阅读策略对高中生英语完形填空的影响研究

发布时间：2021-02-11 02:05

　　早在1957年,Taylor提出使用完形填空来测试语言学习者的阅读能力和语言能力。此后,由于国内外研究者认为完形填空是一种高效且实用的测试方式,完形填空在评估二语学习者的阅读和语言能力方面得到广泛应用。同时,阅读策略经常被用来探究二语学习者的阅读特点和习惯。相关研究成果认为阅读策略的使用是提高阅读理解的重要方式。此外,前人研究结果认为阅读策略在一定程度上会影响到学生的完形填空成绩,但是,对于高中生偏好何种阅读策略以及这些阅读策略是否能够有效改善学生完形填空完成情况的实证研究仍不够。签于以上情况,本文尝试在前人研究基础上继续探究高中生的阅读策略使用意识并探索阅读策略的使用对高中生英语完形填空的影响。本文的受试是来自广东东莞麻涌中学高一年级两个平行班的86位同学。由于完形填空通常被认为可以有效测试二语学习者的阅读能力和语言能力,本研究采用完形填空作为测试题型。第一次完形填空测试了学生实验前的阅读与语言能力。为了调查学生阅读策略使用意识,问卷紧随其后,结果表明两个班具有同等水平的阅读策略使用意识和英语语言能力。因此,将一个班作为实验班,另一个班为控制班。实验班使用阅读策略,控制班使用常规方式... 

【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校

【文章页数】：114 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance and Purpose of the Study
    1.3 Organization of the Study
Chapter Two Literature Review
    2.1 Reading Strategies
        2.1.1 Definition of Reading Strategies
        2.1.2 Classification of Reading Strategies
        2.1.3 Research on Reading Strategies
    2.2 Cloze Test
        2.2.1 Definition of Cloze Test
        2.2.2 Cloze Test and Reading Comprehension
    2.3 Theoretical Foundations
        2.3.1 Gestalt Psychology
        2.3.2 Cognitive Psychology
        2.3.3 Meta-cognitive Theory
    2.4 Research on the Effects of Reading Strategies on Cloze Test at Home and Abroad
        2.4.1 Research on the Effects of Cognitive Strategies on Cloze Test
        2.4.2 Research on the Effects of Meta-cognitive Strategies on Cloze Test
        2.4.3 Research on the Effects of Social-affective Strategies on Cloze Test
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Pre-test
        3.3.2 Post-test
        3.3.3 Questionnaire
        3.3.4 Interview
    3.4 Research Procedure
        3.4.1 Schedule of the Experiment
        3.4.2 Teaching Procedure
    3.5 Sample of Lesson Plan
Chapter Four Results and Discussion
    4.1 Results and Discussion of SORS Questionnaire
        4.1.1 Results of SORS Questionnaire
        4.1.2 Discussion of SORS Questionnaire
    4.2 Results and Discussion of Cloze Tests
        4.2.1 Results of Cloze Tests
        4.2.2 Discussion of Cloze Tests
    4.3 Results and Discussion of Interview
        4.3.1 Effects of Cognitive Strategies on Students'Cloze Test Performance
        4.3.2 Effects of Meta-cognitive Strategies on Students'Cloze Test Performance
        4.3.3 Effects of Social-affective Strategies on Students'Cloze TestPerformance
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ Pre-test
    Appendix Ⅳ Post-test
    Appendix Ⅴ
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