EFL学习者批评性识读行为倾向研究  

A Study of EFL Learners’ Critical Literacy Disposition

作　　者：李锡纯[1,2] LI Xichun

机构地区：[1]大连外国语大学英语学院,辽宁大连116044 [2]厦门大学外文学院,福建厦门361005

出　　处：《外语与外语教学》2020年第4期84-93,149,150,共12页Foreign Languages and Their Teaching

基　　金：辽宁省教育科学十三五规划项目“英语专业批评性识读教学行动研究”(项目编号:JG18DB105);大连外国语大学科研基金项目“二语学习者批评性识读思维倾向评估研究”(项目编号:2019XJYB05)的成果之一。

摘　　要：本研究通过问卷调查和访谈,考察了288名英语专业学生的批评性识读行为倾向及其影响因素。结果显示:(1)在阅读英语新闻时学生总体呈现偏弱批评性识读倾向;(2)学生在自我回顾反思维度表现较强;在采取行动、质疑常规、综合多元观点、关注语篇政治维度表现较弱;(3)学生的批评性识读倾向与英语语言能力关联较小,与英文书籍阅读量呈显著低度正相关。研究指出:EFL教学应提升学生使用语言的主体性,关注隐性词汇语法结构对意义的表征,鼓励群文阅读和一文多读,有效提升学生的英文阅读量。This study,based on a questionnaire survey and a follow-up interview investigates the critical literacy disposition of 288 English major participants,and probes into the possible factors influencing their critical reading behavior.Findings indicate that(1)When reading English news texts,the participants are with a weak overall disposition towards critical literacy;(2)participants are more inclined to generate self-reflexive thoughts,while less motivated to take actions,question the commonplace,integrate multiple perspectives and unpack texts socio-politically;(3)English language competence has a minor impact on critical literacy disposition,while students’volume of English reading is positively correlated with their inclination to reading critically.The study therefore points out that EFL teaching should focus more on enhancing students’agency,decoding how hidden linguistic devices represent meaning,encouraging multiple readings,and increasing students’volume of reading.

关 键 词：批评性识读 识读倾向 阅读行为 阅读策略 英语学习者 

分 类 号：H319[语言文字—英语]