發(fā)布時(shí)間：2018-01-19 03:06

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

【摘要】： 語(yǔ)言學(xué)習(xí)策略是學(xué)習(xí)者在母語(yǔ)或外語(yǔ)學(xué)習(xí)過(guò)程中猜測(cè)和記憶單詞、語(yǔ)法規(guī)則及其他語(yǔ)言項(xiàng)目的含義和用法的方法。第二語(yǔ)言學(xué)習(xí)策略的研究始于20世紀(jì)70年代中期,率先進(jìn)入這一領(lǐng)域的是美國(guó)的Rubin、加拿大的Naiman、Frohich和Tedesco等人。迄今為止,研究的問(wèn)題主要涉及:1)善學(xué)語(yǔ)言者使用的策略;2)善學(xué)語(yǔ)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(yǔ)言成績(jī)的關(guān)系;4)影響語(yǔ)言策略使用的因素;5)語(yǔ)言策略培訓(xùn)的方式及其成效。閱讀是語(yǔ)言學(xué)習(xí)的主要目的和途徑。閱讀策略指語(yǔ)言學(xué)習(xí)者在閱讀過(guò)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(duì)第二語(yǔ)言學(xué)習(xí)與教學(xué)都具有重要的意義�；�于目前國(guó)內(nèi)外研究的現(xiàn)狀,本論文從心理學(xué)、圖式理論、二語(yǔ)習(xí)得等角度出發(fā)對(duì)閱讀策略進(jìn)行多維角度的分析,并對(duì)高中學(xué)生學(xué)習(xí)關(guān)于英語(yǔ)閱讀策略使用情況進(jìn)行了實(shí)證研究,其目的是調(diào)查以漢語(yǔ)為母語(yǔ)、具有一定基礎(chǔ)的英語(yǔ)學(xué)習(xí)者在英語(yǔ)閱讀中策略的具體使用情況,探討閱讀策略的使用對(duì)英語(yǔ)閱讀水平的影響,了解不同英語(yǔ)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(shí)到通過(guò)改進(jìn)閱讀策略的使用來(lái)提高英語(yǔ)閱讀水平的重要性,同時(shí)有助于英語(yǔ)教師意識(shí)到兩種不同類(lèi)別學(xué)生在策略使用上的差異并有針對(duì)性地進(jìn)行策略的指導(dǎo)。 本文由四章組成: 第一章:二語(yǔ)閱讀策略研究文獻(xiàn)回顧。首先介紹了本文的研究背景,然后回顧了過(guò)去三十年來(lái)國(guó)內(nèi)外關(guān)于二語(yǔ)閱讀策略的研究。最后,提出了本文的構(gòu)架。 第二章:二語(yǔ)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(duì)二語(yǔ)閱讀策略進(jìn)行了多角度的分析,為下一章的試驗(yàn)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(shí)驗(yàn)和數(shù)據(jù)分析及討論。首先指出本研究的目的、研究問(wèn)題,然后介紹了實(shí)驗(yàn)的對(duì)象、工具和程序。最后對(duì)研究的數(shù)據(jù)結(jié)果進(jìn)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(dòng)機(jī)、情感因素和閱讀培訓(xùn)等方面來(lái)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(duì)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(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G633.41

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 李瀟;高中生英語(yǔ)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(yǔ)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(hào)：1442342