高中生英语阅读策略应用状况的调查研究
发布时间：2018-09-01 07:09
【摘要】：随着经济全球化和政治格局的发展,英语变得愈来愈重要。英语作为一种世界通用语,是人们获得各类信息的重要工具。因此掌握英语阅读策略和提高阅读效率对学生来说是至关重要的。新课程标准对于高中生英语学习策略的使用也提出了明确的要求。本次研究从辽宁省锦州市第二中学高二年级中随机选取80名学生作为研究对象。本文围绕高中生运用英语阅读策略的整体情况开展调查,研究主要讨论以下三个问题:1、高中生倾向于使用哪类英语阅读策略,认知策略、元认知策略还是社会情感策略?2、高中学生英语阅读策略的运用与英语阅读成绩之间是否存在相关性?3、阅读成绩高、低分组的学生在在阅读策略的使用上有无明显区别?对于同一类阅读策略的使用,高、低分组的学生有哪些差异?本研究使用的研究工具为阅读策略调查问卷、访谈和测试。收集到的全部数据都采用定性与定量分析相结合的方式,并采用SPSS软件中的皮尔逊相关分析以及独立样本T-检验对数据进行了分析。得出以下结论:1、高中生的阅读策略的整体频率使用处于中等水平。其中认知策略使用的频率最高,其次是元认知策略。社会情感策略的使用频率最低。2、学生阅读策略的使用与他们的阅读成绩之间存在着较大的相关性。3、阅读成绩高、低分组的学生在认知策略、元认知策略和社会情感策略的使用上均存在诸多差异。本研究在启发英语阅读学习和教学的进一步研究中有重要意义,并且对进一步研究提出了一些建议。根据调查结果,文章最后一部分提出了对高中英语教学的启示、本研究现存的局限性。并且对进一步的研究提出了一些建议。
[Abstract]:With the development of economic globalization and political pattern, English becomes more and more important. As a universal language, English is an important tool for people to obtain all kinds of information. Therefore, it is very important for students to master English reading strategies and improve reading efficiency. The new curriculum standards also set clear requirements for the use of English learning strategies by senior high school students. In this study, 80 students were randomly selected from Grade two of the second Middle School in Jinzhou City, Liaoning Province. This paper focuses on the overall situation of senior high school students' use of English reading strategies. The study focuses on the following three questions: 1. What kind of English reading strategies and cognitive strategies do senior high school students tend to use? Metacognitive Strategy or Social Affective Strategy 2. Is there a correlation between the use of English reading strategies and English reading scores of senior high school students? are there any significant differences in the use of reading strategies between the students with high reading scores and those with low scores? What are the differences in the use of the same reading strategies between high and low group students? The research tools used in this study are reading strategy questionnaire, interview and test. All the collected data are analyzed by the combination of qualitative and quantitative analysis. Pearson correlation analysis in SPSS software and independent sample T- test are used to analyze the data. We draw the following conclusion: 1: 1, the overall frequency of reading strategies of high school students is at the medium level. Cognitive strategies are used most frequently, followed by metacognitive strategies. The frequency of using social affective strategies is the lowest. 2. There is a significant correlation between the use of reading strategies and their reading scores. The students with high reading scores and low groups have cognitive strategies. There are many differences in the use of metacognitive strategies and social affective strategies. This study is of great significance in enlightening the further study of English reading learning and teaching, and puts forward some suggestions for further study. According to the survey results, the last part of the paper puts forward the enlightenment to senior high school English teaching, and the limitations of the present study. Some suggestions are put forward for further study.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2216480
[Abstract]:With the development of economic globalization and political pattern, English becomes more and more important. As a universal language, English is an important tool for people to obtain all kinds of information. Therefore, it is very important for students to master English reading strategies and improve reading efficiency. The new curriculum standards also set clear requirements for the use of English learning strategies by senior high school students. In this study, 80 students were randomly selected from Grade two of the second Middle School in Jinzhou City, Liaoning Province. This paper focuses on the overall situation of senior high school students' use of English reading strategies. The study focuses on the following three questions: 1. What kind of English reading strategies and cognitive strategies do senior high school students tend to use? Metacognitive Strategy or Social Affective Strategy 2. Is there a correlation between the use of English reading strategies and English reading scores of senior high school students? are there any significant differences in the use of reading strategies between the students with high reading scores and those with low scores? What are the differences in the use of the same reading strategies between high and low group students? The research tools used in this study are reading strategy questionnaire, interview and test. All the collected data are analyzed by the combination of qualitative and quantitative analysis. Pearson correlation analysis in SPSS software and independent sample T- test are used to analyze the data. We draw the following conclusion: 1: 1, the overall frequency of reading strategies of high school students is at the medium level. Cognitive strategies are used most frequently, followed by metacognitive strategies. The frequency of using social affective strategies is the lowest. 2. There is a significant correlation between the use of reading strategies and their reading scores. The students with high reading scores and low groups have cognitive strategies. There are many differences in the use of metacognitive strategies and social affective strategies. This study is of great significance in enlightening the further study of English reading learning and teaching, and puts forward some suggestions for further study. According to the survey results, the last part of the paper puts forward the enlightenment to senior high school English teaching, and the limitations of the present study. Some suggestions are put forward for further study.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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