阅读认知策略与非英语专业阅读教学研究

1、四川师范人学硕士学位论文阅读认知策略与非英语专业阅读教学研究姓名：范雁 申请学位级别：硕士专业：英语语言文学指导教师：梁茜20100625阅读认知策 略与非英语专业阅读教学研究硕士研究生:范雁 指导教师:梁茜 上批纪7 0年代, 语言学习策略的研究在国外兴起。语言学家们开始关注语言学习者在学习过程中的 特点和职责，从而找出能够有效提高语言学习，尤其是外语学习效率和效果的方 法。语言学习过程本身就是一个认知过程，而语言学习策略就是认知语言过程屮涉 及的思维方式或是有h的的方法措施。语言学家们通过对语言学习策略方方面面的 研究，包括定义、分类、策略应用的结果与过程等，肯定了学习策略有助于语言学 习

2、，特别是能帮助学生更好地掌握语言四项基木技能：听说读写。阅读，作为语言 学习中的个部分，具本质同样也是赋予文字意义的认知过程，而非单纯的文字识 别或形声转换。阅读是一个双向的认知活动，涉及文木和大脑。语言学习者通过对 文木文字形声的识别，然后为这些文字符号赋予意义。而后者才是阅读的真谛。要 达到阅读的终极冃标获得意义，学习者必须借助一定的方法和手段，即策略。本 文以语言学习策略屮的“认知策略"为理论框架，结合有关阅读的特点和本质，探讨 阅读认知策略在英语阅读教学中的作用和意义。作者在对非英语专业学生的认知阅 读策略运用概况的调查基础上，结合0 x ford的策略培训步骤以及a n d

3、 e r s o n的认知阅读策略十条项目，拟定出一项适合非英语专业学生的阅读策略教学 方案。为了检验这一方案的有效性，作者做了对比实验。实验结果显示实验班的平 均阅读成绩较培训之前具有显著性捉高；较对比班的平均成绩也有显著提升。因此, 本文得出结论：以策略为基础的阅读教学在提高阅读者的策略意识，阅读方法和阅 读成绩上有着积极的作用。关键词：阅读认知策略策略培训阅读教学1 1 a research o nand teaching o f english maj o r sf a n y a n advisor：in the 1 a n g u a g eh e m it o p a and1

4、a n g u a g e learners t ocognitive reading strategies english read i n g for non a b s tract m a candidate：l i a1 e an g q i a n the f n i n g sd d 1 e o f y a t t e n r e s p o n sresearch e g i e s b e 0 st oi t i1r n i n g process s 0 a s t o find outc i e m and effectivemethods fori g n 1 a n g

5、 u a g e nin gprocess;which ,u n d e r sthe 1 a n g u a g ee specialecifictechniquess s . s o far, the 1 i n g u i s t sthe in depththeg a n abroad int i n g u i s t s came aracteristics ken oil b y the1 e a f f it r a t19 7t i o n i b i 1when 1 t h e c h e s t a n t h e the theoreprocess a n g u a

6、g e , e h11t11 e a r睿掠睿纾裕瑁？ 1 a n g u a g e s b y n a t u r e a c o g n iti n v o 1 v e s percept ion o a n d i n g and t h o u g earningstrategithought s, approaches e n g a g e d i n tharethepro haveconducte researches o 1 1 lan g u a g e1earn1n gst r ateg1e sfr omd1fferen ta spects91n c1 ud ingth

7、e ird ef1n1t10n ,c 1as s1f1cati on ,t hepr0c es san dresu1to fth e1rap p1i cat i onand fi na1 1yc0nc1u d ethatt 'h erei sa p0s1ti vei mpact0 fth e1 anguage1e arn i ngstr at eg ies1nthe1 an guage1ear ni ng，and1np ar t1cu1arthe yar ehe1pfu1 inm asteri ng thef0urbasi c1 anguagesk i11 s :11ste ni ng

8、，speak1ng,r ead inga ;n dw ri ti ng.n1re ad ingasa11i m po rtantski 11i nthe1 an gu age1ea,rn1n g , ,1sa1s0ac0 gni t iveac ti vi tyrathert ha nasimple identification o f those visuals y m b o 1 s o r the mere shift from letter t os0u n d r ea di ngi satwo w aye0gn1t1vepr0cess,i nv 01 v1ngt hetext an

