出国留学培训人员英语阅读策略与英语成绩的相关性研究

发布时间：2021-04-26 06:29

　　在中国,阅读作为英语语言学习非常重要的输入形式而被学者热议。本研究主要探究国家公派出国留学人员英语阅读策略与英语阅读成绩的相关性,并从以下几个方面展开研究:阅读策略的使用现状,阅读策略与英语阅读成绩的相关性以及高分组学员和低分组学员阅读策略的使用差异。鉴于此,本研究提出下列研究问题:（1）国家公派出国留学人员英语阅读策略使用现状如何?（2）国家公派出国留学人员英语阅读策略与其英语成绩的相关性如何?哪一种策略对成绩的影响最大?（3）高分组和低分组学员在阅读策略选择有差异吗?如果有,差异是什么?本文综合使用了问卷调查法,测试法以及访谈法来探究高级英语培训班128位学员的英语阅读策略使用的现状,英语阅读策略与英语成绩的相关性,以及高水平组和低水平组英语培训者英语策略使用的不同。研究结果表明,几乎所有的学员都会在一定程度上使用阅读策略,其中频率最高的为元认知策略,其次为认知策略,社会情感策略使用的频率较低。就阅读策略与阅读成绩的相关性而言,元认知策略与阅读成绩的相关性最为显著,认知策略次之,社会情感策略与阅读成绩没有相关性。关于低分组和高分组学员策略使用的差异,研究表明:高分组学员会使用更多的... 

【文章来源】：西安外国语大学陕西省

【文章页数】：90 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Research Objectives
    1.2 Research Background
    1.3 Significance of the Study
    1.4 Thesis Structure
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Taxonomies of Language Learning Strategies
        2.1.1 O’Malley& Chamot’s（1990）Taxonomy
        2.1.2 Oxford’s（1990）Taxonomy
        2.1.3 Purpura’s（2014）Taxonomy
        2.1.4 Oxford’s（2017）Taxonomy
    2.2 The Study of Reading and Reading Strategies
        2.2.1 Researches on Reading
        2.2.2 Reading Strategies
        2.2.3 Relevant Researches on Reading Strategies
    2.3 Researches on Correlation between Reading Strategies and Reading Achievements Abroad and China
        2.3.1 Relevant Researches on Correlation between Reading Strategies and Reading Achievements Abroad
        2.3.2 Relevant Researches on Correlation between Reading Strategies and Reading Achievements in China
CHAPTER Ⅲ RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 China Scholarship Council English Test（CSC-ET）
        3.3.2 Questionnaire Survey
        3.3.3 Interview
    3.4 Research Procedures
CHAPTER Ⅳ RESULTS AND DISCUSSION
    4.1 Current Situation of Reading Strategies Use
        4.1.1 Overall Frequency of Reading Strategies Application
        4.1.2 Differences across Different Genders
    4.2 Correlation between Reading Strategies and English Reading Achievements..
        4.2.1 Correlation between Reading Strategies and Reading Achievement
        4.2.2 Correlation between Metacognitive Strategies and Reading Achievement
        4.2.3 Correlation between Cognitive Strategies and Reading Achievement
        4.2.4 Correlation between Social-affective Strategies and Reading Achievement
        4.2.5 Degree of Correlation between Three Dimensions of Reading Strategies and Reading Achievement
    4.3 Differences of Reading Strategies Application between High-score and Low-score Trainees
        4.3.1 Overall Situation of Difference in Reading Strategies Application
        4.3.2 Difference in Metacognitive Reading Strategies Application
        4.3.3 Difference in Cognitive Reading Strategies Application
        4.3.4 Difference in Social-affective Reading Strategies Application
        4.3.5 Summary of Difference in Reading Strategies Application
CHAPTER Ⅴ CONSLUSION
    5.1 Major Findings
        5.1.1 Findings of Current Situation of English Reading Strategies Use
        5.1.2 Findings of Correlation between Reading Strategies and English Reading Achievement
        5.1.3 Findings of Differences between High-score and Low-score Groups
    5.2 Implications of the Study
    5.3 Research Limitations
    5.4 Suggestions for Further Research
REFERENCES
Appendix 1
Appendix 2



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