本科畢業(yè)論文提高初中生英語(yǔ)閱讀能力的策略

1、<p><b>　　西安翻譯學(xué)院</b></p><p>　　XI’AN FANYI UNIVERSITY</p><p><b>　　本科畢業(yè)論文</b></p><p>　　Thesis for Bachelor’s Degree</p><p>　　題 目：Stu

2、dy on Strategies of Junior </p><p>　　Middle School Students’ English</p><p>　　Reading </p><p>　　學(xué)生姓名： </p><p>　　指導(dǎo)教師：

3、 </p><p>　　學(xué)科專業(yè)： 英 語(yǔ) </p><p><b>　　2015年5月</b></p><p><b>　　誠(chéng)信聲明</b></p><p>　　本人鄭重聲明：本人所呈交的畢業(yè)論文，是在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究所取得的成果。畢業(yè)

4、論文中凡引用他人已經(jīng)發(fā)表或未發(fā)表的成果、數(shù)據(jù)、觀點(diǎn)等，均已明確注明出處。除文中已經(jīng)注明引用的內(nèi)容外，不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或在網(wǎng)上發(fā)表的論文。</p><p>　　本聲明的法律結(jié)果由本人承擔(dān)。</p><p><b>　　簽 名： </b></p><p>　　日 期： 年 月 日</p><p&

5、gt;　　Study on the Strategies of Junior Middle School Students’ English Reading</p><p>　　Abstract: Reading is an important means of obtaining information. Reading ability is one of the four basic skills for j

6、unior middle school students. For junior middle school students, their English reading ability greatly influences their English efficiency, because reading will affect the improvement of other basic skills. Reading abili

7、ty generates learning power that helps junior middle school students know themselves and others better. Students should master the basic reading skills such as s</p><p>　　Key Words: reading ability, strategi

8、es, junior middle school students </p><p>　　提高初中生英語(yǔ)閱讀能力的策略</p><p>　　摘要:英語(yǔ)閱讀在我們的日常生活和學(xué)習(xí)中非常重要。對(duì)中學(xué)生來(lái)說(shuō)，閱讀是四項(xiàng)基本技能中的一項(xiàng)，在英語(yǔ)學(xué)習(xí)中占有重要的位置。因此，閱讀能力直接影響到中學(xué)生的英語(yǔ)水平。要想培養(yǎng)學(xué)生的英語(yǔ)閱讀能力首先必須找到學(xué)生閱讀方面存在的問(wèn)題，進(jìn)而對(duì)癥下藥?，F(xiàn)在中學(xué)生在英語(yǔ)

9、閱讀方面存在很多問(wèn)題：英語(yǔ)閱讀量??；閱讀興趣不濃；沒(méi)有掌握英語(yǔ)閱讀的技巧等方面的問(wèn)題。本文意在論述在閱讀理解過(guò)程中，哪些因素阻礙了學(xué)生的閱讀以及提高學(xué)生閱讀能力的策略，本文首先介紹了策略的含義，策略的重要性，進(jìn)而介紹了英語(yǔ)閱讀策略的含義和分類以及國(guó)內(nèi)外對(duì)英語(yǔ)閱讀策略的研究，最后引出提高初中生英語(yǔ)閱讀三種策略：元認(rèn)知策略，認(rèn)知策略，社會(huì)策略。通過(guò)培養(yǎng)學(xué)生的閱讀能力,有助于學(xué)生形成良好的閱讀習(xí)慣,從而對(duì)英語(yǔ)文本的內(nèi)容和環(huán)境以及語(yǔ)氣等有一定的

10、認(rèn)識(shí),領(lǐng)悟作者在文章中的所表達(dá)的情感學(xué)生；通過(guò)培養(yǎng)學(xué)生的閱讀能力,能有效的培養(yǎng)學(xué)生的英語(yǔ)閱讀語(yǔ)感和促進(jìn)記憶力的提升,從而為學(xué)生語(yǔ)言表達(dá)能力的提升奠定堅(jiān)實(shí)的基礎(chǔ);只有在閱讀過(guò)程中能夠有效地利用這些策略并多加練習(xí)，才能提高初中學(xué)生的英語(yǔ)閱讀水平。</p><p>　　關(guān)鍵字：英語(yǔ)閱讀能力；策略；初中生</p><p><b>　　Contents</b></p>

