and there are few researches on English reading strategies for middle school students, especially for junior high school students. Many junior high school teachers do not attach importance to the cultivation of students' reading strategies, and still use the traditional reading mode to teach, which is not conducive to improving students' autonomous reading ability. Therefore, it is necessary to explore the cultivation of reading strategies in junior high school English. This study focuses on the effectiveness of reading strategy training in junior high school. Under the guidance of metacognitive theory, schematic theory and Cohen's teaching theory based on strategies, this study focuses on the effectiveness of reading strategy training in junior high school. The present study attempts to answer the following question: 1. How does reading strategy training affect the students' strategy use in the experimental class? 2. Can the reading strategy training improve the reading comprehension of the students in the experimental class? If so, which group of students is making the most progress? 3. What is the attitude of the students towards reading strategy training after the training? The study lasted for four months and 18 weeks. The subjects of the study were the students in the third grade of Qinghuayuan Middle School in Yicheng County, Linfen City. The two classes were parallel classes with no significant difference in reading level, and one class was a reading strategy training class. The other class was a control class without reading strategy training. In reading teaching, the teachers were the same and the reading training hours were the same. The reading materials are the same. The frequency of strategy use before and after reading strategy training in the experimental class is investigated to compare whether the strategy use consciousness and ability of the students in the experimental class have been improved after the strategy training. SPSS 17.0 was used to analyze the reading scores of the two classes before and after the experiment, in order to find out how the use of English reading strategies played a positive role in the reading achievement of junior high school students. The results show that reading strategy training can improve the awareness and ability of junior high school students to use reading strategies. Reading strategy training improved the reading ability of junior high school students, and improved the reading ability of students above the middle and higher level. Most students hold a supportive attitude towards reading strategy training. A strategy based teaching model is an effective way to promote junior high school students to form positive emotions and become independent readers. Although this study has many limitations, But it still promotes the theory and practice of strategy teaching, and puts forward some suggestions for future research.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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