基于有聲思維的高中生英語閱讀策略研究
發(fā)布時(shí)間：2018-08-16 12:08
【摘要】：在外語教學(xué)中,閱讀是四大語言技能之一,且是重要的語言輸入和輸出途徑。閱讀課亦是高中英語教學(xué)中常見的課型。然而,我國(guó)高中英語閱讀教學(xué)當(dāng)前仍存在著諸多問題,主要原因在于多數(shù)一線教師“重結(jié)果輕過程”,多采用機(jī)械重復(fù)的教學(xué)流程進(jìn)行單純的詞匯、語法教學(xué)。教師多忽視對(duì)學(xué)生閱讀策略的指導(dǎo),因而無法從根本上幫助學(xué)生提升英語閱讀水平。Hosenfeld(1997)指出,成功的閱讀者和不成功的閱讀者在策略使用方面大不相同。閱讀策略是學(xué)習(xí)策略的重要組成部分,閱讀策略的有效運(yùn)用可以獲得良好的閱讀效果。鑒于此,針對(duì)高中生在英語閱讀活動(dòng)中閱讀策略的研究對(duì)英語學(xué)習(xí)和教學(xué)都尤為必要。國(guó)內(nèi)相關(guān)研究中,研究者多采用問卷調(diào)查法或者訪談法,難以保證研究數(shù)據(jù)的有效性。而有聲思維法,作為心理學(xué)常用的方法之一,可記錄受試大腦中內(nèi)隱的思維活動(dòng),得到更為真實(shí)的實(shí)時(shí)數(shù)據(jù)。因此,筆者擬采用有聲思維法嘗試探討英語閱讀策略與英語閱讀成績(jī)的關(guān)系,以期解答以下問題:(1)高中生在英語閱讀過程中經(jīng)常用到哪些策略?(2)閱讀策略的使用與高中生的英語閱讀理解成績(jī)存在什么關(guān)系?(3)閱讀成績(jī)高分組與低分組在閱讀策略使用上存在什么差異性?本研究選取山東省淄博市某高中20名高一學(xué)生作為研究對(duì)象。筆者運(yùn)用有聲思維法對(duì)其在閱讀理解中的閱讀策略使用情況進(jìn)行實(shí)時(shí)記錄,使用Microsoft Excel和SPSS 19.0等軟件對(duì)數(shù)據(jù)分別進(jìn)行了統(tǒng)計(jì)性分析、相關(guān)性分析、獨(dú)立樣本T檢驗(yàn)分析。研究結(jié)果總結(jié)如下:第一,高中生在英語閱讀活動(dòng)中均會(huì)使用各類閱讀策略,包括元認(rèn)知策略、認(rèn)知策略以及社會(huì)情感策略。第二,高中生在英語閱讀活動(dòng)中使用閱讀策略情況存在差異性,從使用頻率上來說,認(rèn)知策略的使用要高于元認(rèn)知策略的使用,而社會(huì)情感策略的使用程度最低。高分組受試者相較于低分組受試者更多地使用元認(rèn)知策略和認(rèn)知策略,卻更少地使用社會(huì)情感策略。第三,高中生在英語閱讀活動(dòng)中針對(duì)閱讀策略的運(yùn)用與閱讀理解成績(jī)之間存在相關(guān)性關(guān)系,其中元認(rèn)知策略的總體運(yùn)用情況在p=0.01水平上與閱讀成績(jī)呈現(xiàn)顯著相關(guān)性(r=0.782);認(rèn)知策略的總體運(yùn)用情況在p=0.05水平上與閱讀成績(jī)呈現(xiàn)顯著相關(guān)性(r=0.525);社會(huì)情感策略的總體運(yùn)用情況在p=0.05水平上與閱讀成績(jī)呈現(xiàn)負(fù)相關(guān)性(r=-0.590)。本研究進(jìn)一步證實(shí)了英語閱讀策略在英語閱讀活動(dòng)中的重要作用。在英語閱讀教學(xué)活動(dòng)中,教師應(yīng)將英語閱讀策略培養(yǎng)作為教學(xué)目標(biāo),有效實(shí)施精心設(shè)計(jì)的英語閱讀策略教學(xué)活動(dòng),尤其注重培養(yǎng)學(xué)生的元認(rèn)知策略運(yùn)用意識(shí)。此外,建立英語閱讀策略教學(xué)的反饋機(jī)制,以期幫助學(xué)生提高英語閱讀成績(jī)。學(xué)生應(yīng)注重培養(yǎng)自身的英語閱讀興趣,養(yǎng)成良好的英語閱讀習(xí)慣,真正將英語閱讀策略自覺、有效地運(yùn)用到閱讀活動(dòng)中。
[Abstract]:In foreign language teaching, reading is one of the four language skills and an important way of language input and output. Reading is also a common type of English teaching in senior high school. However, there are still many problems in English reading teaching in senior high school in China. The main reason lies in the fact that most first-line teachers pay more attention to the result than the process, and often use the mechanical repeated teaching process to carry out simple vocabulary and grammar teaching. Teachers ignore the guidance of students' reading strategies, so they can not fundamentally help students to improve their English reading level. Hosenfeld (1997) points out that successful readers and unsuccessful readers are very different in the use of strategies. Reading strategies are an important part of learning strategies, and the effective use of reading strategies can achieve good reading results. In view of this, the study on reading strategies of senior high school students in English reading activities is particularly necessary for English learning and teaching. In domestic related research, most researchers use questionnaire or interview method, which is difficult to ensure the validity of the research data. As one of the commonly used methods in psychology, the audio thinking method can record the implicit thinking activities in the brain of the subjects and obtain more real time data. Therefore, the author intends to explore the relationship between English reading strategies and English reading achievement by means of sound thinking. In order to answer the following questions: (1) what strategies are often used by high school students in the process of English reading? (2) what is the relationship between the use of reading strategies and the English reading comprehension scores of senior high school students? (3) the high score group and the low group in reading What are the differences in strategy use? This study selected 20 senior high school students from Zibo City, Shandong Province. The author uses the sound thinking method to record the use of reading strategies in reading comprehension in real time, and uses software such as Microsoft Excel and SPSS 19.0 to make statistical analysis, correlation analysis and independent sample T-test analysis respectively. The results are summarized as follows: first, high school students use various reading strategies in English reading activities, including metacognitive strategies, cognitive strategies and social affective strategies. Secondly, there are differences in the use of reading strategies in English reading activities. In terms of frequency of use, cognitive strategies are higher than metacognitive strategies, while social affective strategies are the lowest. The subjects in the high score group used more metacognitive strategies and cognitive strategies than those in the lower group, but they used less social affective strategies. Thirdly, there is a correlation between the use of reading strategies and the reading comprehension achievement of senior high school students in English reading activities. The overall use of metacognitive strategies was significantly correlated with reading achievement at the level of p0.01 (r = 0.782); the overall use of cognitive strategies was significantly correlated with reading achievement at the level of p0.05 (r = 0.525); and the overall use of social affective strategies was significantly correlated with reading achievement (r = 0.525). At