11、;<p>　　Abstract in English I</p><p>　　Abstract in Chinese II</p><p>　　1. Introduction1</p><p>　　1.1 Background of the Research1</p><p>　　1.2 Purpose of the R

12、esearch1</p><p>　　1.3 Structure of the Research2</p><p>　　2. Literature Review3</p><p>　　2.1 Definition of Strategies4</p><p>　　2.2 The Importance of Strategies4&l

13、t;/p><p>　　2.3 Definition of English Reading Strategies5</p><p>　　2.4 Classification of English Reading Strategies5</p><p>　　2.4.1 Meta-cognitive Strategies, Cognitive Strategies and

14、 Social Strategies5</p><p>　　2.4.2 Direct Strategy and Indirect Strategy8</p><p>　　2.4.3 Language Learning Strategies and Language Using Strategies8</p><p>　　2.5 Study on the Str

15、ategies of Junior Middle School Students’ English Reading8</p><p>　　2.5.1 Study on the Strategies of Junior Middle School Students’ English Reading8</p><p>　　2.5.2 Study on the Strategies of J

16、unior Middle School Students’ English Reading9</p><p>　　3. Methodology10</p><p>　　3.1 Research Objectives10</p><p>　　3.2 Research Questions10</p><p>　　3.3 Research

17、Subjects10</p><p>　　3.4 Research Instruments10</p><p>　　3.4.1 Questionnaire10</p><p>　　3.4.2 Interview11</p><p>　　4. Results and Discussion12</p><p>　

18、　4.1 Result of Interviews12</p><p>　　4.2 Result of Questionnaires12</p><p>　　5. Findings, Limitations and Future Suggestions15</p><p>　　6. Conclusion16</p><p>　　Bib

19、liography17</p><p>　　Acknowledgments18</p><p>　　Appendix19</p><p>　　1. Introduction</p><p>　　1.1 Background of the Research </p><p>　　Reading is a so

20、cial-cultural skill which modern people should possess. Consequently, no matter in theory or in practice, reading is always the focus of language educators. In English reading, the importance of reading is more remarkabl

21、e.</p><p>　　We all know that listening, reading and writing play important roles in English learning. These four abilities are interrelated. However, along with the study of English learning and the wide use

22、 of English, many people take listening and speaking as the key points to master English. The current conversation materials are not all good for English learning, because they are generally based on the simple daily wor

23、ds. We can never learn language (especially English) mainly by listening and speaking</p><p>　　In that case, how to improve students’ English reading comprehension ability comes to be an important role in En

24、glish learning.</p><p>　　In recent years, it is not uncommon that lots of students say that reading comprehension is the most difficult part in the English learning. Students want to improve their reading co

25、mprehension, but they can not find effective approaches to it. Therefore, to improve the English reading ability is one of the keys to learn English well.</p><p>　　1.2 Purpose of the Research </p>

26、<p>　　It is very necessary to use some effective ways to help the students of junior middle school improve their reading ability. The research of the application of </p><p>　　strategies in their Englis

27、h reading supports the improvement of their English reading ability. English teachers can apply the findings of this investigation to help their students. The students will realize the significance and necessities of the

28、 strategies in English reading and promote the application of the strategies so that they can improve their English reading. Meanwhile, it may maximize their reading achievements by helping them identify the differences

29、in English reading. And students w</p><p>　　1.3 Structure of the Research</p><p>　　This paper is composed of five parts, the main contents are as follows:</p><p>　　Chapter one is th

30、e introduction of the whole thesis. It would give a general introduction of the study, the background, purpose and structure of the study.</p><p>　　Chapter two is the literature review part. It introduces th

31、e definition and the importance of reading strategies. Then it states the definition of English reading strategy and its classification. In the last, it gives us the studies on the strategies of junior middle school stud

32、ents’ English reading abroad and at home. </p><p>　　Chapter three is the experiment part. The author chooses students from Handan Junior Middle School. Twenty students will be interviewed about the applicati

