【作者】 王晓玲；

【导师】 俞婷；

【作者基本信息】 西北师范大学 ， 学科教学（英语）（专业学位）， 2016， 硕士

【摘要】 阅读是高中生必须掌握的一种基本技能,而且阅读理解也是高考测试的重要组成部分。事实证明,大量的阅读有助于学生提高他们的阅读能力,扩大他们的词汇量,开阔他们的视野。然而,在平时的教学中,笔者发现很多学生不能很好的使用阅读策略,从而致使他们阅读效率低。为了改善这种状况,让他们在英语阅读中能够有策略意识,本文作者综合了O’Mally﹠Chamot(1990)、Oxford(1990)等学者对英语阅读策略的分类,从元认知策略、认知策略和社会情感策略等三个维度对所授课班级的具有不同场认知风格的50名学生在英语阅读策略的使用方面进行了研究。研究主要探讨了以下几个问题:1.高中生的场认知风格的分布和他们对阅读策略使用现状如何?2.场独立和场场依存风格的高中生在阅读策略使用上的差异有哪些?3.在相应的英语阅读策略培训后,场独立和场依存受试者的阅读策略使用使用意识会有所改善吗?作者通过图形镶嵌试验、阅读测试、阅读策略使用调查问卷、访谈等工具,对受试者上述三个问题里的情况进行了调查研究,并对收集到的数据进行了系统的统计和分析,最终得出以下结论:1.通过对GEFT测试结果的分析,发现在高中生中确实存在着场依存和场独立认知风格方面的差异;而且场依存学生所占比例要比场独立学生高。另外,从总体上来说,学生使用频度最高的阅读策略是认知策略,其次是元认知策略,使用频率最少的是社会情感策略。2.不同认知风格的学生,在元认知和认知策略使用方面存在差异,但在社会情感策略使用方面,没有显著差异;对元认知策略来说,整体上看,场依存型学生往往会忽视选择注意力和计划策略,但具体来说一些学生在阅读中使用了选择注意力中的一些方面,如,在分析文章结构时会注意标题和副标题;会快速浏览文章找寻关键的词句。而场独立的学生很少用到自我评估。对认知策略来说,场依存型学生往往忽视推理判断,他们偏向于使用重复和做笔记。而场独立的学生很少使用推理、猜测,却经常使用记笔记。对社会情感策略来说,场依存型学生和场独立的学生对此策略的使用无显著的差异。3.在经过英语阅读策略培训后,学生对不同维度的阅读策略的使用有明显的改善,尤其是对于场依存的学生来说效果明显:相对于场依存学生来说,场独立学生更加擅长于使用各种阅读策略。然而,场依存学生使用的是他们较为熟悉的策略。培训结束后他们开始尝试使用更多的策略。问题是他们有时不能合理地使用这些策略。更多还原

【Abstract】 For senior high students,reading is one of the basic skills that they have to master,and it is also an important part in the College Entrance Examination.In fact,reading a lot helps improve their reading ability,enlarge their vocabulary and broaden their horizon.However,the author finds many students can’t use reading strategies properly,which leads to low reading efficiency.In order to improve the situation and develop the students’ awareness of using strategies,the author studied the international recognized classification of reading strategies brought up by O’Mally,Chamot(1990)﹠Oxford(1990),carried out a study on the use of reading strategies from cognitive strategy,meta-cognitive strategy and social-affective strategy.The study can help improve the students’ reading competence and lay a strong foundation for the future development.The following questions are mainly discussed in the study: 1.What are the situations of the Senior High students’ FI/FD cognitive styles and their English reading strategies?2.What are the differences in the use of English reading strategies among senior high students with FI/FD cognitive styles? 3.Will FD/FI subjects’ awearness of using English reading strategies improve after reading strategy training?The author chose 50 Senior Three students from the same class as the subjects.And the author studied the three questions by means of Group Embedded Figure Test,English Reading Strategy Questionnaire,Reading Comprehension Test,English Reading Strategy Training and an Interview and collected the related data to analyze,meanwhile the author drew some conclusions:1.The Group Embedded Figure Test shows the proportion of FD is slightly higher than that of FI.And for the use of English reading strategy,the most frequently used strategy among the subjects is cognitive strategy and the next comes meta-cognitive strategy,the last and the least used strategy is social-affective strategy.2.For the use of meta-cognitive strategy,among FD subjects,students choose different aspects of selective attention.The aspects include the following items in the English reading strategy questionnaire: item 11(I will try to find the key points in the reading materials and questions),item12((I often analyze the structure of a reading passage and pay attention to the title and sub-title.),item 13(I tend to understand the materials and questions by recalling some related information),item 14(I will go through the reading material to look for the key words or sentences)and item 15(I focus on some difficult parts in the reading passage),especially the item12 and item 14.And FD subjects don’t often use the strategy of planning.However,FI subjects seldom use strategy of self-evaluation,planning and ignore the aspect 15 of selective attention,but focused more on the aspect 10 and 11 of selective attention.For the use of cognitive strategy,FD subjects ignore reasoning andguessing according to the context,and they preferred to use the strategy of repetition and note-taking.However,FI subjects seldom or never use the strategy of guessing and inference,meanwhile,they often use forming the question and note-taking.For the use of social-affective strategy,between FD subjects and FI subjects there are not significant differences.3.After the strategy training,they tend to use different reading strategies in reading,especially they think the sub-strategies are all helpful.The key is how to use them properly.In general,FI subjects are better at using all kinds of strategies than FD subjects,while FD subjects often use the strategies they are familiar with.And they begin to try more strategies after the training.The problem is that they sometimes can’t use the strategies reasonably.更多还原