the level of p0.05, there was a negative correlation between the application and the reading score (r = -0.590). This study further confirms the important role of English reading strategies in English reading activities. In English reading teaching, teachers should take the cultivation of English reading strategies as the teaching goal, implement the carefully designed teaching activities of English reading strategies, and pay special attention to the cultivation of students' awareness of the use of metacognitive strategies. In addition, the feedback mechanism of English reading strategy teaching is established to help students improve their reading scores. Students should cultivate their interest in English reading, develop good English reading habits, and apply English reading strategies to reading activities effectively.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2185938
[Abstract]:In foreign language teaching, reading is one of the four language skills and an important way of language input and output. Reading is also a common type of English teaching in senior high school. However, there are still many problems in English reading teaching in senior high school in China. The main reason lies in the fact that most first-line teachers pay more attention to the result than the process, and often use the mechanical repeated teaching process to carry out simple vocabulary and grammar teaching. Teachers ignore the guidance of students' reading strategies, so they can not fundamentally help students to improve their English reading level. Hosenfeld (1997) points out that successful readers and unsuccessful readers are very different in the use of strategies. Reading strategies are an important part of learning strategies, and the effective use of reading strategies can achieve good reading results. In view of this, the study on reading strategies of senior high school students in English reading activities is particularly necessary for English learning and teaching. In domestic related research, most researchers use questionnaire or interview method, which is difficult to ensure the validity of the research data. As one of the commonly used methods in psychology, the audio thinking method can record the implicit thinking activities in the brain of the subjects and obtain more real time data. Therefore, the author intends to explore the relationship between English reading strategies and English reading achievement by means of sound thinking. In order to answer the following questions: (1) what strategies are often used by high school students in the process of English reading? (2) what is the relationship between the use of reading strategies and the English reading comprehension scores of senior high school students? (3) the high score group and the low group in reading What are the differences in strategy use? This study selected 20 senior high school students from Zibo City, Shandong Province. The author uses the sound thinking method to record the use of reading strategies in reading comprehension in real time, and uses software such as Microsoft Excel and SPSS 19.0 to make statistical analysis, correlation analysis and independent sample T-test analysis respectively. The results are summarized as follows: first, high school students use various reading strategies in English reading activities, including metacognitive strategies, cognitive strategies and social affective strategies. Secondly, there are differences in the use of reading strategies in English reading activities. In terms of frequency of use, cognitive strategies are higher than metacognitive strategies, while social affective strategies are the lowest. The subjects in the high score group used more metacognitive strategies and cognitive strategies than those in the lower group, but they used less social affective strategies. Thirdly, there is a correlation between the use of reading strategies and the reading comprehension achievement of senior high school students in English reading activities. The overall use of metacognitive strategies was significantly correlated with reading achievement at the level of p0.01 (r = 0.782); the overall use of cognitive strategies was significantly correlated with reading achievement at the level of p0.05 (r = 0.525); and the overall use of social affective strategies was significantly correlated with reading achievement (r = 0.525). At the level of p0.05, there was a negative correlation between the application and the reading score (r = -0.590). This study further confirms the important role of English reading strategies in English reading activities. In English reading teaching, teachers should take the cultivation of English reading strategies as the teaching goal, implement the carefully designed teaching activities of English reading strategies, and pay special attention to the cultivation of students' awareness of the use of metacognitive strategies. In addition, the feedback mechanism of English reading strategy teaching is established to help students improve their reading scores. Students should cultivate their interest in English reading, develop good English reading habits, and apply English reading strategies to reading activities effectively.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
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