33、on of reading strategies. There will also be a questionnaire to see how much the students master the strategies and their application in reading.</p><p>　　Chapter four is the findings and discussion part. We

34、 can know that students use reading strategies in a relatively low level. Cognitive strategies and meta-cognitive strategies have not been fully used in the reading process. Studen

35、ts should pay more attention to using the strategies in their English reading.</p><p>　　Chapter five is the limitations of the research and future suggestions. The number of the participants was relatively s

36、mall. Therefore, this topic has large space to study.</p><p>　　In the conclusion part, those three reading strategies should be treated in a right way. Students should pay more attention to reading strategie

37、s. The strategies should be considered when the teachers instruct reading courses to middle school students. Both teachers and students should master reading strategies.</p><p>　　2. Literature Review</p&g

38、t;<p>　　2.1 Definition of Strategies</p><p>　　A number of researchers have defined what constitutes language learning strategies in different ways; however, these definitions convey similar concepts.

39、 About this (Ellis 99) gave us definitions of learning strategies and language learning strategies as follows ： </p><p>　　Ellis listed the following five different definitions o

40、f strategy：</p><p>　　(1) “According to our view, the strategy can be best used to present that language learners can use the approach of the general trend or general characteristics, techniques for the speci

41、fic situation to describe visual behavior.” (Wenstein 86).</p><p>　　(2) “Language learning strategy is the practice or idea of language learning.”(Stern 67).</p><p>　　(3) “Learning strategies ar

42、e skills, methods or deliberate actions taken by students.”(Chamot 87).</p><p>　　(4) “Reading strategy is a strategy helpful for students to construct their own internet language system, which can directly i

43、nfluence the development of language.” (Chamot 33).</p><p>　　(5) “Language learning strategies are the acts or actions the learner take in order to make language learning behavior or action more successful,

44、more autonomous, more pleasant.”(Oxford 67).</p><p>　　2.2 The importance of strategies</p><p>　　Strategies in the second language or foreign language learning are extremely important and are dri

45、ven by certain goals from the learners’ side. Language learning strategies can greatly benefit the effectiveness and efficiency of the learners to certain learning tasks in English, especially for those who are still at

46、an early stage of the learning process. Therefore, Chamot looks at language learning strategy as one of the crucial factors in English reading (Veit 63 ).</p><p>　　2.3 Definition of English Reading Strategie

47、s </p><p>　　Strategies are “deliberate and conscious processes by which the reader attempts to overcome a problem” (Underwood 87). Blanchard regards reading strategies as “actions which are selected delibera

48、tely to achieve particular goals”. </p><p>　　2.4 Classification of English Reading Strategies</p><p>　　2.4.1 Meta-cognitive Strategies, Cognitive Strategies and Social Strategies </p>&l

49、t;p>　　2.4.1.1 The Definition of Meta-cognitive Strategies</p><p>　　Cognition and meta-cognition are two important concepts in modern education science. Cognition refers to the process of acquiring knowled

50、ge (Markstein 19). Although the term has been part of the vocabulary of educational psychologists for more than twenty years, and the concept has existed for as long as humans have been able to reflect on their cognitiv

51、e experiences, there is much debate over exactly what meta-cognition is. </p><p>　　2.4.1.2 Classifications of Meta-cognitive Strategies</p><p>　　According to (Brown 87), meta-cognition can be di

52、vided into two parts: the knowledge of cognition and the regulation of cognition. The knowledge of cognition refers to the subject’s knowledge about his cognition ability, cognition strategies, and how to make best use o

53、f his ability. And the regulation of cognition means the regulating methods that a positive learner uses to solve his problems that he meets with during learning, including planning, checking, monitoring and being examin

54、ed etc. Two</p><p>　　2.4.1.3 Meta-cognitive Strategies and Reading Comprehension</p><p>　　Reading is a process of acquiring information conveyed in characters or other symbol. It is a very impor

55、tant means to shape a citizen of the modem society. We have all experienced the phenomenon of reading a page in a textbook and then realized we have not comprehended a single thing. By using meta-cognitive strategies we

