提高初中生英语阅读能力的策略英语专业论文Word下载.docx
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Reading
学生姓名：
指导教师：
学科专业：
英语
2015年5月
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日期：
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StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReading
Abstract:
Readingisanimportantmeansofobtaininginformation.Readingabilityisoneofthefourbasicskillsforjuniormiddleschoolstudents.Forjuniormiddleschoolstudents,theirEnglishreadingabilitygreatlyinfluencestheirEnglishefficiency,becausereadingwillaffecttheimprovementofotherbasicskills.Readingabilitygenerateslearningpowerthathelpsjuniormiddleschoolstudentsknowthemselvesandothersbetter.Studentsshouldmasterthebasicreadingskillssuchasskimmingandscanningsothattheycanprovidetherightwaytoenhancethereadingabilityefficiently.Inaword,thispaperaimstoanalyzethefactorsthatinfluencetheimprovementofstudents’abilitiesinreadingcomprehension,andmainlydiscussesthestrategiestoimprovetheirEnglishreadingabilities.Inotherwords,itwillgivesomeadvicetohelpstudentsoverwhelmtheblocksintheprocessofreadingandhelpthemmastersomereadingstrategies：
meta-cognitivestrategies,cognitivestrategiesandsocialstrategies.Studentscanimprovetheirreadingefficiencyiftheyusethesestrategiesproperly.
KeyWords:
readingability,strategies,juniormiddleschoolstudents
提高初中生英语阅读能力的策略
摘要:
英语阅读在我们的日常生活和学习中非常重要。
对中学生来说，阅读是四项基本技能中的一项，在英语学习中占有重要的位置。
因此，阅读能力直接影响到中学生的英语水平。
要想培养学生的英语阅读能力首先必须找到学生阅读方面存在的问题，进而对症下药。
现在中学生在英语阅读方面存在很多问题：
英语阅读量小；
阅读兴趣不浓；
没有掌握英语阅读的技巧等方面的问题。
本文意在论述在阅读理解过程中，哪些因素阻碍了学生的阅读以及提高学生阅读能力的策略，本文首先介绍了策略的含义，策略的重要性，进而介绍了英语阅读策略的含义和分类以及国内外对英语阅读策略的研究，最后引出提高初中生英语阅读三种策略：
元认知策略，认知策略，社会策略。
通过培养学生的阅读能力,有助于学生形成良好的阅读习惯,从而对英语文本的内容和环境以及语气等有一定的认识,领悟作者在文章中的所表达的情感学生；
通过培养学生的阅读能力,能有效的培养学生的英语阅读语感和促进记忆力的提升,从而为学生语言表达能力的提升奠定坚实的基础;
只有在阅读过程中能够有效地利用这些策略并多加练习，才能提高初中学生的英语阅读水平。
关键字：
英语阅读能力；
策略；
初中生
Contents
AbstractinEnglishI
AbstractinChineseII
1.Introduction1
1.1BackgroundoftheResearch1
1.2PurposeoftheResearch1
1.3StructureoftheResearch2
2.LiteratureReview4
2.1DefinitionofStrategies4
2.2TheImportanceofStrategies4
2.3DefinitionofEnglishReadingStrategies5
2.4ClassificationofEnglishReadingStrategies5
2.4.1Meta-cognitiveStrategies,CognitiveStrategiesandSocialStrategies5
2.4.2DirectStrategyandIndirectStrategy8
2.4.3LanguageLearningStrategiesandLanguageUsingStrategies8
2.5StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReading8
2.5.1StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReading8
2.5.2StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReading9
3.Methodology10
3.1ResearchObjectives10
3.2ResearchQuestions10
3.3ResearchSubjects10
3.4ResearchInstruments10
3.4.1Questionnaire10
3.4.2Interview11
4.ResultsandDiscussion12
4.1ResultofInterviews12
4.2ResultofQuestionnaires12
5.Findings,LimitationsandFutureSuggestions15
6.Conclusion16
Bibliography17
Acknowledgments18
Appendix19
1.Introduction
1.1BackgroundoftheResearch
Readingisasocial-culturalskillwhichmodernpeopleshouldpossess.Consequently,nomatterintheoryorinpractice,readingisalwaysthefocusoflanguageeducators.InEnglishreading,theimportanceofreadingismoreremarkable.
Weallknowthatlistening,readingandwritingplayimportantrolesinEnglishlearning.Thesefourabilitiesareinterrelated.However,alongwiththestudyofEnglishlearningandthewideuseofEnglish,manypeopletakelisteningandspeakingasthekeypointstomasterEnglish.ThecurrentconversationmaterialsarenotallgoodforEnglishlearning,becausetheyaregenerallybasedonthesimpledailywords.Wecanneverlearnlanguage（especiallyEnglish）mainlybylisteningandspeaking.Takeourmothertongue,Chinese,forexample.Welearneditbylisteningandspeakingwhenwewereyoung,butthatisnotenough.Westillneedtolearnitbyreadingandwritingatschool.What’smore,ifreadinghasbeendoneregularly,theproblemoflisteningandspeakingcanbesolvedinbetterenvironment.Becausereadingprovidesasuitableculturalbackgroundonwhichwecaneasilycopewiththevariationofinformation.
Inthatcase,howtoimprovestudents’EnglishreadingcomprehensionabilitycomestobeanimportantroleinEnglishlearning.
