【摘要】：隨著經(jīng)濟全球化和政治格局的發(fā)展,英語變得愈來愈重要。英語作為一種世界通用語,是人們獲得各類信息的重要工具。因此掌握英語閱讀策略和提高閱讀效率對學生來說是至關重要的。新課程標準對于高中生英語學習策略的使用也提出了明確的要求。本次研究從遼寧省錦州市第二中學高二年級中隨機選取80名學生作為研究對象。本文圍繞高中生運用英語閱讀策略的整體情況開展調(diào)查,研究主要討論以下三個問題:1、高中生傾向于使用哪類英語閱讀策略,認知策略、元認知策略還是社會情感策略?2、高中學生英語閱讀策略的運用與英語閱讀成績之間是否存在相關性?3、閱讀成績高、低分組的學生在在閱讀策略的使用上有無明顯區(qū)別?對于同一類閱讀策略的使用,高、低分組的學生有哪些差異?本研究使用的研究工具為閱讀策略調(diào)查問卷、訪談和測試。收集到的全部數(shù)據(jù)都采用定性與定量分析相結合的方式,并采用SPSS軟件中的皮爾遜相關分析以及獨立樣本T-檢驗對數(shù)據(jù)進行了分析。得出以下結論:1、高中生的閱讀策略的整體頻率使用處于中等水平。其中認知策略使用的頻率最高,其次是元認知策略。社會情感策略的使用頻率最低。2、學生閱讀策略的使用與他們的閱讀成績之間存在著較大的相關性。3、閱讀成績高、低分組的學生在認知策略、元認知策略和社會情感策略的使用上均存在諸多差異。本研究在啟發(fā)英語閱讀學習和教學的進一步研究中有重要意義,并且對進一步研究提出了一些建議。根據(jù)調(diào)查結果,文章最后一部分提出了對高中英語教學的啟示、本研究現(xiàn)存的局限性。并且對進一步的研究提出了一些建議。
[Abstract]:With the development of economic globalization and political pattern, English becomes more and more important. As a universal language, English is an important tool for people to obtain all kinds of information. Therefore, it is very important for students to master English reading strategies and improve reading efficiency. The new curriculum standards also set clear requirements for the use of English learning strategies by senior high school students. In this study, 80 students were randomly selected from Grade two of the second Middle School in Jinzhou City, Liaoning Province. This paper focuses on the overall situation of senior high school students' use of English reading strategies. The study focuses on the following three questions: 1. What kind of English reading strategies and cognitive strategies do senior high school students tend to use? Metacognitive Strategy or Social Affective Strategy 2. Is there a correlation between the use of English reading strategies and English reading scores of senior high school students? are there any significant differences in the use of reading strategies between the students with high reading scores and those with low scores? What are the differences in the use of the same reading strategies between high and low group students? The research tools used in this study are reading strategy questionnaire, interview and test. All the collected data are analyzed by the combination of qualitative and quantitative analysis. Pearson correlation analysis in SPSS software and independent sample T- test are used to analyze the data. We draw the following conclusion: 1: 1, the overall frequency of reading strategies of high school students is at the medium level. Cognitive strategies are used most frequently, followed by metacognitive strategies. The frequency of using social affective strategies is the lowest. 2. There is a significant correlation between the use of reading strategies and their reading scores. The students with high reading scores and low groups have cognitive strategies. There are many differences in the use of metacognitive strategies and social affective strategies. This study is of great significance in enlightening the further study of English reading learning and teaching, and puts forward some suggestions for further study. According to the survey results, the last part of the paper puts forward the enlightenment to senior high school English teaching, and the limitations of the present study. Some suggestions are put forward for further study.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關期刊論文 前9條

1 張瑞華;;成功學習者和不成功學習者英語閱讀策略使用現(xiàn)狀調(diào)查[J];海外英語;2013年17期

2 姚曉鳴;;英語專業(yè)學生英語閱讀策略使用情況的調(diào)查研究[J];科教文匯(中旬刊);2010年06期

3 劉建宏;;高中學生英語閱讀策略的實驗研究[J];教育理論與實踐;2009年05期

4 張華玲;葛明貴;;初中生英語閱讀策略的調(diào)查研究[J];基礎教育外語教學研究;2006年08期

5 李炯英;秦智娟;;第二語言閱讀策略研究30年:回顧與展望[J];國外外語教學;2005年04期

6 孟悅;大學英語閱讀策略訓練的實驗研究[J];外語與外語教學;2004年02期

7 劉亦春;;學習成功者與不成功者使用英語閱讀策略差異的研究[J];國外外語教學;2002年03期

8 馬廣惠;高分組學生與低分組學生在學習策略上的差異研究[J];外語界;1997年02期

9 文秋芳;英語學習成功者與不成功者在方法上的差異[J];外語教學與研究;1995年03期

，

本文編號：2216480