新疆大学非英语专业研究生场认知风格与英语阅读策略使用的相关性研究
发布时间：2018-10-25 10:10
【摘要】：从上个世纪70年代以来,在二语习得和语言教学等领域中,学生逐渐受到研究者的关注。而学生的个体差异,如认知风格、个性、情感态度、歧义容忍度等等,被很多研究证实对语言的学习有着不可忽视的影响。场认知风格是个体差异的重要方面之一,也在近些年逐渐引起研究者的热切关注。阅读,作为语言习得的基础技能,同时也是获取信息的重要方式。它不仅是一个认知和构建的过程,同时包含着读者与阅读材料之间相互作用的过程。为了更快速有效的获取信息,读者在阅读过程中运用了各种不同的方法和手段,即阅读策略。在进行阅读中,读者自身的场认知风格会对他在阅读中采用不同阅读策略产生一定的影响,并会影响到他们的阅读效果。本次研究拟在高校实证调查场认知风格与英语阅读策略的关系。本篇论文主要研究以下两个问题:(1)非英语专业研究生的场独立/场依存认知风格情况如何?他们的阅读策略使用情况怎么样?(2)非英语专业研究生的场独立/场依存认知风格和阅读策略之间是否存在相关性?场独立组和场依存两种类型的研究生在他们阅读策略的使用,是否存在差异?本研究以新疆大学非英语专业一年级研究生为研究对象,共计200人参加,获得174个有效数据。此次研究用问卷和访谈方式对研究生进行调查,采用SPSS20.0对搜集到的数据进行统计分析,本篇论文主要进行描述性分析,皮尔逊相关性分析和独立样本t检验,来分析所得数据。本研究结果表明:(1)在174个有效参与者中,有94人(54%)是场独立学习者,80人(46%)是场依存学习者,场独立学习者的人数要略大于场依存学习者。从总体来看,研究生在四种阅读策略的使用上表现出中等的频率。使用最为频繁的是元认知策略,而社交与情感策略使用频率最低。(2)场独立/场依存认知风格对英语阅读策略的使用有着较大的影响。它与元认知策略、认知策略和资源策略呈现正相关的关系,而与社交与情感策略呈现负相关的关系。两种场认知风格的学习者在阅读策略的使用上表现出一些差异,尤其在元认知策略和社会情感策略上表现出显着性差异。场独立学习者在元认知策略使用上优势明显,而场依存学习者在社会情感策略使用频率较高。此次的研究结果对于英语学习的研究和英语教学的研究不仅具有一些理论意义,而且对于教学实践也有一定的借鉴意义。从理论上,它和现阶段认知风格影响英语学习的观点相契合,在实证中进一步验证这一观点。从实践上来说,对英语教学具有一定的启迪作用。学习者可以多深入了解自己的学习风格,找出并多应用一些适合自己的阅读策略和技巧,以期提高自己的阅读效果。而教师应该帮助学生认识到自己的学习风格,并注意在教学过程中对两种不同风格学生差异教学,因材施教,让学生能自主的去应用阅读策略提高阅读水平。
[Abstract]:Since the 1970s, students have been paid more and more attention in the fields of second language acquisition and language teaching. Individual differences, such as cognitive style, personality, emotional attitude, ambiguity tolerance and so on, have been proved by many studies to have an important influence on language learning. Field cognitive style is one of the most important aspects of individual differences, and it has attracted more and more attention in recent years. Reading, as a basic skill in language acquisition, is also an important way to obtain information. It is not only a process of cognition and construction, but also a process of interaction between readers and reading materials. In order to obtain information more quickly and effectively, readers use various methods and means in the process of reading, that is, reading strategies. In the process of reading, the reader's own field cognitive style will have a certain impact on his different reading strategies, and will affect their reading effect. This study aims to investigate the relationship between cognitive style and English reading strategies. This thesis focuses on the following two questions: (1) what is the cognitive style of field independence / field dependence of non-English major graduate students? How about their reading strategies? (2) are there any correlations between field independence / field dependence cognitive style and reading strategies of non-English major graduate students? Are there differences in the use of reading strategies between field-independent groups and field-dependent graduate students? In this study, a total of 200 non-English major freshmen in Xinjiang University participated in the study, and 174 valid data were obtained. In this study, the graduate students were investigated by questionnaire and interview, and the data collected were analyzed by SPSS20.0. The data were analyzed by descriptive analysis, Pearson correlation analysis and independent sample t-test. The results show that: (1) out of 174 effective participants, 94 (54%) were field independent learners, 80 (46%) were field dependent learners, and the number of field independent learners was slightly larger than that of field dependent learners. Generally speaking, graduate students showed moderate frequency in the use of four reading strategies. Metacognitive strategies are most frequently used, while social and affective strategies are used least frequently. (2) Field independence / field-dependent cognitive style has a great influence on the use of English reading strategies. It is positively related to metacognitive strategies, cognitive strategies and resource strategies, while negatively related to social and affective strategies. There are some differences in the use of reading strategies between the two field cognitive styles, especially in metacognitive strategies and social affective strategies. Field-independent learners have obvious advantages in the use of metacognitive strategies, while field-dependent learners use social affective strategies more frequently. The results of this study not only have some theoretical significance for the study of English learning and English teaching, but also have some reference significance for teaching practice. Theoretically, it is consistent with the view that cognitive style influences English learning. In practice, it has a certain enlightening effect on English teaching. Learners can learn more about their learning style and find out and apply some reading strategies and skills to improve their reading effect. Teachers should help students to recognize their learning style and pay attention to the two different styles of students in the teaching process, teaching students in accordance with their aptitude, so that students can use reading strategies to improve their reading level.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2293402