56、can avoid it.</p><p>　　2.4.1.4 The Definition of Cognitive Strategies</p><p>　　Bruner put forward the term cognitive strategy first in 1956. Until the 1970s, Gagne identified and categorized cog

57、nitive strategy as the field of academic study. Yet there is no official definition of it but a skill that is internally formed during the control of their mental processes. (Hennings 20) says the cognitive strategies ar

58、e closely linked with specific learning aims. After above points, the author concludes the definition in short: when you deal with a new problem, cognitive strategie</p><p>　　2.4.1.5 Classifications of Cogni

59、tive Strategies</p><p>　　According to Chamot’s and O’malley’s view, there are 4 items of cognitive strategies, (1) Resourcing: employing reference materials from target language, such as textbooks. (2) Trans

60、lation: when you produce the second language, you may think about your first language or mother tongue. (3) Recombination: by combining the known elements in a new way, they create a new sentence. (4) Summarizing: making

61、 a summary of the information you get in the oral, mental or written form. In China, Qiufang (Wen </p><p>　　2.4.1.6 Cognitive Strategies and Reading Comprehension</p><p>　　Readers can obtain mea

62、ning from a text during reading. Readers begin to process information at a level of sentence by using bottom-up strategies. In other words, they concentrate on grammatical category of a word and identification of the mea

63、ning, text particulars, syntax of sentence, and so on. Cognitive strategies are also known as heuristics. To be exact, a cognitive strategy is a guide or a heuristic which help or support the learner when she or he devel

64、ops inner procedures. They can perform</p><p>　　2.4.1.7 Definitions of Social Strategies</p><p>　　Social strategies refer to strategies including the interaction with other learners or the manag

65、ement of affection. When compared with meta-cognitive strategies and cognitive strategies, social strategies are thought to be more applicable to various tasks. Oxford defines social strategies as “the techniques learner

66、s use to collaborate with others, to verify understanding or to lower anxiety”. More specifically, the definition of social strategies adopted in the present study is in the following:</p><p>　　2.4.1.8 Class

67、ifications of Social Strategies</p><p>　　With the development of studies on social strategies, some classifications are put forward by researchers. O'Malley recognizes three kinds of social strategies: c

68、ooperation, self-talks and questions of clarification.</p><p>　　Another classification of social strategies is connected with the problems of social and affective processes on learning. Social strategies con

69、tain asking questions for clarification and cooperative learning, which lead to the necessity of increasing interaction with the target language; Affective strategies are connected with the learners’ emotional requiremen

70、ts. And then, according to Oxford, the three main sets of social strategies are: (1) asking questions for clarification and for correctio</p><p>　　2.4.1.9 Social Strategies and Reading Comprehension</p>

71、;<p>　　The social strategy training on reading in the present study has effect on participants’ awareness of strategy use. Participants’ awareness of strategy use is enhanced after the training. Among these six ty

72、pes of social-affective strategies, cultural background learning is more sensitive to strategy training than the other strategies. Participants use cultural background learning strategy more frequently after the training

73、. The strategy training in the present study helps participants with their</p><p>　　2.4.2 Direct Strategy and Indirect Strategy</p><p>　　2.4.2.1 The Definition of Direct Strategy and Indirect St

74、rategy</p><p>　　Direct strategy is a strategy in which the readers contact with the language directly. Direct strategy includes of memory strategies, cognitive strategies, compensate strategies. Indirec

75、t strategy is a strategy in which readers contact with language indirectly. Indirect strategy includes of planning strategies, thinking strategies, interview strategies.</p><p>　　2.4.3 Language Learning Stra

76、tegies and Language Using Strategies</p><p>　　2.4.3.1 The Definition of Language Learning Strategies and Language Using Strategies</p><p>　　It was divided according to the purpose of using

77、language (Paris 56). The language learning strategies refers to the language learning. The language using strategies refers to the use of language and the use of strategies.</p><p>　　2.5

78、Study on the Strategies of Junior Middle School Students’ English Reading </p><p>　　2.5.1 Study on the Strategies of Junior Middle School Students’ English Reading</p><p><b>　　Abroad</b