9、dm indth e1ang u ag ei ea mers fi rstr e c ogn1 :z ethev1sua1 s ig ns inthet ex tand thenunders tandthe! m ea ni ng0ft hete x t the1attertaski sthees senc e0fre a d i ri g c0mprehe ns10n , wh i chi sa1s o thef i n a1purp0sethat1:h er e ad er sar es uppo s e dt0ach1eve in0rd e rt 0a ch ievet heen d ,

10、 theymustei mp1o y s o m e special thought s and c e r t a i n a p proaches o r techniques. t o put them i n a more a c a d e m i c term, they are s t r a tegie s . the present paper, wi thin the f r a m e w o r k o f one o f the languagelearning s t r a t egies cognitive strategies and the the o r

11、i e s o f thecharacteristics and nature o f reading, intends t 0 discuss the role andmeaning o f the cognitive read i n g s t r a t e g i e s in the teaching o f engl i shrea ding. on the basis o f a 1 1 i n v e s t i g a tion about the use o f cognit ivereading s t r a t e g i e s among the n o n一e

12、 n g 1 i s h m a j o r s a s well a s oxfords trategy training proc e d u r e s and ten items o f c o g n i t i v e r e a d i n g s trat egies proposed b y anderson, the aut h o r puts forward a s p e c i f i c s trat e g y based read ing i n s true tion program fornon一english majors. inorder t o pr

13、oof te s t the effectiveness o f the instructio n , the aut h o r alsoconduc ted a c o m p a r a ti v e experiment which final 1 y shows the a veragereading score o ftheexperimenta1class rises apparent ly compa red withthat before the s b i andi t i s also h i g h erthan that o f controlclass. there

14、fore,the paper comest o a conclusion：thestrategy based ins t rue tion plays ap o s i t iv e role i n raising the non english majo rs'strategy awareness, deepening their understanding o f m a d i n g andimproving t heir reading proficiency. key words： rea ding, c o g n i t i v e strategies, strat

15、egy t r a i n i n g , theteaching o f engl i s h reading v四川师范人学学位论文独创性及使用授权声明本人声明：所呈交学位论文，是 本人在导师 塞董 指导下，独立进行研究工作所収得的成果。除文中已经注明引用 的内容外，本论文不含任何其他个人或集体己经发表或撰写过的作品或成果。对本 文的研究做出重要贡献的个人和集体，均己在文中以明确方式标明。本人承诺： 提交的学位论文电子版与论文纸本的内容一致。如因不符而引起的学术声誉上的损 失曲本人口负。本人同意所撰写学位论文的使用授权遵照学校的管理规定：学校 作为申请学位的条件2，学位论文著作权拥有者须授

16、权所在大学拥有学位论文的 部分使用权，w： 1）已获学位的研究生必须按学校规定提交印刷版和电子版学位 论文，可以将学位论文的全部或部分内容编入有关数据库进行检索；2）为教学和 科研目的，学校可以将公开的学位论文或解密后的学位论文作为资料在图书馆、资 料室等场所或在校园网上供校内师生阅读、浏览。论文作者签名：年 月曰int roduct ion reading, a s one o f the four b a s i c skills i n 1 a n g u a g e teaching a n d 1 e a r n i n g , has a 1 w a y s been the ma

17、in area w h ere the 1 a n g u a g e expert swould like t o c on tribute their i d e a s . t h i s i s first bee a u s e reading b e a r s a 1 1 i n t i m a t e con nect i o n w ith other three ski 1 is.listening a n d readingbelong t o receptive skills a n d speaking and writing are rega rded a s p

18、r o d u c tive skills (johnson 269). accordi n g t 0 palmer (76), during theforeignearn i n g s e d t o 1 r e theyprocess e a r n h o w can v o 1 u> the 1 e a to 1 i s t e n t a r i 1 yr n e r s a n a n d r use thelanguage, which i s writing and s p e a k i n g. scholars such a s burge r, bi a ly

19、s tok, fer e s e a p t i v eskilland hafiz & tudor cone1 ear n e ills1 u d e from thevt d . i n x ua n g u a g e 1 put ter andr c h that i fi n their s k s will d e v e feng 2 0 0 4 ).earners m ur s a r e thes b y being i m m e r i a 1 s through 1 i then they can s u c c e1 o p s i m u 1i n othe

20、rs t fs e ds t e nmore r e i r p r o d u c t i t a n e o u s 1 y ( q words, the 1 gain the i nr s tn the engl i s h m a n g and read i n g s f u 1 lyproduce1 effect ive r e ao f being a goodthe output b y means o f speaking and w r ispeaker andwri ter and themost o f theting. therefore, b e i n g a

