英語閱讀是中國學生獲得英語語言輸入的主要途徑,也是學生需要掌握的重要語言技能之一。良好的英語閱讀策略能使得閱讀達到事半功倍的效果。因此,很有必要對中國學生的閱讀策略使用情況進行研究。上世紀80年代,國內(nèi)學者開始關注學習策略,研究對象主要是全日制本科生,研究生和中學生。很少研究關注職業(yè)院校學生,特別是中職學生。本文通過對南博124名中職學生的英語閱讀策略使用情況進行問卷調(diào)查和訪談,試圖找出中職學生在英語閱讀學習中運用策略的總體情況。具體研究問題如下:1.中職學生的英語閱讀策略總體情況如何?2.不同專業(yè)學生的英語閱讀策略有何不同?3.導致學生閱讀策略差異的原因是什么?通過對數(shù)據(jù)進行描述性分析、方差分析和多重比較分析,研究結果表明:1)中職學生的閱讀策略總體情況處于中等水平(M=3.224),三種策略的使用頻率差別不大。其中認知策略的使用(M=3.331)略高于情感策略(M=3.125),元認知策略的使用(M=2.959)最低。2)商英專業(yè)學生總體閱讀策略最優(yōu)。商英專業(yè)與國貿(mào)專業(yè)、商英專業(yè)與自動化專業(yè)學生之間的總體閱讀策略存在顯著差異。3)導致學生英語閱讀策略使用的差異原因:商英專業(yè)學生英語...

【文章頁數(shù)】：56 頁

【學位級別】：碩士

【文章目錄】：
中文摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purposes and Significance of the Study
    1.3 Organization of the Thesis
Chapter2 Literature Review
    2.1 Definitions of Reading
    2.2 Definitions of Reading Strategies
    2.3 Classifications of Reading Strategies
        2.3.1 Classifications of Reading Strategies by Hosenfeld
        2.3.2 Classification of Reading Strategies by Sarig
        2.3.3 Classification of Reading Strategies by Urquhart& Weir
    2.4 Related Studies on Reading Strategies at Home and Abroad
        2.4.1 Related Studies on Reading Strategies Abroad
        2.4.2 Relevant Researches on Reading Strategies at Home
        2.4.3 Summary of the Researches
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Results of the Questionnaire
        4.1.1 General Tendency of Students’s Use of English Reading Strategies
        4.1.2 Frequency of the Three Categories of Reading Strategies
            4.1.2.1 Use of Meta-cognitive Strategies
            4.1.2.2 Use of Cognitive Strategies
            4.1.2.3 Use of Affective Strategies
        4.1.3 Differences of the Strategies Use among Different Majors
            4.1.3.1 Students’Use of the Total Reading Strategies
            4.1.3.2 Students’Use of the Three Types of Reading Strategies
    4.2 Discussions about the Results of the Questionnaire
    4.3 Results and Analysis of the Students’Interview
    4.4 Results and Analysis of the Teachers’Interview
Chapter5 Conclusions
    5.1 Major Findings
        5.1.1 Students'Use of Reading Strategies is at the Medium Level
        5.1.2 Strategy Use among Different Majors is Different
        5.1.3 Causes for the Difference in Reading Strategy Use Lie in Difference ofEnglish Proficiency,Learning Interest and Motivation
    5.2 Implications for English Teaching
        5.2.1 Implications for English Teachers
        5.2.2 Implications for Students
    5.3 Limitation of the Research
    5.4 Suggestions for Further Research
References
Publications during the Postgraduate Program
Appendix I Questionnaire
Appendix Ⅱ Interview
Acknowledgements



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