英语专业本科生阅读策略研究--xx外国语学院个案分析

作为语言学习的主要输入方式，阅读在听说读写四项基本语言技能中占有十分重要的地位。中国近年来有不少关于大学生英语阅读策略的研究，但针对大学英语专业本科生的阅读策略研究却不多见。鉴于此，本论文对英语专业本科生的阅读策略使用情况进行了研究，目的在于，试图从理论和实际的相结合，了解当前英语专业本科生的使用情况，分析证明当前最有效的阅读策略，以帮助英语专业本科生提高英语阅读能力。
本文采用问卷调查和阅读理解测试结合实验数据收集与定量分析的方法，以笔者所在的中国计量学院20名英语专业本科生为实验对象进行实验。实验以阅读前策略，阅读时策略和阅读后策略的分类为理论基础。所收集的数据有20名学生阅读策略使用问卷调查结果，第一次阅读理解测试的成绩结果，分小组策略培养后第二次阅读理解测试的成绩结果。实验结果证明阅读过程中使用阅读策略较多的学生得分普遍较高，经阅读策略培训的学生得分较未经培训的学生要高。
对此，本研究可得出结论：英语专业本科生使用阅读策略的频率总体为中等。他们将略读，扫读和跳读作为他们的基本阅读策略，也会选择性地使用分析文章线索，猜测生词大意等作为辅助策略。学生使用阅读策略的多少直接影响阅读效果。阅读前策略，阅读是策略和阅读后策略的培养和使用对阅读能力的提高有很大帮助。尤其是阅读前策略作为发生在阅读前的活动应该放在优先需要的位置。
关键词：阅读策略；阅读能力；英语专业学生
A Case Study of English Reading Strategies Used by Undergraduate English Majors

Abstract: As a chief mean of input in English language learning, English reading occupies an important place in the aspects of skills among listening, speaking, reading and writing. In China, many studies have been conducted on college students to investigate reading strategies. Studies on reading strategies used by undergraduate English majors are comparatively fewer. This study investigated the situation of undergraduate English majors’ use of reading strategies in the purpose of proving the usefulness of reading strategies and finding out the most efficient reading strategies that English majors are wanting to help develop their reading ability.
In this paper, besides questionnaire and reading comprehension test, data collection and quantitative analysis were also used. Based on the classification of pre-reading, during-reading and post-reading strategies, 20 undergraduate English majors were chosen as the subjects from China JiLiang University in the study. The data collected were the results from questionnaire, the scores got from the first comprehension test and the scores of two groups from the second comprehension test with one group trained. The statistic results reveal that the subjects who use more reading strategies performed better than those who use less reading strategies, and the subjects who got training performed better in reading procedure.
Therefore, major findings in this study are: undergraduate English majors use reading strategies at medium level. They always use skimming, scanning and skipping as their basic strategies, and they will choose analyzing and using context clues, guessing the meaning of new words or collecting the discoveries as aids. The effects of reading strategies are direct and obvious. And the pre-reading, during-reading and post-reading strategies are proved to be helpful to develop English majors’reading ability. Priority should be given to pre-reading strategies, i.e. the activities that happen before reading as they are especially deficient for English major students.
Keywords: Reading strategies; reading ability; English majors

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