Improving Reading Proficiency through Effective Use of Reading StrategiesWord文档格式.docx
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—AStudyBasedonChineseFirst-yearNon-EnglishMajors
AThesisSubmittedto
theEnglishDepartmentofAnhuiUniversityin
PartialFulfillmentoftheRequirementsfor
theDegreeofMasterofArts
ByZhouYuhua
Supervisor:
DrZhuXiaomei
April2005
Acknowledgements
IamextremelyindebtedtoDrZhuXiaomei,mysupervisor,forhervaluabledirectionsandherinsightfulcommentsonmypaper.Hercriticalandcarefulreadingofmythesishassavedmefromalotoferrors.Withoutherguidanceandencouragement,mythesiswouldhavenevercomeoutinthepresentform.
IshouldalsoexpressmyheartfeltgratitudetoProfessorZhuYuewhohasprovidedmewithhiswarmandconstantencouragementduringthethreeyearsofmypostgraduatestudiesatAnhuiUniversity.Iamalwaysgratefultohimforhiskindness,patienceandinstruction.
Likewise,IwouldliketoexpressmysincerethankstoalltheteachersintheSchoolofForeignStudiesofAnhuiUniversity,especiallytoProfessorHongZengliu,ProfessorChenZhengfa,ProfessorHuaQuankun,ProfessorZhouFangzhu,ProfessorTianDebei,ProfessorZhangMingandDrHuJianfortheirlectures.
Lastly,IamalwaysindebtedtoSchoolofForeignStudies,AnhuiUniversityforalltheknowledgeandhelpsIreceivedduringmysevenyears’studythere.
Abstract
Inreadingteaching,howtoeffectivelyimprovestudents’readingproficiencyremainsanunsolvedissue.Nutall(2002)pointsoutthatstudiesonstudents’readingstrategiesusecanimprovetheirreadingproficiencyeffectively.However,onlyafewstudieswerecarriedoutinthisfieldinChina.Forthisreason,thisthesisinvestigatestheuseofreadingstrategiesbyfirst-yearnon-Englishmajors,andanalyzesthecorrelationbetweenreadingstrategiesandreadingproficiencysoastoprovidevaluablerecommendationsforcollegeEnglishteachers.Tosecurethereliabilityoftheresultsinthisstudy,bothquantitativeandqualitativemethodsareemployed.Thequantitativedataarecollectedfromaquestionnaireansweredby82first-yearnon-EnglishmajorsatAnhuiCollegeofEducationandaspeciallydesignedreadingcomprehensiontestpaperbasedonCET-4.Inqualitativeresearch,interviewswith8subjects,chosenfromvolunteersoutofthe82students,astheysharecertainfactors,suchasgender,readingscore,personality,learningstyleandmotivation,areemployedwiththeintentionoffurthertestingandexplainingthefindingsinquantitativeresearch.Majorfindingsinthestudycanbesummarizedasfollows:
1)Beforetheyreceivesystematictrainingonreadingstrategies,first-yearnon-Englishmajorshaveacquiredsomeoftheminsecondaryschoolstudy,suchasskimmingandscanning,etc.
2)Sofarasfirst-yearnon-Englishmajorsareconcerned,correlationbetweenreadingstrategies,especiallythoseconcerningstructureanalysis,andreadingproficiencycanbeidentified.
3)Lowefficiencyintheuseofreadingstrategiesexistsamongfirst-yearnon-Englishmajors,includingthesuccessfulones.
4)Successfulreadersaremoreconsciousinapplyingreadingstrategiesthanunsuccessfulreaders.
Throughacomprehensiveestimationofreadingstrategiesuseamongfirst-yearnon-Englishmajors,thisthesisintendstoprovidevaluableandpracticaladviceforcollegeEnglishteachers:
beforereadingteaching,teachersshouldfindouttherealreadingproficiencyoftheirstudentsandaccordinglydesigntheirteachingplans;
duringthecourseofteaching,teachersneedtoacquainttheirstudentswithanoverallviewofreadingstrategiesandatthesametimeemphasizetheefficientuseofthem.
