英语专业学生阅读策略使用情况及其成绩的相关性研究
本次研究主要是采用调查问卷和案例分析相结合的形式，问卷以Oxford (1990)，O’Malley & Chamot (1990) 和文秋芳（1996）所设计的问卷为基础编制的，对南京理工大学12级英语专业50名学生分发问卷。根据Carrell, Eisterhold (1983) and Nuttall (1982)把阅读策略分为预测，词汇技巧，略读，详读，结构分析和演绎推论，并在此基础上进一步研究阅读策略的使用和成绩的相关性。
笔者认为，英语专业学生在英语阅读中要掌握一定的阅读策略，并在老师的指导下有效地运用，这样可以有效地提高阅读效率。22974
关键词 阅读策略 阅读能力 英语专业 阅读效率
毕业论文外文摘要
Title The Correlative Research between the Usage of Reading Strategies and the Competence of Reading Comprehensions among English Major Students
Abstract
As we all know, reading is an important input in second language learning. In addition, it is the main difficulty in learning English and many students still lack enough and right reading input after class.
The research methods include a quantitative study and a qualitative study. One is the questionnaire, which is based on the questionnaires designed by Oxford (1990), O’Malley and Chamot (1990), and Wen Qiufang (1996). And the other one is a qualitative analysis, comparing the strategies used by high-score readers and low-score readers in case study. The study chooses 50 Grade Two English Major students from Nanjing University of Science and Technology. According to Carrell, Eisterhold (1983) and Nuttall (1982), they classified the reading strategies into 6 groups: forecasting, vocabulary skills, skimming, scanning, structural analysis and deduction. Based on this, the thesis learns the correlation between the usage of reading strategies and the level of reading comprehension.
The author believes that English major students need to master some kinds of reading strategies during reading and make good use of them efficiently under the guidance from teachers in order to improve the efficiency of reading.
Keywords Reading Strategies Reading Ability English Major Reading Efficiency
Table of Contents
1 Introduction 1
1.1 English Reading Strategies 1
1.2 Relative Researches about English Reading Strategies 2
2 Research Background and Questions 3
2.1 Research Background and Current Situation 4
2.2 Research Questions 6
3 Research Methods 6
3.1 Subjects 7
3.2 Study Tools 7
3.3 Statistics and Data Analysis 7
3.4 Interviews 7
4 Research Results and Analysis 8
4.1 Results and Discussion 8
4.2 The Distinctive Use of Reading Strategies by High-score Students and Low-score Students 10
5 The Practical use of Reading Strategies 11
5.1 Lexical Reading Strategies 11
5.2 Comprehensive Reading Strategies 12
Conclusion 14
Acknowledgements 16
Bibliography 17
Appendix A 19
1 Introduction
The problem of reading is one of the most serious problems in higher education. Meanwhile it is not often recognized by either students or lecturers until some way into academic courses. The most probable reason is because reading itself is not assessed, while the results or outputs from reading are assessed.
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