阅读策略对大学生英语阅读能力影响的实证研究  

An Empirical Study of the Effect of Reading Strategies on College Students' English Reading Ability

作　　者：杨晶[1] 

机构地区：[1]兰州工业学院外国语学院,甘肃兰州730050

出　　处：《扬州大学学报（高教研究版）》2014年第1期92-96,共5页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：甘肃省教育科学"十二五"一般规划课题"阅读策略对大学生英语阅读能力影响的实证研究"(GS[2011]GHBG078)

摘　　要：研究各阅读策略与英语阅读能力之间的相关性以及不同英语阅读水平组在使用阅读策略上的差异性,结果表明:三种策略中认知策略对英语阅读成绩的影响力最大,元认知策略其次,而社交/情感策略对英语阅读成绩的影响力最小。阅读成绩高分组的学生在阅读时更多地使用元认知策略进行调控,而低水平组的学生则更多地使用认知策略;两组学生在认知策略的使用上表现出显著差异;但两组学生在社交/情感策略的使用上差异不大,比较趋向一致。The article explored the correlation between reading strategies and English reading ability, and revealed the differences between different English reading levels in the use of reading strategies. Statistical analysis shows： Among the three strategies, cognitive strategy makes the most contribu- tions to English reading achievement, meta-cognitive strategy the less, and the social-affective strate- gy the least. The students of the high-level reading group more often use meta-cognitive strategy to regulate and control their reading, but the low-level students more use cognitive strategy; significant difference is found between the two levels in terms of the use of cognitive strategies; but they are found to be similar in using social-affective strategy when reading.

关 键 词：阅读策略 认知策略 元认知策略 社交/情感策略 英语阅读能力 

分 类 号：G642.0[文化科学—高等教育学] H319[文化科学—教育学]