高中生英语阅读认知策略训练的实证研究

发布时间：2018-03-22 00:26

本文选题：阅读认知策略　切入点：阅读认知策略训练　出处：《江西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读认知策略是Urquhart和Weir归类的阅读策略下的一个分支,它指包括略读和寻读的快速阅读及包括区分主旨与细节、命题推测、语用推理、转移、意译、清除歧义、推测词义、识别代词所指等在内的精读。阅读认知策略训练就是教学生在学习外语输入和输出的过程中,何时以及怎样使用认知策略。国内外有很多关于阅读策略的研究,但是大部分都是注重描述性研究,很少有研究者从更小和更专业的角度去研究。本研究就是从阅读策略的分支阅读认知策略的角度,基于认知心理学和语篇理论,运用以下阅读认知策略训练的模式进行训练。第一、准备,老师关注学生已有的策略和相关知识。第二、解释并举例说明,解释训练的意义和具体策略等。第三、训练,一周训练两次,在新课和练习课上各一次。第四、评价,指导学生与同桌讨论使用的策略是否有效并且引导他们反思自己在练习中使用了几种策略。本研究采用定量研究和定性研究相结合的方法,围绕以下几个问题展开调查:(1)阅读认知策略训练是否对学生英语阅读的自我效能感有影响;(2)阅读认知策略训练是否对学生的英语阅读能力有影响;(3)阅读认知策略训练是否对不同英语水平的学生的英语阅读成绩有不同影响;(4)阅读认知策略训练是否对学生做不同类型英语阅读题有不同影响。参与实验的146人中,有74人是在实验班,72人是在控制班。这两个班均为新建二中的高一平行班。这份问卷是基于以下问卷和量表设计出来的:学习自我效能感量表(边玉芳博士,2002),初中生英语自我效能感问卷(张叶、张欢,2008),高中生英语阅读自我效能感问卷(叶丽,2008)。前测和后测的英语试卷分别是由南昌市和新建二中的权威高级英语教师编制的。本研究采用了统计软件SPSS17.0对收集到的数据进行处理和分析。研究结果表明:1)阅读认知策略训练能提高学生英语阅读的自我效能感。2)总体上来说,阅读认知策略训练能有效提高学生的英语阅读能力。3)针对高中低三组不同英语水平的学生,阅读认知策略训练对中等水平和低水平学生的训练效果要比高等水平学生效果好。4)针对英语阅读理解中的五种类型题目,阅读认知策略训练对学生做细节题,主题题,推断题,以及态度题具有明显的效果,对词义推理题没有明显效果。本研究的结果表明,对高中生实施阅读认知策略训练是很有必要的。因为传统的英语阅读教学缺乏系统而且有效的阅读认知策略训练,学生被要求去背单词,短语和文章,以至于他们厌倦了英语学习。好的老师应该尽力改变英语阅读教学的理念,同样老师们也要加强阅读认知策略的理论素养和实践能力。
[Abstract]:Reading cognitive strategy is a branch of reading strategy classified by Urquhart and Weir. It refers to fast reading that includes skimming and searching and includes distinguishing between purport and detail, propositional speculation, pragmatic inference, transfer, free translation, ambiguity removal, and conjecture. Reading cognitive strategy training is to teach students when and how to use cognitive strategies in the process of learning foreign language input and output. There are many researches on reading strategies both at home and abroad. However, most of them focus on descriptive studies, and few researchers study them from a smaller and more professional perspective. This study is based on cognitive psychology and discourse theory from the perspective of reading strategies. Use the following reading cognitive strategy training model to train. First, prepare, the teacher pays attention to the students' existing strategies and related knowledge. Second, explain and illustrate, explain the meaning of the training and specific strategies, etc. Third, the training, Training twice a week, one in a new class and one in a practice class. Fourth, evaluation, Students were instructed to discuss the effectiveness of the strategies used and to reflect on several strategies they had used in the exercise. This study used a combination of quantitative and qualitative studies. A study on the following questions: 1) does reading cognitive strategy training have an impact on students' sense of self-efficacy in English reading? (2) does reading cognitive strategy training have an impact on students' English reading ability? 3) Reading cognitive strategies. Whether or not the training has different effects on the students' English reading achievement in different English proficiency (4) whether the training of reading cognitive strategies has different effects on the students' English reading questions of different types. 74 students were in the experimental class and 72 were in the control class. Both classes were parallel classes in Senior one. The questionnaire was designed on the basis of the following questionnaire and scale: learning Self-efficacy scale. Secondary English Self-efficacy questionnaire (Zhang Ye, Zhang Huan-yu 2008, English reading self-efficacy questionnaire for senior high school students (Ye Li-wei 2008). The pre-test and post-test English test papers were compiled by the authoritative senior English teachers in Nanchang City and the New Middle School No. 2 respectively. The statistical software SPSS17.0 was used to collect the English test papers in this study. The results show that reading cognitive strategy training can improve students' self-efficacy in English reading. Reading cognitive strategy training can effectively improve students' English reading ability. The effect of reading cognitive strategy training on middle and low level students is better than that of high level students. (4) aiming at the five types of problems in English reading comprehension, reading cognitive strategy training makes details, themes and inferences for students. And attitude problem has obvious effect, but it has no obvious effect on word meaning reasoning. The results of this study show that, It is necessary to carry out reading cognitive strategy training for high school students. Because traditional English reading teaching lacks systematic and effective reading cognitive strategy training, students are required to memorize words, phrases and articles. Good teachers should try their best to change the concept of English reading teaching, and teachers should also strengthen the theoretical literacy and practical ability of reading cognitive strategies.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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