阅读对策教学对英语学生阅读能力影响探析

二十世纪70年代,二语习得的研究重心从“如何教”转向“如何学”,学习策略研究开始在二语习得领域兴起,并在90年始与教学相结合。近20年国内关注学习策略及其微观种别研究逐步增加。作为微观学习策略之一,阅读策略领域研究成果较听力策略,词汇习得策略成果偏少。先前成果多集中描述性或对比性研究方面,例如：对学习成功者与不成功者阅读策略差异和英语专业与非专业学生策略使用差异,和研究阅读策略的可教性等。关于阅读策略培训的有效性,可操纵性研究还不是很多。基于上述熟悉,本文拟从策略的可教性出发,以Anderson1983年提出的“思维适应论”(ACTModel)为理论框架,以Chmot,O'Mally(1986)有关策略练习的五步法为指导,调查广东培正学院英语专业一年级实验班(30人),对照班(30人)为研究对象调查阅读策略使用现状。一项基于阅读策略培训的研究展开去证实阅读教学中阅读策略的有效性。在经过实验三个阶段阅读策略指导,练习效果通过对一次英语水平考试后测,一次阅读策略调查问卷后测,及访谈所得数据的定量和定性两种研究方法进行评估。本研究结果揭示出如下结论：1.接受显性,系统阅读策略练习的实验班学生在阅读能力上明显高于参照班。2.培训前实验组和对照组学生使用认知策略使用频率都较高,元认知策略频率较低。而培训后实验班部分同学元认知策略使用频率明显高于参照班。3.实验班学生阅读策略使用意识明显增强,高水平阅读住在培训后自主调整策略的变化最明显。该研究结果支持了阅读教学中策略练习的价值,并得出启示：1.策略练习融入课堂教学的活动能在实践中提高学生的阅读能力和自主学习意识；2.操纵中,策略练习设计及所需策略需因时因人制宜；3.教师须留意在实施策略练习时需考虑更多影响因素。【关键词】：阅读策略阅读策略练习融入课堂的策略培训元认知策略认知策略阅读理解能力
【论文提纲】：Acknowledgements5-6Abstract6-8摘要8-9ListofAbbreviation9-10ListofTables10-14ChapterOneIntroduction14-181.1ResearchBackground14-161.2ResearchSignificance161.3ResearchObjectives161.4ResearchOverview16-18ChapterTwoLiteratureReview18-322.1DefinitionsandTaxonomyofReadingStrategy19-222.1.1DefinitionsofReadingstrategies19-202.1.2TaxonomyofReadingStrategy20-222.2TheFeasibilityoftheApplicationofReadingStrategies22-262.2.1TheReadingStrategiesTraining22-232.2.2Strategy-BasedInstruction(SBI)23-262.3TheAchievementsinReadingStrategiesandStrategy-BasedTrainingField26-312.3.1.WesternResearchoutputonReadingStrategyUse26-292.3.2DomesticResearchoutputonReadingStrategyUse29-312.4Summary31-32ChapterThreeTheoreticalFramework32-393.1TheTheoreticalBasiorLearningStrategesTraining32-333.2Anderson'sAdaptiveControlofThought(ACT)Model33-363.2.1PrinciplesofAnderson'sAdaptiveControlofThoughtModel333.2.2LanguageLearningasCognitiveLearning33-343.2.3LanguageLearningasCognitiveSkills34-353.2.4Anderson'sThreeStagesofLearningProcess35-363.4TheRelationbetweenAdaptiveControlofThoughtandStrategy-BasedInstruction36-373.5PracticeofStrategy-BasedInstruction(SBI)37-383.6Summary38-39ChapterFourStudyonReadingStrategy-BasedTraining39-484.1IdentificationofResearchQuestions394.2ResearchMethodology39-434.2.1Subjects39-404.2.2Instruments40-434.3ImplementationofReadingStrategies-BasedInstruction(SBI)43-474.3.1ThePreparationofReadingStrategiesTraining43-444.3.2PresentationtoSelectedReadingStrategies44-454.3.racticetoSelectedReadingStrategies454.3.4EvaluationtotheAssignmentinPractice45-464.3.5ExpandedDiscussiononStrategyUseanditsFutureApplication46-474.4Summary47-48ChapterFiveDataCollectionandAnalysis48-555.1DataCollectionandAnalysisonQuestionnaire48-505.1.1DescriptiveStatisticsofIndividualInformationofStudentsinECandC8-495.1.2DescriptiveStatisticsofSelf-reportedEnglishScoresinCollegeEntranceExam495.1.3DescriptiveStatisticsofQuestionnairebyStudentsinECandC9-505.2DataCollectionandAnalysisonExperimentalTestResult50-535.2.1DescriptiveStatisticsofReadingStrategiesUsebyStudentsinECinpreandposttest51-525.2.2DescriptiveStatisticsofScoresContrastbyECandCC52-535.3AnalysisBasedonInterviews535.4Summary53-55ChapterSixConclusions55-586.1MajorFindingsinStudy55-566.2ResearchImplications566.3ResearchLimitations56-576.4SuggestionorFutureResearch57-58References58-62Appendix62-67