论文部分内容阅读
本文报告了一项关于高职院校学生运用阅读策略的实证性研究情况。江苏广播电视大学现代传播学院的84名二年级学生参加了阅读理解测试和问卷调查。本次研究的主要结论归纳如下:1.学生阅读策略的运用处于中等水平。2.高分组比低分组学生较多的运用元认知策略、元情感策略、形式操练策略和情感策略,并且两组之间存在显著性差异;高分组比低分组学生较多的运用功能操练策略,但是两组之间没有显著性差异;高分组比低分组学生较少的运用母语策略,并且两组之间没有显著性差异。以上研究结果表明,学生的英语阅读水平影响其阅读策略的运用。因此,平时课堂中,教师要适当引导学生恰当、合理的运用阅读策略,帮助他们提高阅读水平;同时使他们充分认识到策略的重要性,提高他们的策略意识,扩大他们策略的选择范围和提高他们对策略的使用频率,从而达到运用自如的程度。
This article reports an empirical study of the use of reading strategies by students in higher vocational colleges. 84 sophomores at the School of Modern Communication at Jiangsu Radio and Television University participated in reading comprehension tests and questionnaires. The main conclusions of this study are summarized as follows: 1. Students’ reading strategies are at a moderate level. 2. High-score group used metacognitive strategy, meta-emotion strategy, formal practice strategy and emotional strategy more than low-score group students, and there were significant differences between the two groups; Strategy, but there was no significant difference between the two groups; the high-scores group used less native-language strategies than the low-scores students and there was no significant difference between the two groups. The above findings show that students’ reading proficiency in English affects their reading strategies. Therefore, in normal classrooms, teachers should properly guide students to use reading strategies appropriately and reasonably to help them improve their reading proficiency. At the same time, they should be fully aware of the importance of strategies and enhance their strategic awareness so as to broaden their choices of tactics and enhance their strategies They use the frequency strategy, so as to achieve the degree of ease of use.