Inrecentyears,itisnotuncommonthatlotsofstudentssaythatreadingcomprehensionisthemostdifficultpartintheEnglishlearning.Studentswanttoimprovetheirreadingcomprehension,buttheycannotfindeffectiveapproachestoit.Therefore,toimprovetheEnglishreadingabilityisoneofthekeystolearnEnglishwell.
1.2PurposeoftheResearch
Itisverynecessarytousesomeeffectivewaystohelpthestudentsofjuniormiddleschoolimprovetheirreadingability.Theresearchoftheapplicationof
strategiesintheirEnglishreadingsupportstheimprovementoftheirEnglishreadingability.Englishteacherscanapplythefindingsofthisinvestigationtohelptheirstudents.ThestudentswillrealizethesignificanceandnecessitiesofthestrategiesinEnglishreadingandpromotetheapplicationofthestrategiessothattheycanimprovetheirEnglishreading.Meanwhile,itmaymaximizetheirreadingachievementsbyhelpingthemidentifythedifferencesinEnglishreading.AndstudentswillpaymuchmoreattentiontotheirEnglishreadinghabits.
1.3StructureoftheResearch
Thispaperiscomposedoffiveparts,themaincontentsareasfollows:
Chapteroneistheintroductionofthewholethesis.Itwouldgiveageneralintroductionofthestudy,thebackground,purposeandstructureofthestudy.
Chaptertwoistheliteraturereviewpart.Itintroducesthedefinitionandtheimportanceofreadingstrategies.ThenitstatesthedefinitionofEnglishreadingstrategyanditsclassification.Inthelast,itgivesusthestudiesonthestrategiesofjuniormiddleschoolstudents’Englishreadingabroadandathome.
Chapterthreeistheexperimentpart.TheauthorchoosesstudentsfromHandanJuniorMiddleSchool.Twentystudentswillbeinterviewedabouttheapplicationofreadingstrategies.Therewillalsobeaquestionnairetoseehowmuchthestudentsmasterthestrategiesandtheirapplicationinreading.
Chapterfouristhefindingsanddiscussionpart.Wecanknowthat
students
usereadingstrategies
inarelatively
lowlevel.Cognitive
strategiesandmeta-cognitivestrategies
havenotbeenfully
usedin
thereadingprocess.StudentsshouldpaymoreattentiontousingthestrategiesintheirEnglishreading.
Chapterfiveisthelimitationsoftheresearchandfuturesuggestions.Thenumberoftheparticipantswasrelativelysmall.Therefore,thistopichaslargespacetostudy.
Intheconclusionpart,thosethreereadingstrategiesshouldbetreatedinarightway.Studentsshouldpaymoreattentiontoreadingstrategies.Thestrategiesshouldbeconsideredwhentheteachersinstructreadingcoursestomiddleschoolstudents.Bothteachersandstudentsshouldmasterreadingstrategies.
2.LiteratureReview
2.1DefinitionofStrategies
Anumberofresearchershavedefinedwhatconstituteslanguagelearningstrategiesindifferentways;
however,thesedefinitionsconveysimilarconcepts.
Aboutthis
（Ellis99）gaveusdefinitionsof
learningstrategiesandlanguage
learningstrategiesasfollows：
Ellislisted
thefollowingfivedifferent
definitionsofstrategy：
（1）“Accordingtoourview,thestrategycanbebestusedtopresentthatlanguagelearnerscanusetheapproachofthegeneraltrendorgeneralcharacteristics,techniquesforthespecificsituationtodescribevisualbehavior.”（Wenstein86）.
（2）“Languagelearningstrategyisthepracticeorideaoflanguagelearning.”（Stern67）.
（3）“Learningstrategiesareskills,methodsordeliberateactionstakenbystudents.”（Chamot87）.
（4）“Readingstrategyisastrategyhelpfulforstudentstoconstructtheirowninternetlanguagesystem,whichcandirectlyinfluencethedevelopmentoflanguage.”（Chamot33）.
（5）“Languagelearningstrategiesaretheactsoractionsthelearnertakeinordertomakelanguagelearningbehaviororactionmoresuccessful,moreautonomous,morepleasant.”（Oxford67）.
2.2Theimportanceofstrategies
Strategiesinthesecondlanguageorforeignlanguagelearningareextremelyimportantandaredrivenbycertaingoalsfromthelearners’side.LanguagelearningstrategiescangreatlybenefittheeffectivenessandefficiencyofthelearnerstocertainlearningtasksinEnglish,especiallyforthosewhoarestillatanearlystageofthelearningprocess.Therefore,ChamotlooksatlanguagelearningstrategyasoneofthecrucialfactorsinEnglishreading（Veit63）.
2.3DefinitionofEnglishReadingStrategies
Strategiesare“deliberateandconsciousprocessesbywhichthereaderattemptstoovercomeaproblem”（Underwood87）.Blanchardregardsreadingstrategiesas“actionswhichareselecteddeliberatelytoachieveparticulargoals”.
2.4ClassificationofEnglishReadingStrategies
2.4.1Meta-cognitiveStrategies,CognitiveStrategiesandSocialStrategies
2.4.1.1TheDefinitionofMeta-cognitiveStrategies
Cognitionandmeta-cognitionaretwoimportantconceptsinmoderneducationscience.Cognitionreferstotheprocessofacquiringknowledge（Markstein19）.Althoughthetermhasbeenpartofthevocabularyofeducationalpsychologistsformorethantwentyyears,andt
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