内蒙古医科大学研究生医学英语阅读策略使用研究

发布时间：2018-12-08 07:05

【摘要】：本研究采用有声思维和调查问卷结合的方法,旨在调查医学研究生在医学英语阅读过程中阅读策略的使用情况。本研究聚焦于以下三个问题:1)医学研究生在医学英语阅读中采用了哪些策略?2)高、低水平组的阅读策略使用频率是什么?3)高、低水平组在阅读过程中所使用的阅读策略有何异同?为回答第一个问题,本研究先对30名医学研究生进行了问卷调查,后为回答第二,三个问题,本研究又对其中的4名医学研究生进行了有声思维研究。本研究的主要结论如下:第一,根据Oxford的学习策略分类,问卷调查发现,在阅读过程中受试者使用了“猜测词义”,“略读”,“预测”等策略,这些策略分为认知策略,记忆策略,补偿策略,元认知策略,情感策略和社会策略六个类别,其中认知策略受试者使用较多。第二,根据Sheorey和Mokhtari(2001)制定的阅读策略编码表,有声思维研究发现,辅助策略是被高、低水平组使用最多的一种。在所有的25种策略中,“翻译”,“复读”,“释义”,“预测”,“自问”是高、低水平组使用较为频繁的策略;而“利用文章特点”,“解决矛盾信息”,“利用先验知识”,“确认预测”等策略高、低水平组较少使用。第三,高水平组在阅读策略的使用数量上高于低水平组,这在元认知策略的使用中较为显著,所以高低水平组有不同的策略使用模式。高水平组,辅助策略元认知策略认知策略;而低水平组,辅助策略认知策略元认知策略。在元认知策略组里,高水平组使用“预测”策略最多,而低水平组使用“确定阅读内容”策略最多。这说明,高水平组更倾向于利用上下文线索和关键词来预测文章。此外,低水平组倾向于依赖单词层面的线索理解文章,而高水平组则更多地依靠分析与评价文本来理解文章。本研究对于以后可以采用类似研究方法的研究具有参考价值,同时,本研究给医学研究生医学英语阅读水平的提高提供些建议。
[Abstract]:The purpose of this study was to investigate the use of reading strategies in the process of medical English reading by means of sound thinking and questionnaire. This study focuses on the following three questions: 1) what strategies are used by medical graduate students in medical English reading? 2) what are the strategies used in high and low level groups? 3) high. What are the similarities and differences in reading strategies used in the low level group? In order to answer the first question, a questionnaire survey was conducted among 30 medical graduate students. In order to answer the second and third questions, four of the medical graduate students were studied on the sound thinking. The main conclusions of this study are as follows: first, according to Oxford's classification of learning strategies, the questionnaire found that the subjects used "guess word meaning", "skimming", "prediction" and other strategies in the process of reading. These strategies are classified as cognitive strategies. Memory strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies are used more frequently. Secondly, according to the coding table of reading strategies developed by Sheorey and Mokhtari (2001), the study of sound thinking found that auxiliary strategies are used most frequently in the high and low level groups. Among all the 25 strategies, "translation", "retouching", "interpretation", "prediction" and "self-questioning" are the strategies used frequently in the high and low level groups. The strategies of "using the characteristics of the article", "solving contradiction information", "utilizing prior knowledge" and "confirming prediction" are high, but the low level groups are less used. Third, the number of reading strategies used in the high level group is higher than that in the low level group, which is more significant in the use of metacognitive strategies, so there are different strategies use patterns in the high and low level groups. High level group, auxiliary strategy metacognitive strategy, and low level group, auxiliary strategy metacognitive strategy. In metacognitive strategy group, "prediction" strategy was used most in high level group, and "determining reading content" strategy was used most in low level group. This suggests that high-level groups tend to use contextual cues and keywords to predict articles. In addition, the low level group tended to rely on word level cues to understand the article, while the high level group more relied on the analysis and evaluation text to understand the article. This study has some reference value for the research of similar research methods in the future. At the same time, it provides some suggestions for medical graduate students to improve their reading level of medical English.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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