高中生英語閱讀策略應(yīng)用狀況的調(diào)查研究
發(fā)布時(shí)間：2018-09-01 07:09
【摘要】：隨著經(jīng)濟(jì)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(xué)生來說是至關(guān)重要的。新課程標(biāo)準(zhǔn)對于高中生英語學(xué)習(xí)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(xué)高二年級中隨機(jī)選取80名學(xué)生作為研究對象。本文圍繞高中生運(yùn)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(gè)問題:1、高中生傾向于使用哪類英語閱讀策略,認(rèn)知策略、元認(rèn)知策略還是社會情感策略?2、高中學(xué)生英語閱讀策略的運(yùn)用與英語閱讀成績之間是否存在相關(guān)性?3、閱讀成績高、低分組的學(xué)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(xué)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(jié)合的方式,并采用SPSS軟件中的皮爾遜相關(guān)分析以及獨(dú)立樣本T-檢驗(yàn)對數(shù)據(jù)進(jìn)行了分析。得出以下結(jié)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(rèn)知策略使用的頻率最高,其次是元認(rèn)知策略。社會情感策略的使用頻率最低。2、學(xué)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(guān)性。3、閱讀成績高、低分組的學(xué)生在認(rèn)知策略、元認(rèn)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(xué)習(xí)和教學(xué)的進(jìn)一步研究中有重要意義,并且對進(jìn)一步研究提出了一些建議。根據(jù)調(diào)查結(jié)果,文章最后一部分提出了對高中英語教學(xué)的啟示、本研究現(xiàn)存的局限性。并且對進(jìn)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(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2216480
[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(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
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