基于策略的教学对培养阅读能力影响的实证研究

发布时间：2016-05-18 22:18

CHAPTER ONE INTRODUCTION

1.1 Introduction
This thesis is a case study on junior middle school students’ reading comprehensionability by applying strategy-based instruction. The study focuses on the readingstrategies used by junior middle school students in remote areas and it also comparesthe reading achievements between the experiment group and control group.During the process of teaching English, teachers frequently encounter numerousquestions like how EFL students can read more effectively. The purpose of this study is toprovide English teachers with insight into the ways to assist junior middle school studentsin the remote area in reading successfully and effectively. Most of the students in the studycome from remote areas. It is the first time for them to learn English. Although they have afew worries, they are curious about it. This research, making use of their curiosity,conducts a series of strategy training so as to develop their reading comprehension ability.Another motivation for the present study is that some students could not get an idealreading score during the examinations.
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1.2 Background to the Study

1.2.1The Importance of Reading
In the information age, English has become more and more important and necessary.Reading, one of the most important receptive skills, is a useful and vital way to obtaindifferent kinds of information and learn about the outside world. Consequently, readingplays a significant role in people’s life and study. For many students, reading is anessential language input skill which must be mastered. During second language (L2)learning and teaching, reading is one of the essential skills, especially for those peoplewho treat a foreign language as a second language. To some extent, a student’s success atschool or in society depends on their ability to read. It has been a consensus that publicschool system must pay more attention to reading instruction and training.Reading is also important in senior school’s entrance examinations. The followingdistribution analysis of the senior school’s entrance scores (see Table 1.1) shows thatreading comprehension is one of the most important items of all, covering more than onefourth of the total scores.
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CHAPTER TWO LITERATURE REVIEW

2.1 Introduction
Since the 1970s, much research on learner characteristics and their possible influenceon the process of learning an L2 has been conducted. Meanwhile, some researchers havedevoted themselves to the study of reading strategies, which are one of the most prominentissues in the field of L2 acquisition. There are two reasons for this trend. One is thatreading abilities play a critical role in the multi-lingual and multi-cultural world; the otheris that reading is a way for L2 students to learning on their own way beyond the classroom.A large amount of research on second language reading indicates that learners applyvarious kinds of strategies to assist them with the acquisition, storage, and retrieval ofinformation(Rigney,1978). The research on reading strategies has demonstrated that it isimportant and necessary to apply proper reading strategies to make sense of the readingmaterials. Without doubt, many of the researchers have been working on helping studentsto read effectively. Some studies have discovered that “better learners who actively controltheir reading and strategy use and strategy training may be especially helpful for weakerstudents” (Schmitt, 2002, p247). Anderson(1991) proposed that successful strategicreading was not only “ a matter of knowing what strategy to use, but also... knowing howto use a strategy successfully and to orchestrate its use with otherstrategies”(pp.468—469). That means mastering and learning to use some appropriatestrategies have a good influence on English reading. Also, it also reflects that teachingsome reading strategies is the importance of English instruction. Therefore, it is necessaryand important to carry out reading strategy training, especially for new readers from GradeSeven. The aim of teaching not only lets students know about some reading strategies, butalso gets them form good habits of English reading. Of course, leading students to graspsome reading strategies is the importance of English instruction.
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2.2 Language Learning Strategy
The term “language learning strategy” has been used in different ways by differentresearchers. The following is a list of some definitions produced by some researchers.O’Malley and Chamot (1990) defines learning strategies as “ the special thoughts orbehaviors that individuals use to help them comprehend, learn, or retain new information”(P1).Ellis(2000) defines learning strategies as “particular approaches or techniques thatlearners employ to try to learn an L2. They can be behavioral (for example, repeating newwords aloud to help you remember them) or they can be mental (for example, using thelinguistic or situational context to infer the meaning of a new word)” (P4).Cohen(2000) defines learning strategies as “learning processes which are consciouslyselected by the learner. The element of choice is important here because this is what givesa strategy its special character. These are also moves which the learner is at least partiallyaware of, even if full attention is not being given to them” (pp.76—77 ).Nunan(2001) defines learning strategies as “mental and communicative procedureslearners use in order to learn and use language. Underlying every learning task is at leastone strategy”(p171).
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CHAPTER THREE METHODOLOGY..........21
3.1 Introduction........ 21
3.2 Participants.........21
3.3 Materials Used in the Study.......... 23
3.4 Instruments.........23
3.5 The Procedure of the Study....25
3.6 Teaching Reading Strategies......... 26
3.7 Means Employed in Data analysis.......30
3.8 Summary...... 30
CHAPTER FOUR RESULTS AND DISCUSSION.......31
4.1 Introduction........ 31
4.2 Results from the Tests...... 31
4.2.1 Comparison of Pre-test between the Two Groups..... 31
4.3 Results from the Questionnaires, Interviews and Logs........33
4.4 summary.......37
CHAPTER FIVE CONCLUSION AND IMPLICATIONS........39
5.1Introduction......... 39
5.2 Major Findings.......... 39
5.3 Implications........ 40
5.4 Limitations of the Study and Suggestions for Future Studies....41

CHAPTER FOUR RESULTS AND DISCUSSION

4.1 Introduction

This chapter aims at analyzing and interpreting the results of the study and then theresearch questions are answered.In order to know whether there is significant difference between the experimentalgroup and the control group prior to the study so as to make the study objective and valid,the writer analyzes the outcome of Independence-Sample Test of the experimental groupand the control group by means of the software SPSS. Here is a statistical outcome(Table4.2.1.1)After the study, all of students also took an exam which was held by Luliang CountyEducation Bureau. The scores of each student are recorded on computer by the schoolauthority. The writer is allowed to copy down the reading scores. The writer uses the SPSSto work out the Mean Score and Standard Deviation between the two groups as thefollowing table shows.

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conclusion

Through the data analysis of the questionnaires, interviews with students, the writer’sand students’ logs, and data analysis of the pre-test and the post-test, the two researchquestions are answered as follows.Firstly, the results of students’ logs indicate the students have learned some readingstrategies like guessing words, finding topic sentences, activating background knowledge,inferring what a passage will talk about by looking the title or pictures, making a mindmap. What’s more, the results of interviewing show that the students’ goals of readinghave also changed a lot. In the past, they wanted to get a good score after reading. Nowthey think it is the way to open their eyes, enrich their vocabulary, learn about westernculture.Secondly, the results of pre-test and post-test show that training of reading strategies canenhance students’ reading abilities. Seeing from the test papers, students in the EG havegotten better reading scores. This means that they did master some reading strategies andapply them into practice. With the development of reading abilities, students can broadentheir vocabulary, collect some good words or sentences, strengthen the knowledge ofgrammar and sentence patterns, and cultivate their language awareness. As a result, thesecan promote their reading abilities.
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The reference (omitted)

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