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本研究运用测试和访谈的研究方法,探讨了文章标记效应对英语阅读策略选择的影响。笔者选取了高水平阅读者和低水平阅读者,分别考察他们在阅读有标记文章和无标记文章时选择英语阅读策略的情况。结果显示:(1)高水平阅读者在阅读有标记文章和无标记文章均未表现出明显的阅读策略倾向,文章标记效应不明显;(2)低水平阅读者在阅读有标记文章时对内容信息和结构信息的保持成绩均高于对应的无标记文章保持成绩,并且在阅读有标记文章时,多采用信息阅读策略。因此,在英语阅读教学中,教师应充分考虑学生的认知差异和阅读水平,引导他们合理利用文章标记,准确理解和把握阅读材料。
This study uses the methods of testing and interviewing to explore the influence of article marking on the choice of English reading strategies. The author selected high-level readers and low-level readers to examine the situation of choosing English reading strategies when reading marked articles and untagged articles respectively. The results showed that: (1) High-level readers did not show obvious tendency of reading strategies when reading marked articles and unlabeled articles, and the effect of article marking was not obvious; (2) When low-level readers read marked articles, Information and structural information are maintained higher than the corresponding unlabeled articles to maintain performance, and read the tagged articles, the use of information reading strategies. Therefore, in the teaching of English reading, teachers should give full consideration to the students’ cognitive differences and reading levels, guide them to make reasonable use of the article markings, and accurately understand and grasp the reading materials.