21、1 d e r i s a decisive factoread1n gan d11ste ni ngbec0m etaskf 0re ng11sh teachersos ed1ngs erv e sthem ed1a0fc -o m mespec ia1 1 yf0rt hesec0nd1 a0re1g n1a n guage1 earnersi neffect ive t eaching o f r s a p r i m a r y cond1y, r eaunicati o n,nguageo rftime, they havelittlec h a n ce to have af a

22、ce to face communication with the native speakers, ins tead，theyu nderstand the world, the people, know th e latest t h i ngs throughreading. 1 i n c h i n a , en g 1 i s h has bee n taught a s a c o m p u 1 s o r y course i n c o 1 leges for several dec a d e s and there i s also a rapid d e v e 1

23、o p m ent i n t h e researches o n e f l teaching i n various set t ings.however，t heeffective english teaching and learning i s still a n urge nt matter moreemphasized a t present as a m atter0ff actch ine sest udentshave morefrequen tc0nta ctwi theng 1ii1shrea d i n gthan11s ten1ng,wr iti ngandspe

24、ak in g , b ut1ng ene ra1t hei rrea d1 :ngpr0f1c ie n c y1sn0tsa t1sfyi ngt .h ere as0nsa.reva r i o usbutthere1s0n ewhi chtheeng1i sh teachersan d 1ear ner smus tattachthei m p o rtanceto :the1na ppr opr iatewaythe t e a cherstea c ht0rea dandt he1earners learn t o read. many teachershav e already

25、been accustomed t o the t r a d i t ional teach ing style t h a tteach ing read ing i s a mere e x p 1 a nati on of those word s , phrases andsentences b y using 1 i n g u i stic knowledge and they assume reading comprehension must b e done from the b o t t o m一 u p . this mi sconcept ionleads t o t

26、he s t u d e nt sboredom wi th t hose new words a n d relativelylow comprehens ive a b i lit y . based on the c u r r e nt t e a c h i n g and 1 e a r n i n g s i t u a t ion, the researchin this p a per draws o n the cognitive strategy the0ry t o f1 ;n d0ut a m oree ff ect iv eande ff1ci e n t app

27、r0ac h t orea di ngc 0mprehen s10n.c o g n iti vest r a t eg1e sa reth eapp1i edthoughtsa ndai m e dact io nse xc1us1vet0de a 1 i ngw iththe 1ear ni ngt ask(0,ma1 1eyand c ha m ot18 ) 0 t h1sp ap eri s1npart icu1a r foeus ed0n theus e0 fc0 gn1t1vestr a t e g i e s i n engl i shreading teaching a n d

28、 their effectiveness i n promoting thenon一e n g 1i s h im a j0r s'read1n gpr of ic ie ncy. ei g h tc o g ni t iv es t r ate gi esr e1 at e id torea d i n gw h ic har ecomm0n 1yu se dbu ta 1ways i g no r e db y1 ea r n e rsar e2i nt r0 du ce d :r e a d in g wi t hp ur p o s e ,c 0nt ro 11 in gt h

29、e re a d i ng s pe e d9m akingpr ed ic 1:i o n ,s ki mm i ng andsean n ing ,wordat tac ks k.i 11 s,un d er s t a nding r e1 at i o n shi pan d0u t1 i :n in g ,m a k i ng i nf e re nc e . b ase d0n th em,a sp ec i fi c s trateg y-b as e d tea c 'h in gme th o 、d of en g 1 i sh r ea d ing w i t h

30、int hef ra m e w o rko fthe 0 xford，s ei gh t s tep str at eg yt ra i n 1n g m o de 1 is putf o r w ardth is st ra te gy ba s e di n s truet io n ( s bi)ine ng 1i sh re ad i ng c 1 as s r oo mno tonlyg et sth e1 ea rn er sawareo f whata re theco gni ti ve re ad in gs t r a te g i es , butalsoco ns c

31、i ou s0f wh en a :n d w h ereth o sest r a t egi esc anb ea pp 1i e d inad d i ti o nth e demo ns tr at io n0f sbia 1s 0she dsso m e11g hto nth ep r act1ca1te ac h1ng 0fengl1sh rea d1n gforn0n-eng1 i .s hmaj 0rs t h1sp ap er1s co m p0sed0ffo ur (c 1h ap ters : chap te r0ne re v iewsthepr ev i0us rea

