关于英语专业学生阅读态度的研究

在二语学习中，阅读是获取知识和信息的最重要途径之一。然而，为了提高语言学习者的外语阅读能力，只强调阅读的重要性和传授阅读技巧是不够的，语言学习者必须具有积极的阅读态度。目前，我国有很多关于大学生英语阅读态度的研究，但主要集中在非英语专业学生，对于英语专业学生阅读态度的研究甚少。本文以中国矿业大学外文学院英语专业的学生为研究对象，旨在考察他们的整体阅读态度，以及阅读态度在年级、性别、地域这几个维度上有没有差异。本研究以调查问卷和访谈为研究方法，运用SPSS17.0对xx学院英语专业学生的阅读态度进行了深刻的剖析。研究结果显示：英语专业学生在英语阅读上花的时间不够多，可以看出他们的阅读态度不是很积极；大一和大四学生在英语阅读上花的时间比大二和大三学生多；阅读态度呈现出多层面特征，本研究确立了五个阅读因子，包括阅读的实用价值、阅读享受、阅读的语言价值、阅读焦虑和阅读挑战；阅读享受、阅读挑战和阅读焦虑这几个因子在性别维度上差异显著；阅读焦虑在地域维度上差异显著。基于以上研究结果，本文总结了一些教学启示，希望对英语专业学生形成积极的阅读态度有所帮助。

关键词: 英语阅读，阅读态度，英语教学，因子分析
A Study on Reading Attitudes of English Major Students—The Case Study on Students of SFS in CUMT
Abstract
In second language acquisition, reading is one of the most important approaches to learn knowledge and acquire information. However, in order to improve second language learners’ reading ability, it is not enough to emphasize the importance of reading and teach a variety of reading skills. Learners are expected to possess positive reading attitudes. There are many studies on English reading attitudes among Chinese college students, which mainly focus on non-English major students. However, There is little research on English major students. This thesis takes English major students of SFS in CUMT as research subjects, aiming to assess their general reading attitudes and the differences between grades, genders and regions in reading attitudes. With a questionnaire and interviews as instruments, this research tries to explain their reading attitudes by means of employing SPSS 17.0. The results reveal that: English major students do not spend enough time on English reading, which is a strong sign that they do not hold positive attitudes on English reading; Freshmen and seniors spend more time on English reading than sophomores and juniors; English major student’ reading attitudes are multifaceted with five factors identified, including practical value of reading, reading comfort, linguistic value of reading, reading anxiety and reading discomfort; There are significant differences between genders in reading comfort, reading discomfort and reading anxiety; There are significant differences between regions in reading anxiety. Based on the above findings, this thesis concludes some pedagogical implications, hoping to make contributions to develop positive reading attitudes of English major students.

Key words: English reading, reading attitudes, English teaching, factor analysis

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