认知风格对高中生英语阅读策略影响的研究
发布时间：2025-02-08 21:18
阅读不仅是一种不可或缺的语言技能,也是信息输入和获取知识的主要途径。然而,很多高中生在不同程度上有阅读障碍。他们认知风格以及阅读策略的使用都对阅读有重要的影响作用。为了提升学生的阅读能力,本研究基于认知风格和阅读策略的相关理论,探究认知风格对高中生英语阅读策略的影响。主要探讨以下三个问题1.高中生场认知风格是什么?2.不同场认知风格的学生分别采用什么英语阅读策略?3.场认知风格与高中生英语阅读策略使用的相关性如何?为了解决这三个研究问题,本研究随机选取烟台三中的200名高中生作为研究对象,并采用镶嵌图形测试、英语阅读策略问卷和访谈三种研究工具。他们先进行镶嵌图形测试,随即完成附在其后面的问卷。有效的测试卷和问卷分别是190份。随后,对从测试卷和问卷中收集到的数据进行了描述性分析,解决了前两个研究问题;对这些数据进行相关性分析,解决了最后一个研究问题。最后,由于场认知风格与认知策略的相关性结果与前人不一致,因此分别对8名场独立型和场依存型学生进行访谈。其内容被录音并转录成文字用以分析影响二者不相关的外部因素。主要的研究发现如下:首先,场独立型学生占65%,场依存型学生占35%,因此大多数学...
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Necessity for the Study
1.2 General Description of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Theories of Cognitive Styles
2.1.1 Definitions of Cognitive Styles
2.1.2 Classifications of Cognitive Styles
2.2 Theories of FD/FI Cognitive Styles
2.2.1 Definitions of FD/FI Cognitive Styles
2.2.2 Features of FD/FI Cognitive Styles
2.3 Theories of Reading Strategies
2.3.1 Definitions of Reading Strategies
2.3.2 Classifications of Reading Strategies
2.4 Previous Studies at Home and Abroad
2.4.1 Previous Studies on FD/FI Cognitive Styles
2.4.2 Previous Studies on Relationship between Cognitive Styles and EnglishReading
2.5 Limitations of the Previous Studies
2.6 Significance of the Present Study
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 GEFT
3.3.2 Questionnaire of Reading Strategies
3.3.3 Interview
3.4 Statistical Procedures for Data Collection
3.5 Data Analysis
Chapter Four Results and Discussion
4.1 Senior High School Students’ FD/FI Cognitive Styles
4.2 Reading Strategies used by FD/FI Students in English Reading
4.2.1 Overall Reading Strategies used by FD/FI Students in English Reading
4.2.2 Metacognitive Strategies used by FD/FI Students in English Reading
4.2.3 Cognitive Strategies used by FD/FI Students in English Reading
4.2.4 Social/Affective Strategies used by FD/FI Students in English Reading
4.3 Correlation between FD/FI Cognitive Styles and Reading Strategies
4.3.1 Results from Pearson Correlation Analysis
4.3.2 Results from Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.2.1 Being Aware of FD/FI Cognitive Styles
5.2.2 Overcoming the disadvantages of Students' FD/FI Cognitive Styles
5.2.3 Widening and Enhancing Reading Strategies in Reading Learning and Teaching
5.3 Limitations of the Study
5.4 Suggestions for Future Study
References
Appendix One Group Embedded Figure Test
Appendix Two Questionnaire of English Reading Strategies
Appendix Three The Outline of Students’ Interview
本文编号：4032002
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Necessity for the Study
1.2 General Description of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Theories of Cognitive Styles
2.1.1 Definitions of Cognitive Styles
2.1.2 Classifications of Cognitive Styles
2.2 Theories of FD/FI Cognitive Styles
2.2.1 Definitions of FD/FI Cognitive Styles
2.2.2 Features of FD/FI Cognitive Styles
2.3 Theories of Reading Strategies
2.3.1 Definitions of Reading Strategies
2.3.2 Classifications of Reading Strategies
2.4 Previous Studies at Home and Abroad
2.4.1 Previous Studies on FD/FI Cognitive Styles
2.4.2 Previous Studies on Relationship between Cognitive Styles and EnglishReading
2.5 Limitations of the Previous Studies
2.6 Significance of the Present Study
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 GEFT
3.3.2 Questionnaire of Reading Strategies
3.3.3 Interview
3.4 Statistical Procedures for Data Collection
3.5 Data Analysis
Chapter Four Results and Discussion
4.1 Senior High School Students’ FD/FI Cognitive Styles
4.2 Reading Strategies used by FD/FI Students in English Reading
4.2.1 Overall Reading Strategies used by FD/FI Students in English Reading
4.2.2 Metacognitive Strategies used by FD/FI Students in English Reading
4.2.3 Cognitive Strategies used by FD/FI Students in English Reading
4.2.4 Social/Affective Strategies used by FD/FI Students in English Reading
4.3 Correlation between FD/FI Cognitive Styles and Reading Strategies
4.3.1 Results from Pearson Correlation Analysis
4.3.2 Results from Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.2.1 Being Aware of FD/FI Cognitive Styles
5.2.2 Overcoming the disadvantages of Students' FD/FI Cognitive Styles
5.2.3 Widening and Enhancing Reading Strategies in Reading Learning and Teaching
5.3 Limitations of the Study
5.4 Suggestions for Future Study
References
Appendix One Group Embedded Figure Test
Appendix Two Questionnaire of English Reading Strategies
Appendix Three The Outline of Students’ Interview
本文编号：4032002
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