32、d i ngst ud yfro mtwoaspects :0 n e1sn atur e ofr e adi ng .it w 0u1drevea 1t hees senc e ofr e adi ngs te p bystepbyc it ingt heo p i n10n sfr omf am o us11ngu1s ts , f011 0 w1 ng thedeve1 0pm en t ofread1ng re sear ch ；th e othe r1n tro du c e sthethre em ode1 s0fr e ad1ng,'w hi c hre p r esen

33、tsthe we 11 kn ownthe0ry ofr ead in g .chaptert w01 n tr oduc e sthe c0g n1t iv e read1ngst ra tegi es1n r eadi n gco m pr ehens10n itfi rs te xp 1a1n s the1 ang uag e1 e arn1ngstrategies from the point o f view o f c o g n i t i o n and s u mm arizes theirbasic c 1 a s sifications. i t then concen

34、t r a t e s o n t h e c o g n itive st rategi es, d e t a i ling i t s d efin itions, classifications and a p p 1 i c a t i o n i n read i ngcomp rehens i on. chapterthre edeta11sthec0gn i ti vere a d1n g s trate gy1nstru cti onf0r no n-eng 1 ish m a j0rsi t1nthef1rstp1acet (0 uch e supontheresearch

35、0nc0gn1ti v er ea d1n gst r a teg1es instruct i0n ,1ntrodu ci ng0 xford'sei g h t s t e p trainingmodels.lt then intro duces a questionnaire about thecogni t i v e reading strategy use t o col 1 e c t infor m a t i o n o f how much thes tudent s know a b out the c o g n i t i v e read i n g stra

36、tegies andthei r app1 ic ati o n . l ast ,w1t h1nt heframe w or k ofth etra i n i n gm ode1 st he auth0rputs f ci rwr a rdas p e c ifi cstra teg y1nstru c ti o npr0 gr a imb y i n tro duci ngei gh tc0gn i ti v erea di ngs t r a teg iesre spe ct ive1y. chapter f0 uri s a te st0ft hee ffect1veness0ft

37、hest r a t e gy b ased rea di n s1nstru c t i0nfo rno n一e ng1 ishma j0r s .,theaut h or o npur po sea r r a nge stw0re ad ingtestsb e f0re an dafterth estr ate gy -based instruction i n the two classes she t e a c h e s . through t h e d a t a analysis and c o m p a r i s o n a t the end o f in stru

38、ct ion, a c o n c 1 u s i on ismade that the cog nitive r e a ding strategies instruction has a p o s i t iveeffect o n the s tudent spread i ng pro f i c i e n c y . i n the conclusion part, the a u t h o r rei terates the findings o f t h i spa per and also states i t s 1 i m i t a tions and e x p

39、 e c tations： the languagelearners s h o u 1 d t r e a t the cognitive read i n g strate g i e s correct ly andobjectively, instead o f depend ing o n them too much. 4 chapter one a brief review o f research about r e a d i n g the study o f reading can date b a c k t o 18 8 0 i n america andcont in

40、ued t o e ar 1 y 19 9 0 5sd o m inated 9 2 0 ' s , m a ny me rand o t hpsychology a r 1 y1b y p a 1 a v e d o v i o r . p s s of1when behavioristt h e 1 i n g u i s tic. since educatorsi a n g u a gi nn e the researches almer(76)claims earningthate r e p r e s e nted e teachers h read i n g b e

41、h a i n the p r o c eforeignlanguage, the learnerssh o u 1 d firs t learn how t o 1 i s t e n and d beforeus ing it， that i s t o say s g and writ ing. from i 9 5 0 t o 19 6 0,us was o n the definition and n a t u e a d i n g which were inf luenced b y p i n g u n e w b di n g roc t i vr y , t hs y

42、istics. after 1960js, there hasreakthrough i n the r e s e a t h e o r y： the three models ess ( b o t t o m一 u p , top 一 down e models). i n the past q u research on r e a d i ng h epened, which revolvesv e are and a u n t ,r e aakine f o co f r c h o 1 beenr c h o n o f read and i n tr e ai n gera

43、ta r t e r ca s beena round fs ： schema theory, language skill o m a t i c i t y , comp rehens i o nd readingwriting the n thes vocabul ary developme strategy training, a n relations. i n china,r e 1 e v a nt study o n r e a d i ng i s also o way.forins tance,yaomingxi sums uthe researches o n o p 恚澹睿？ in terms o f h e t e a c h i ng o f r e art o f this c h a p ttwo ma inpoints a thep ； n h : the r e v e n g a n d mode o c e s e a d i rent fere c o m i t book, u , the po