在中國,閱讀作為英語語言學(xué)習(xí)非常重要的輸入形式而被學(xué)者熱議。本研究主要探究國家公派出國留學(xué)人員英語閱讀策略與英語閱讀成績的相關(guān)性,并從以下幾個方面展開研究:閱讀策略的使用現(xiàn)狀,閱讀策略與英語閱讀成績的相關(guān)性以及高分組學(xué)員和低分組學(xué)員閱讀策略的使用差異。鑒于此,本研究提出下列研究問題:（1）國家公派出國留學(xué)人員英語閱讀策略使用現(xiàn)狀如何?（2）國家公派出國留學(xué)人員英語閱讀策略與其英語成績的相關(guān)性如何?哪一種策略對成績的影響最大?（3）高分組和低分組學(xué)員在閱讀策略選擇有差異嗎?如果有,差異是什么?本文綜合使用了問卷調(diào)查法,測試法以及訪談法來探究高級英語培訓(xùn)班128位學(xué)員的英語閱讀策略使用的現(xiàn)狀,英語閱讀策略與英語成績的相關(guān)性,以及高水平組和低水平組英語培訓(xùn)者英語策略使用的不同。研究結(jié)果表明,幾乎所有的學(xué)員都會在一定程度上使用閱讀策略,其中頻率最高的為元認知策略,其次為認知策略,社會情感策略使用的頻率較低。就閱讀策略與閱讀成績的相關(guān)性而言,元認知策略與閱讀成績的相關(guān)性最為顯著,認知策略次之,社會情感策略與閱讀成績沒有相關(guān)性。關(guān)于低分組和高分組學(xué)員策略使用的差異,研究表明:高分組學(xué)員會使用更多的... 

【文章來源】：西安外國語大學(xué)陜西省

【文章頁數(shù)】：90 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Research Objectives
    1.2 Research Background
    1.3 Significance of the Study
    1.4 Thesis Structure
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Taxonomies of Language Learning Strategies
        2.1.1 O’Malley& Chamot’s（1990）Taxonomy
        2.1.2 Oxford’s（1990）Taxonomy
        2.1.3 Purpura’s（2014）Taxonomy
        2.1.4 Oxford’s（2017）Taxonomy
    2.2 The Study of Reading and Reading Strategies
        2.2.1 Researches on Reading
        2.2.2 Reading Strategies
        2.2.3 Relevant Researches on Reading Strategies
    2.3 Researches on Correlation between Reading Strategies and Reading Achievements Abroad and China
        2.3.1 Relevant Researches on Correlation between Reading Strategies and Reading Achievements Abroad
        2.3.2 Relevant Researches on Correlation between Reading Strategies and Reading Achievements in China
CHAPTER Ⅲ RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 China Scholarship Council English Test（CSC-ET）
        3.3.2 Questionnaire Survey
        3.3.3 Interview
    3.4 Research Procedures
CHAPTER Ⅳ RESULTS AND DISCUSSION
    4.1 Current Situation of Reading Strategies Use
        4.1.1 Overall Frequency of Reading Strategies Application
        4.1.2 Differences across Different Genders
    4.2 Correlation between Reading Strategies and English Reading Achievements..
        4.2.1 Correlation between Reading Strategies and Reading Achievement
        4.2.2 Correlation between Metacognitive Strategies and Reading Achievement
        4.2.3 Correlation between Cognitive Strategies and Reading Achievement
        4.2.4 Correlation between Social-affective Strategies and Reading Achievement
        4.2.5 Degree of Correlation between Three Dimensions of Reading Strategies and Reading Achievement
    4.3 Differences of Reading Strategies Application between High-score and Low-score Trainees
        4.3.1 Overall Situation of Difference in Reading Strategies Application
        4.3.2 Difference in Metacognitive Reading Strategies Application
        4.3.3 Difference in Cognitive Reading Strategies Application
        4.3.4 Difference in Social-affective Reading Strategies Application
        4.3.5 Summary of Difference in Reading Strategies Application
CHAPTER Ⅴ CONSLUSION
    5.1 Major Findings
        5.1.1 Findings of Current Situation of English Reading Strategies Use
        5.1.2 Findings of Correlation between Reading Strategies and English Reading Achievement
        5.1.3 Findings of Differences between High-score and Low-score Groups
    5.2 Implications of the Study
    5.3 Research Limitations
    5.4 Suggestions for Further Research
REFERENCES
Appendix 1
Appendix 2



本文編號：3160917