在外語學(xué)習(xí)中，閱讀，是學(xué)生獲取知識和信息的主要渠道之一。同時，閱讀不僅是大學(xué)英語學(xué)習(xí)的一個重要組成部分，而且在各種外語考試中占有非常重要的地位。因此，大學(xué)英語教學(xué)越來越重視提高學(xué)習(xí)者的外語閱讀水平。然而，學(xué)習(xí)者在相同外部環(huán)境的情況下，學(xué)習(xí)結(jié)果仍會存在很大差異，因此很多研究者把研究重心轉(zhuǎn)向了對學(xué)習(xí)者個體差異的研究。在二語習(xí)得中，認知風(fēng)格和學(xué)習(xí)策略是個體差異的兩個重要維度。很少有關(guān)于這兩因素和學(xué)習(xí)者學(xué)習(xí)結(jié)果間關(guān)系的實證研究。故本文通過實證研究，主要探討學(xué)生場獨立/場依存認知風(fēng)格現(xiàn)狀及不同類型學(xué)生分別側(cè)重使用哪些閱讀學(xué)習(xí)策略；這兩個因素間有無關(guān)聯(lián)以及他們分別對閱讀能力有何影響。主要研究問題如下：（1）非英語專業(yè)學(xué)生場獨立/場依存認知風(fēng)格情況和閱讀策略使用情況分別是什么？（2）場獨立/場依存認知風(fēng)格和閱讀策略之間的關(guān)系是什么？對于閱讀策略的使用，在場獨立組和場依存組中是否存在差異？（3）場獨立/場依存認知風(fēng)格和閱讀策略兩個因素對閱讀成績有影響嗎？如果有，影響是怎么樣的？本研究以山西師范大學(xué)非英語專業(yè)的181名大一學(xué)生為研究對象，以問卷和測試題為主要調(diào)查工具對主要研究問題展開調(diào)查。并對所搜集的數(shù)... 

【文章來源】：山西師范大學(xué)山西省

【文章頁數(shù)】：81 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
1. Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Framework of This Thesis
2. Literature Review of the Study
    2.1 Cognitive Style
        2.1.1 The Definition of Cognitive Style
        2.1.2 The Classification of Cognitive Style
    2.2 FI/FD Cognitive Styles
        2.2.1 The Definition and Assessment of FI/FD Styles
        2.2.2 The Features of FI/FD Cognitive Styles
    2.3 Learning Strategy
        2.3.1 The Definition of Learning Strategy
        2.3.2 The Classification of Learning Strategy
    2.4 Reading Strategy
        2.4.1 The General Introduction of Reading
        2.4.2 The Definition and Classification of Reading Strategy
    2.5 The General Introduction of Related Researches
        2.5.1 Related Researches of FI/FD Styles
        2.5.2 Related Researches of Reading Strategy
3. Methodology
    3.1 The Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Group Embedded Figure Test
        3.3.2 Reading Strategy Questionnaire
        3.3.3 Reading Comprehension Test in PETS-2
        3.3.4 Statistical Package for Social Science (SPSS17.0)
    3.4 The Procedures of the Study
        3.4.1 Preparation Period
        3.4.2 Pilot Study
        3.4.3 Data Collection
        3.4.4 Data Analysis
4. Results and Discussion
    4.1 Descriptive Analysis
        4.1.1 The Situations of FI/FD Styles
        4.1.2 The Situations of Reading Strategy
    4.2 Analysis of Correlations
        4.2.1 The Correlation between FI/FD Styles and Reading Strategy
        4.2.2 The Correlation between FI/FD Styles and Reading Achievement
        4.2.3 The Correlation between Reading Strategy and Reading Achievement
    4.3 Discussion
        4.3.1 Discussion on the Situations of FI/FD Styles and Reading Strategy
        4.3.2 Discussion on the Correlations
    4.4 Pedagogical Implications
        4.4.1 Understanding Differences of Cognitive Styles
        4.4.2 Carrying out Style-matching Teaching Method
        4.4.3 Helping Students to Optimize Cognitive Styles
        4.4.4 Developing Meta-cognitive Ability in Reading Study
5. Conclusion
    5.1 Major Findings
    5.2 The Limitations and Suggestions
Acknowledgements
Bibliography
Appendix
Publications



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