师范院校英语专业专科学生阅读策略训练与教学启示

摘要

在过去的几十年中,学习策略引起国内外语言学界越来越多的关注。人们逐步意识到学习策略是影响最终学习效果的重要因素之一。语言教学已经从单纯的教法研究转向学习者和学习方法的研究。二语习得领域进行的大量实证性研究表明策略培训在学习者有效获取各项语言技能方面起到了积极作用。阅读是学习者获取语言输入的主要途径。认知心理学认为阅读理解是阅读者利用各种具有建构意义的心理活动的过程。在第一语言和第二语言的阅读研究中,阅读过程、阅读模式和阅读策略使用是语言教学研究的热点课题,也是学习者阅读效率乃至语言学习整体效果的重要方面。在我国大学英语专业教学课程设置中,基础阶段的阅读(泛读)课一直是所有院校英语专业开设的专业必修课。然而,阅读教学存在一个严重的问题,即阅读教师把大部分时间花在语言点的教授上,如词汇语法现象的讲解,而忽视了更为重要的学生阅读心理过程和阅读策略的传授。即使在教学中涉及阅读策略,大多也停留在策略的分类和描述上,对学生阅读能力是否有实质性的提高关注不够。
　　本文的研究对象为123名太原师范学院外国语专科部2007级应用英语专业二年级学生。根据前一学期阅读课期末统考成绩,他们被分组为实验班和对照班。其中实验班62人,对照班61人,由同一阅读教师任教。实验的第一周教师在两个班进行了关于语言学习策略的问卷调查和阅读测试。在实验班培训过程中,除了正常的教学任务外,教师每次课利用20-25分钟时间向学生传授什么是语言学习策略,策略训练的意义,并通过课堂演示、阅读材料补充、课堂活动、学生谈感受等活动对学生进行为期14周的阅读策略训练;在对照班,教师只进行了正常的授课。实验的最后一周教师在两个班再次进行了阅读测试。基于训练中收集到的数据进行了定量和定性双重分析。通过软件SPSS17.0,作者对学生的问卷进行了客观分析并利用单样本T检验比较了实验班和对照班训练前后的成绩差异。最后结合培训过程中的课堂观察和课下访谈得出结论。
　　结果表明通过培训(1)实验班学生对语言学习策略有了应用意识并开始学会自我监控;(2)学生的阅读积极性有了提高;(3)阅读策略训练整体上有助于学习者阅读能力的提高。阅读策略训练的落脚点是对英语教学产生一定的启示:阅读教师与学习者都应该重视学习策略对语言学习的影响;通过阅读策略的训练,应使学生有意识地运用各种策略。此外,基于对学生访谈内容的分析,作者认为应对语言学习策略训练的方法开展进一步的后续研究。

目录

ABSTRACT

摘要

Chapter One Introduction

1.1 Background of the Study

1.2 Problems in Traditional Reading Learning and Instruction

1.3 Research Questions of the Study

1.4 The Outline of the Thesis

Chapter Two Literature Review

2.1 Introduction

2.2 Language Learning Strategy

2.2.1 The definitions of the language learning strategy

2.2.2 Different Classifications of language learning strategy

2.3 Overview of Language Learning Strategy Reseaches in China and Abroad

2.3.1 Language Learning Strategy Reseaches Abroad

2.3.2 Language Learning Strategy Reseaches in China

2.4 Reading and Reading Strategy

2.4.1 Reading and Reading Competence

2.4.2 Nature of Reading

2.4.3 Models of Reading

2.4.4 Reading Strategy

2.4.5 Previous Researches on Reading and Reading Strategy

2.5 Strategy-based Instruction

Chapter Thtee Research Methodology

3.1 Introduction

3.2 Methods in Language Learning Research

3.2.1 Questionnaire

3.2.2 Classroom Observation

3.2.3 Interviews

3.3 Present Research

3.3.1 Participants

3.3.2 Instruments

3.3.3 Training Procedures

Chapter Four Data Analysis and Discussion

4.1 Introduction

4.2 Analysis and Discussion of Research Questions

4.2.1 Research Question One—Belief towards Strategies

4.2.2 Research Question Two-Is There Significance after SBI

4.2.3 Research Question Three-Strategy used differences in high and low achievers

Chapter Five Pedagogical Implication

5.1 Establish Correct Roles as Reading Teachers

5.1.1 Teachers as readers

5.1.2 Establish a correct role as a reading teacher

5.1.3 Establish goals for the reading classroom

5.2 Training on teachers

5.3 Implications on Teaching of Reading and Reading Strategy

5.3.1 Incorporating Strategy Instruction in Reading Teaching

5.3.2 Emphasis on the metacognitive strategies

5.3.3 Try more frequent use of Social and Affective Strategies

5.3.4 Enhancing Vocabulary Teaching

5.3.5 Grammatical Skills Shouldn't be Ignored

5.4 Guidance on Students

5.4.1 Highlight students to Pay enough Heed to Background knowledge

5.4.2 Extension of use of strategies

5.4.3 Provide Sufficient Guided Extensive Reading for Students

5.5 Modify the way how reading tests has been designed—IELTS Reading Test Model

Chapter Six Conclusion and Limitations

6.1 Conclusion

6.2 Limitations

REFERENCE

APPENDIX 1

APPENDIX 2

APPENDIX 3

APPENDIX 4

APPENDIX 5

APPENDIX 6

ACKNOWLEDGEMENT

攻读学位期间发表的学术论文