發(fā)布時間：2018-01-19 03:06

  本文關(guān)鍵詞： 第二語言習(xí)得 閱讀策略 元認(rèn)知策略 認(rèn)知策略 社會/情感策略　出處：《湖南師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 語言學(xué)習(xí)策略是學(xué)習(xí)者在母語或外語學(xué)習(xí)過程中猜測和記憶單詞、語法規(guī)則及其他語言項目的含義和用法的方法。第二語言學(xué)習(xí)策略的研究始于20世紀(jì)70年代中期,率先進入這一領(lǐng)域的是美國的Rubin、加拿大的Naiman、Frohich和Tedesco等人。迄今為止,研究的問題主要涉及:1)善學(xué)語言者使用的策略;2)善學(xué)語言者與不善學(xué)者在使用策略上的差異;3)策略的使用與第二語言成績的關(guān)系;4)影響語言策略使用的因素;5)語言策略培訓(xùn)的方式及其成效。閱讀是語言學(xué)習(xí)的主要目的和途徑。閱讀策略指語言學(xué)習(xí)者在閱讀過程中為提高閱讀理解水平所使用的學(xué)習(xí)策略,例如概括、推理、演繹和集中閱讀等等。閱讀策略使用的研究對第二語言學(xué)習(xí)與教學(xué)都具有重要的意義�；�于目前國內(nèi)外研究的現(xiàn)狀,本論文從心理學(xué)、圖式理論、二語習(xí)得等角度出發(fā)對閱讀策略進行多維角度的分析,并對高中學(xué)生學(xué)習(xí)關(guān)于英語閱讀策略使用情況進行了實證研究,其目的是調(diào)查以漢語為母語、具有一定基礎(chǔ)的英語學(xué)習(xí)者在英語閱讀中策略的具體使用情況,探討閱讀策略的使用對英語閱讀水平的影響,了解不同英語水平的學(xué)生在閱讀策略使用上的差異,從而使學(xué)習(xí)者意識到通過改進閱讀策略的使用來提高英語閱讀水平的重要性,同時有助于英語教師意識到兩種不同類別學(xué)生在策略使用上的差異并有針對性地進行策略的指導(dǎo)。 本文由四章組成: 第一章:二語閱讀策略研究文獻回顧。首先介紹了本文的研究背景,然后回顧了過去三十年來國內(nèi)外關(guān)于二語閱讀策略的研究。最后,提出了本文的構(gòu)架。 第二章:二語閱讀策略的理論分析。首先歸納總結(jié)了三種閱讀模型然后從心理學(xué)、圖式理論和克拉申(Krashen)的輸入理論等角度對二語閱讀策略進行了多角度的分析,為下一章的試驗部分奠定了理論基礎(chǔ)。最后提出并分析了一些影響閱讀策略選擇和使用的因素。 第三章:實驗和數(shù)據(jù)分析及討論。首先指出本研究的目的、研究問題,然后介紹了實驗的對象、工具和程序。最后對研究的數(shù)據(jù)結(jié)果進行了詳細(xì)的分析和討論。 第四章:如何提高學(xué)生的閱讀策略。提出可以從學(xué)生的學(xué)習(xí)觀念、興趣和動機、情感因素和閱讀培訓(xùn)等方面來提高閱讀策略。 結(jié)論:在本文的最后,指出了本研究的一些不足之處并對以后的研究提出了一些建議。
[Abstract]:Language learning strategies are learners' guess and memorization of words in the process of learning their mother tongue or foreign language. The study of second language learning strategies began in the middle of 1970s and was first entered into this field by Rubin of the United States. Naimanli Frohich of Canada and Tedesco et al. So far, the research mainly concerns the strategies used by those who are good at learning language. 2) the differences between the good language learners and the poor scholars in the use of strategies; 3) the relationship between strategy use and second language achievement; 4) the factors affecting the use of language strategies; 5) the way and effect of language strategy training. Reading is the main purpose and approach of language learning. Reading strategy refers to the learning strategies used by language learners to improve their reading comprehension in the process of reading. For example, generalization, reasoning, deduction and intensive reading, etc. The study of reading strategy use is of great significance to second language learning and teaching. Based on the current research situation at home and abroad, this thesis starts with psychology. From the perspective of schema theory and second language acquisition, this paper makes a multi-dimensional analysis of reading strategies, and makes an empirical study on the use of English reading strategies in senior high school students. The purpose of this study is to investigate the use of Chinese as the mother tongue. The use of strategies in English reading by English learners with a certain foundation is discussed in this paper, and the influence of reading strategies on English reading proficiency is discussed. To understand the differences in the use of reading strategies among students of different English proficiency, so as to make learners realize the importance of improving their reading proficiency by improving the use of reading strategies. At the same time, it can help English teachers to realize the differences between the two different types of students in the use of strategies and guide them in a targeted way. This paper consists of four chapters: Chapter I:. This paper first introduces the background of this study, then reviews the domestic and foreign researches on L2 reading strategies in the past 30 years. Finally, the paper proposes the framework of this thesis. Chapter two: theoretical analysis of second language reading strategies. First, three reading models are summarized and then psychology is introduced. From the perspective of schema theory and Krashen's input theory, the second language reading strategy is analyzed from various angles. Finally, some factors affecting the choice and use of reading strategies are proposed and analyzed. Chapter three: experiment and data analysis and discussion. First, the purpose of this study, research problems, and then introduced the object of the experiment. Tools and procedures. Finally, the results of the study are analyzed and discussed in detail. Chapter 4th: how to improve students' reading strategies. It is suggested that reading strategies can be improved from the aspects of students' learning concept, interest and motivation, affective factors and reading training. Conclusion: at the end of this paper, some shortcomings of this study are pointed out and some suggestions for future research are put forward.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G633.41

【引證文獻】

相關(guān)碩士學(xué)位論文 前3條

1 李瀟;高中生英語閱讀策略調(diào)查研究[D];中南民族大學(xué);2012年

2 王華;發(fā)展高三學(xué)生默讀策略的研究[D];河北師范大學(xué);2012年

3 單文韜;桂林高中生英語閱讀策略調(diào)查研究[D];廣西師范大學(xué);2013年

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本文編號：1442342