79、></p><p>　　The climax of the research in second language reading has begun to focus on reading strategies since the late 1970s and the early 1980s. Research in second language reading has also demonstrate

80、d that strategies were different in more or less proficient readers (Carrel 98). Relationships of reading strategy and reading ability were also explored by some of the researches (Sheorey 201; Yang & Zhang 69). Fina

81、lly, Barnet concluded that there was a relationship between strategy use and reading compre</p><p>　　2.5.2 Study on the Strategies of Junior Middle School Students’ English Reading </p><p><b

82、>　　at Home </b></p><p>　　In China, reading strategy studies of experimental type are mainly found in Language Learning Strategy (Lv 45) who investigate the reading strategies of 397 Tsinghua Univers

83、ity students using a self-designed 52-item questionnaire in order to identify if there is a significant difference in strategy use between two groups of readers (good and bad) and to test the effectiveness of strategy tr

84、aining. Reading strategies they identify are under two broad categories. Subsequently, these 20 reading str</p><p>　　3. Methodology</p><p>　　3.1 Research Objectives</p><p>　　This th

85、esis aims at improving students’ English reading ability through studying on the strategies of junior middle school students’ English reading.</p><p>　　3.2 Research Questions</p><p>　　This chapt

86、er is mainly concerned about the experiment of finding out whether the application of the reading strategies can effectively improve the students’ reading ability.</p><p>　　3.3 Research Subjects</p>&

87、lt;p>　　This research explores the situation of application of reading strategies in junior middle school in order to improve the English reading ability. The purpose of applying these strategies is to improve the stud

88、ents’ English reading ability. </p><p>　　3.4 Research Instruments</p><p>　　This research involves two instruments: questionnaires and interviews.</p><p>　　3.4.1 Questionnaire </

89、p><p>　　The name of the questionnaire is the Application of Strategies in English Reading of Junior Middle School. The questionnaire includes 20 questions. This questionnaires (Appendix ) designed for

90、 the 50 students in Class One Grade Seven in Handan Junior Middle School. The author uses these questionnaires to get students’ idea of reading strategies. For instance, whether the students like using reading strategies

91、 or not, whether those strategies can help improve their reading ability, etc. From the </p><p>　　3.4.2 Interview</p><p>　　Interview was conducted alone in the office, without any interference.

92、The author interviews 20 students in Handan Junior Middle School and asks them questions such as: “When you come across a new word, do you firstly look it up in a dictionary?” “When you encounter a new word, do you guess

93、 the meaning from the context first?” “Which reading strategy do you know?” “Do you think it is a beneficial and useful strategy in English reading? “Do you have some suggestion to reading strategies? ”</p><p&

94、gt;　　4. Results and Discussion</p><p>　　After this research, the author gets some results from the interviews and the questionnaires. Most of students agree that the application of the reading strategies can

95、 effectively improve the students’ reading ability. And the results are shown as follows.</p><p>　　4.1 Result of Interviews</p><p>　　The author interviews 20 students and asks them some question

96、s about the reading strategies. Most of them regard that those five strategies are very useful approaches in English reading of junior middle school. Three of students with little interest in English do not know too much

97、 about reading strategies but some skills: scanning, skimming, while they never use them. Eleven of them with great interest in English know three to five strategies such as mate-cognitive strategies, cognitive strategi&

98、lt;/p><p>　　4.2 Result of Questionnaires</p><p>　　The results of the questionnaires for 50 students are shown on Table 1 and Table 2. Table 1 indicates that twelve percent of students never use str

99、ategies. These students have no idea about any strategies, while they have a small size of vocabulary and lack background knowledge. Vocabulary is the basis of a language. Without words, language becomes nonsense; withou

100、t an adequate amount of vocabulary, it is hard to reading materials fluently. As we all know, reading material is the product of cert</p><p><b>　　Table 1</b></p><p><b>　　Table

101、2</b></p><p>　　5. Findings, Limitations and Future Suggestions</p><p>　　By means of quantitative research and qualitative research, valuable findings are acquired. It is found out that maj

102、ority of junior middle school students fail to use reading strategies in reading activities. There are differences between effective readers and ineffective readers in application of reading strategy. Effective readers u