论文标题:大学英语四级考试阅读理解中的认知策略应用
The Application of Cognitive Strategies to Reading Comprehension in CET-4
论文作者 李睿
论文导师 孙文抗,论文学位 硕士,论文专业 外国语言学及应用语言学
论文单位 大连海事大学,点击次数 103,论文页数 72页File Size1916k
2004-03-01论文网 http://www.lw23.com/lunwen_85227692/ 阅读理解,认知策略,推理题
Reading Comprehension, Cognitive Strategies, Inference Question
大学英语教学大纲把培养学生具有较强的阅读能力摆在教学目的的首位，具有很强的现实意义。随着对阅读理解水平的要求越来越高，有关这方面的研究越来越多。这些研究的目的是为了我们更好地了解和掌握阅读技巧和策略。但目前大多数研究还局限于研究者本人对其教学经验的总结，关于阅读技巧和策略的实证研究还很有限。 本文旨在探求学生在解答阅读理解题时所犯错误与所应用的策略之间的关系。本文从采集数据入手，对67名非英语专业大学生进行了阅读理解模拟测试；对高低分学生进行关于认知策略的问卷调查。阅读理解被分为五大类型题，从中探求学生们的每一类型题得分与总分的相关性；根据问卷调查，比较高低分学生在运用认知策略方面的差异。 分析显示：(1)推理题是最能区分学生高低分的类型题；(2)认知策略的应用是学生解答推理题的首要手段。最后，本文对影响学生解答推理题的因素进行了分析和讨论，并据此提出了相应的教学启示。
College English Syllabus prioritizes the development of reading skills as the most important aspect in teaching, which has profound practical significance. Concurrent with the requirement of high competence in reading comprehension, studies concerning this area have been accelerating at high speed. These studies have certainly helped us gain some insights into reading skills and strategies, but most studies were confined to summary of researchers" teaching experiences. Empirical studies concerning reading skills and strategies are still insufficient.The present study aims to explore the relationship between the errors students make and the strategies they use in reading comprehension. Data collection was based on 67 subjects" reading comprehension performance and a survey of reading strategies used by higher-proficiency and lower-proficiency subjects. The reading comprehension questions were classified into five types, and a correlation between the subjects" correct answer to each type of the questions and their total score was established. Then, according to a questionnaire survey, a comparison was made between the higher-proficiency and lower-proficiency subjects in their strategy use.It was found through statistical analysis that (1) inference type question could most significantly distinguish the higher-proficiency students from the lower-proficiency ones, and (2) students" employment of cognitive strategies is the first important means to get the correct answer to the inference questions. Finally, factors affecting the students" answers to inference type question were analyzed and implications for ESL teachers were presented.
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