Keywords:
readingstrategies,readingproficiency,correlation,quantitativeresearch,qualitativeresearch
摘要
阅读教学中,如何有效地提高学生的阅读能力一直是个有待解决的问题。
Nuttall(2002)指出对学生的阅读策略进行研究,可以帮助学生有效地阅读。
然而,国内涉足于该领域的研究却为数不多。
基于此,本文通过对中国非英语专业一年级大学生的阅读策略使用情况的研究,深入分析了阅读策略与阅读成绩之间的关系。
为了确保本次研究的信度,本文同时采用了定量和定性两种研究方法。
定量研究的材料来源于对安徽教育学院82名非英语专业一年级大学生的问卷调查和阅读理解测试。
定性研究中,以性别、阅读成绩、个性特征、学习风格和学习目的为控制因素,从自愿者中挑选出8名非英语专业一年级大学生并对他们进行访谈,以进一步验证并解释定量研究的结果。
本次研究的主要结论可归纳如下:
1)一年级非英语专业大学生在接受系统的阅读策略训练之前已经对一部分阅读策略有所了解,如:
寻读、略读等;
2)就一年级非英语专业大学生而言,阅读策略与阅读水平之间有一定的相关性,尤其是结构分析策略;
3)即便对于受试学生中的成功者,阅读策略的使用效率依然有待提高。
4)从调查情况来看,受试学生中的成功者较不成功者更有意识地使用阅读策略。
本文旨在通过对一年级大学生的阅读策略使用和阅读水平做出全面的评估,为大学英语任课教师的阅读教学提供指导性意见,即:
在教学之前,大学英语任课教师应全面了解学生的阅读水平,并在此基础上明确阅读教学的重点,做到有的放矢;
在教学中合理安排阅读策略的讲授和训练,使学生在全面掌握各种阅读策略的同时,更能高效地使用这些策略,从而提高他们的阅读水平。
关键词:
阅读策略;
阅读水平;
相关性;
定量研究;
定性研究
Contents
ChapterOneIntroduction1
ChapterTwoLiteratureReview3
2.1Defining‘learningstrategies’3
2.2Developmentinstudiesonlearningstrategies6
2.3Taxonomyoflearningstrategiesanditslimitations10
2.3.1Rubin’sclassificationoflearningstrategies10
2.3.2O’MalleyandChamot’sclassificationoflearningstrategies11
2.3.3Oxford’sclassificationoflearningstrategies12
2.3.4Stern’sclassificationoflearningstrategies13
2.3.5Cohen’sclassificationoflearningstrategies14
2.3.6Problemsinclassifyingstrategies15
2.4Factorsinfluencinglearningstrategies16
2.4.1Learnerfactors16
2.4.2Socialandsituationalfactors19
2.5Correlationbetweenlearningstrategiesandsecondlanguageproficiency
20
ChapterThreeResearchMethodology22
3.1QuantitativeResearch22
3.1.1Subjects22
3.1.2Instruments23
3.1.3Statisticanalysis24
3.2Qualitativeresearch25
3.2.1Subjects26
3.2.2Individualinterview26
ChapterFourResultsandDiscussion27
4.1Frequencyofreadingstrategiesuse27
4.2Correlationbetweenreadingstrategiesandreadingproficiency32
4.2.1Prediction34
4.2.2Word-attackSkill36
4.2.3Skimming40
4.2.4Scanning42
4.2.5StructureAnalysis44
4.2.6Inferences46
4.2.7Metacognitivestrategies49
4.2.8Social&
affectivestrategies50
ChapterFiveConclusion53
5.1MajorFindings53
5.2Implications54
5.3LimitationsandRecommendations55
Bibliography56
Appendixes62
AppendixA:
ReadingStrategiesQuestionnaire62
AppendixB:
ControlVariables63
AppendixC:
ComparisonbetweenSuccessfulandUnsuccessful
ReadersinTheirUseofReadingStrategies63
AppendixD:
InterviewGuidelines64
AppendixE:
ReadingComprehension65
AppendixF:
Publications71
ChapterOneIntroduction