[Abstract]:Since the 1970s, students have been paid more and more attention in the fields of second language acquisition and language teaching. Individual differences, such as cognitive style, personality, emotional attitude, ambiguity tolerance and so on, have been proved by many studies to have an important influence on language learning. Field cognitive style is one of the most important aspects of individual differences, and it has attracted more and more attention in recent years. Reading, as a basic skill in language acquisition, is also an important way to obtain information. It is not only a process of cognition and construction, but also a process of interaction between readers and reading materials. In order to obtain information more quickly and effectively, readers use various methods and means in the process of reading, that is, reading strategies. In the process of reading, the reader's own field cognitive style will have a certain impact on his different reading strategies, and will affect their reading effect. This study aims to investigate the relationship between cognitive style and English reading strategies. This thesis focuses on the following two questions: (1) what is the cognitive style of field independence / field dependence of non-English major graduate students? How about their reading strategies? (2) are there any correlations between field independence / field dependence cognitive style and reading strategies of non-English major graduate students? Are there differences in the use of reading strategies between field-independent groups and field-dependent graduate students? In this study, a total of 200 non-English major freshmen in Xinjiang University participated in the study, and 174 valid data were obtained. In this study, the graduate students were investigated by questionnaire and interview, and the data collected were analyzed by SPSS20.0. The data were analyzed by descriptive analysis, Pearson correlation analysis and independent sample t-test. The results show that: (1) out of 174 effective participants, 94 (54%) were field independent learners, 80 (46%) were field dependent learners, and the number of field independent learners was slightly larger than that of field dependent learners. Generally speaking, graduate students showed moderate frequency in the use of four reading strategies. Metacognitive strategies are most frequently used, while social and affective strategies are used least frequently. (2) Field independence / field-dependent cognitive style has a great influence on the use of English reading strategies. It is positively related to metacognitive strategies, cognitive strategies and resource strategies, while negatively related to social and affective strategies. There are some differences in the use of reading strategies between the two field cognitive styles, especially in metacognitive strategies and social affective strategies. Field-independent learners have obvious advantages in the use of metacognitive strategies, while field-dependent learners use social affective strategies more frequently. The results of this study not only have some theoretical significance for the study of English learning and English teaching, but also have some reference significance for teaching practice. Theoretically, it is consistent with the view that cognitive style influences English learning. In practice, it has a certain enlightening effect on English teaching. Learners can learn more about their learning style and find out and apply some reading strategies and skills to improve their reading effect. Teachers should help students to recognize their learning style and pay attention to the two different styles of students in the teaching process, teaching students in accordance with their aptitude, so that students can use reading strategies to improve their reading level.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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