高中生英语阅读策略研究_英语论文

A Study on Students' Reading Strategies in Senior High School

摘要

阅读可以加强学生英语学习的语感，扩大词汇量，通过阅读经典也可陶冶情操，开拓视野。

做英语阅读时，学生锻炼的是其综合能力，例如词汇量，联系上下文猜词能力，对背景知识的了解程度等，阅读对这些综合能力的高要求让学生和老师对阅读有极高的重视程度。

近年来，Oxford(1990)，Rubin(1987)，O’Malley(2001)，Chamot(2001)等人都对学习策略给予了很大的关注并且长期研究，他们相信学习策略是学好阅读策略的关键因素。而由于中国高中英语老师过分注重单词和语法的讲解，依然遵循逐句翻译再解释给学生听的步骤，片面强调教师和标准答案的权威性等从而忽视了学生对于语言运用能力技能的培养，也忽视了学生的自主性学习能力和人文知识的培养等。这样导致了学生没有掌握相关的阅读策略，或了解一些理论却无法灵活运用，在没有老师的分析和帮助的情况下对阅读感到手足无措，阅读速度慢，归纳总结能力差，文章理解能力也无法让人满意，学生也因此对自己失去信心，对阅读失去兴趣。此论文研究了学习策略与阅读策略的发展、主要内容和具体分类以及如何让高中学生掌握相关阅读策略，如略读，寻读，预测,猜词等。此外，作者还通过调查问卷以及访谈发现了高中学生英语策略的使用问题并且给老师们一些教学建议。

关键词：高中生 英语阅读 学习策略 阅读策略

Abstract

Reading can enhance the sense of language in English learning and enlarge the vocabulary. Through reading the classics, students can also cultivate the sentiments and broaden the horizon. 

When doing English reading exercises, what the students develop are their abilities which include enlarging the vocabulary, guessing the meaning of a word through the context and the knowledge of the background information of a passage. The high demand for the comprehensive abilities of reading makes teachers and students pay a lot of attention to reading.

In recent years, there are many researchers such as Rubin (1987), Oxford (1990), O’Malley (2001) and Chamot (2001) who research on English learning. They focus on learning strategies and have carried out some long-term studies. What’s more, they think mastering learning strategies is one of the key factors of reading well.

However, English teachers of senior high school in China just pay overmuch attention to vocabulary and grammar, so they lay one-sided emphasis on the authority of teachers’ and standard answers, and they follow the method of translating English into Chinese sentence by sentence. At the same time, they also neglect training students’ abilities of autonomous learning and enriching students’ cultural knowledge. That results in students’ failure of mastering related reading strategies or knowing some theories but being unable to use them flexibly. When reading without the help from teachers, students will feel at loss, their speed of reading will be slow, and the capability of generalization and summarizing will not be ideal. Thus, their condition of reading comprehension will not be satisfying and students will lose heart and interest in reading. Therefore, this paper focuses on the development, concrete content and the classification of learning and reading strategies, and it also studies on how to enable students in senior high school master reading strategies such as skimming, scanning, and predicting. In addition, some problems of students’ reading strategy use in high school are found and some suggestions are given to teachers in senior high school through the questionnaire and interview.

Key words： students in senior high school English reading learning strategy reading strategy

Contents

A Study on Students' Reading Strategies in Senior High School 1

Introduction 1

1 Literature Review 4

1.1 Review of learning strategies 4

1.1.1 The development of learning strategies 4

1.1.2 Definition and content of leaning strategies 6

1.1.3 The classification of learning strategies 7

1.2 Review of reading strategies 8

1.2.1 Definition of reading strategies 8

1.2.2 Reading strategies 8

2 Research design 10

2.1 The purpose of the study 10

2.2 Subjects 10

2.3 Procedures 11

2.3.1 Questionnaire Design 11

2.3.2 Interview 11

3 Results & discussion 12

3.1 Application of Reading Strategies 12

3.2 Analysis of the Interview 16

3.3 The Problems of Students in Grade One of Senior High School 17

4 Suggestions and limitation. 19

4.1 Suggestions for teaching. 19

4.1.1 Activate prior knowledge 19

4.1.2 Cultivate Vocabulary 20

4.1.3 Increase reading rate 20

4.1.4 Build motivation 21

4.2 Limitations of the research 21

Conclusion 21

Appendix 23

Bibliography 25

Acknowledgements 27