InChineseEFLteaching,readingisacknowledgedtobeapriorlanguageskill.AlthoughithasalwaysbeenthefocusofEnglishinstruction,theresultsarenotsosatisfactory(asrevealedintheresultsofthenation-wideEnglishmatriculationtest).Duetotraditionalteachingmethods,Englishteachersspendalargeamountoftimeinteaching,reviewingandpracticingreadingcomprehension,logicalthinkingandreadingstrategies.Students’attentioninlearningEnglishismainlypaidtothemechanicalmemorizationofgrammaticalrulesandvocabularies.Someofthemevenconsiderextra-curriculumreadingas“wasteoftime”,asitisirrelevanttotheirexaminations.TheinefficientwayoflearningEnglishisacommonphenomenonforcollegestudents,whichisreflectedintheirpoorreadingcomprehension.Therefore,itisnecessaryforresearcherstomakeinvestigationsintostudents’readingprocess,whichgivesrisetostudiesonreadingstrategies.
Readingstrategiesarelearningstrategieswhichareconsciouslyselectedbylearnerstoimprovetheirreadingcomprehensionandreadingproficiency.RecentyearshavewitnessedgreateffortsmadebyresearchersinChinaandothercountrieswithinthefieldoflearningstrategies.Inthemid1970s,Rubin(1975),Stern(1975),Naiman(1978),etc.carriedoutinvestigationsintothedifferencesbetweensuccessfulandunsuccessfullearnerstolistallkindsofeffectivestrategies.Theyaimedtoestablishwhatgoodlanguagestrategiesmightbeandtosharethemwithunsuccessfullearners,buttheyfailedtogroupthesestrategiessystematically.Inthe1980s,researchers’attentionwasdrawntodefiningandclassifyinglearningstrategies,whichstartedsystematicstudiesinthisfield,butauniformcriterionwasstillabsent,e.g.inworksbyWendenandRubin(1987).Neartheendofthe20thcentury,researchers,Cohen(1998)andWenQiufang(1996)astheleadingfigures,advocatedtheintegrationofstrategiesintoeverydayclass,i.e.strategy-basedteaching,andcarriedoutmorestudiesinto“strategytraining”and“howtotrainlearnersinusingstrategiesmoreeffectively”.Comparedwiththestudiesonlearningstrategiesasawhole,readingstrategiesstudies,oneofitsbranches,relativelylagbehindinbothChinaandothercountries.Whatismore,forcertainpracticalreasons,mostoftherelevantdomesticresearcheshavemerelyconcentratedontheskillswhichfunctiontoincreasereadingscoresratherthanimprovingreadingproficiency.
InordertoimprovetherealreadingproficiencyofChineseEnglishLanguageLearners(CELLs),anempiricalstudyhasbeenconductedon82first-yearnon-EnglishmajorstudentsatAnhuiCollegeofEducation,China,intendingtoinvestigatetheiruseofreadingstrategiesandthecorrelationbetweenreadingstrategiesandreadingproficiencybymeansofquantitativeandqualitativeresearches.Throughacombinationofreadingstrategiesquestionnaire,selectedreadingcomprehensiontestsfromCET-4andinterviewswith8volunteers,thisthesisprovidesanoverallviewoffirst-yearnon-Englishmajors’(FNEMs)readingproficiency.Thefindingsofthisthesisare:
(1)TheFNEMshavealreadyacquiredsomebasicreadingstrategiesbeforereceivingsystematictraining,butproblemsremainincomprehendingwordsor
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