職高學(xué)生英語閱讀策略應(yīng)用情況調(diào)查研究

1、an investigation on the application of english readingstrategies of vocational high school studentsabstractabstract as one of the most basic skills of english learners, english reading has the most direct influence on the learners. it is necessary for english learners to use english reading strategi

2、cs appropriately. compared with other high school students, the reading ability of vocational high school student is weaker, which might be related to their unreasonable use of english strategies. by using questionnaire survey, interview and class observation, this study investigated the application

3、 of english reading strategies of vocational high school students- the study suggests that the condition of the use of english reading strategies by vocational high school students is not favorable. most students seldom use english reading strategics, and the teachers of vocational high school pay l

4、ittle attention to english reading strategies. therefore, the author raise three suggestions according to the result of the study: 1) vocational high school teachers should introduce more english reading strategies to their students in class; 2) teachers should encourage students to use reading stra

5、tegies when they are doing english readings; and 3) students should choose the reading strategies that fit them and make good use of them.keywords reading strategies; english reading; vocational high school students職高學(xué)生英語閱讀策略應(yīng)用情況調(diào)查研究摘要英語閱讀作為英語學(xué)習(xí)者的一項蝕基木的技能，對英語學(xué)習(xí)者的學(xué)習(xí)成果冇著最直接的影響。英 語閱讀策略的正確使用對于英語學(xué)習(xí)者來說是i分

6、必要的。與普通高中學(xué)生相比，職高學(xué)生英語閱讀 能力相對較差，這與其對閱讀策略的不合理使川有看一定的相關(guān)性。本次研究采川問卷調(diào)杳，訪談及 課堂觀察等方法，調(diào)查了職高學(xué)生英語閱讀策略的應(yīng)用情況。研究表明，職高學(xué)生英語閱讀策略運(yùn)用 悄況并不樂觀。大部分職高學(xué)生較少運(yùn)用英語閱讀策略，職高教師也表示門己對英語閱讀策略的學(xué)習(xí) 強(qiáng)調(diào)不夠。因此，針對以上研究發(fā)現(xiàn)，作者提出三點(diǎn)建議：1）職高教師應(yīng)該在課堂上向?qū)W生普及冇 關(guān)英語閱讀策略的知識。2）教師應(yīng)在相關(guān)練習(xí)屮督促學(xué)生重視并實(shí)施對英語閱讀策略的使用。3）學(xué) 牛選擇適合a己的英語閱讀策略來進(jìn)行英語閱讀學(xué)習(xí)?！娟P(guān)鍵詞】閱讀策略；英語閱讀；職高學(xué)生1. intro

7、duction1.1 significance of the studyreading is one of the most basic skills for english learners as one of the most significant ways to learn english, reading can help people get much information. whats more, reading can help to improve learners communication skills as well. the quality of the infor

8、mation people get will also base on the people's reading ability. alderson (2004) states that reading is a basic skill of english to second language students, and reading is the most important skill to its master.recently, reading has become a big problem for vocational high school students. bec

9、ause they lack some basic english knowledge and many of them don't do well in english therefore, good english reading strategies will do much help.english reading plays an important role not only in english learning but also in english teaching it's very urgent for english teachers to take s

10、ome measures to help students find some good reading strategies to help them read faster and better. but the fact now is that our teachers have paid much attention to grammar teaching for a long time and they often ignore the reading part, which is actually an important part in english. so in order

11、to improve students9 reading ability, teachers should attach great importance to reading and introduce more good reading strategies to their students.o? malley and chamot (1990) state that in the studies of second language acquisition, second language learning strategies is one that has been studied

12、 most. tengku mohamad maasum and maarof (2012) also point out that effective reading skill can inspire readers. if students have good reading strategies to help them learn english, they will learn better so the study about reading strategies is also a necessary thing to be done 1.2 purpose of the st

13、udyas we all know, reading is very important for vocational high school students, but most of them don't have good reading strategies today, which will make their reading slower and harde匸 so it is necessary for us to do some researches on reading strategy of vocational high school studentsthe m

14、ain purpose of the study is to find the current situation of the use of reading strategies by vocationnl high school students and help them find some proper english reading strategies. in the study, reading strategies among vocational high school students will be investigated first and then whether

15、the strategies are good or bad will be analyzed .if the strategies are good, students can begin to have a try, and ifthey are not good strategies or they may have some bad effects on students reading, students should be informed to abandon them and try something else.the results of the study may hel

16、p vocational high school students improve their reading ability by raising some useful reading strategies.13 structure of the thesisthe paper consists of five parts. part one introduces the significance and the purpose of the study. part two is the literature review which presents definition and cla

17、ssifications of reading strategies, factors influencing efl students5 reading and the research questions of this paper. part three presents the methodology of the study. part four focuses on data analysis of the study. in this part, students5 attitudes to and motivation of english reading, students9

18、 english reading difficulties, students5 general knowledge of english reading strategies and students5 application of english reading strategies are discussed the last pail draws a brief conclusion and puts forward the implications and recommendation for further study.2. literature review2.1 definit

19、ion of reading strategylearning is based on learning strategy, and one can learn better with good learning strategies oxford (1990:7) claims that "strategy involves the optimal management of troops, ships, or aircraft in a planned campaign. it implies that a strategy is very important in a camp

20、aign that troops, ships or aircraft can not work well without good strategies. as one of the most difficult parts in english learning, reading need strategies, too. there are many definitions about reading strategy, and different writers have different understanding of reading strategy.in grabe and

21、stoller's (2005) book, they point out that "reading for general comprehension is, in its most obvious sense, the ability to understand information in a text and interpret it appropriately (p.l 7)： "reading strategies are defined as a set of abilities under conscious control of the read

22、er, though this common definition is not likely to be sure (p5)1in carrelfs (1989, as cited in li 2010) opinion, "reading strategies are deliberate, conscious techniques that readers employ to enhance their comprehension or retention of the textual information; this is the definition that will

23、be used in the current study, since the study is about the application of the reading strategies, in which i will investigate the students mainly according to how they do their reading comprehension 2.2 classifications of reading strategiesas to the categories of reading strategy, different scholars

24、 have worked out different classifications. o'malley and chamot (1990) state that learning strategies can be put into three parts: metacognitive, cognitive and social/affective strategies, which can be applied to different language skills, reading included.more specifically, alderson (2011) has

25、listed seven types of reading strategies: 1) identifying text structure, via a flow-chart or a hierarchical summary; 2) providing titles to texts before reading; 3) using embedded headings as advanced organizers; 4) pre-reading questions; 5) generation of short-specific schema from general problem-s

26、olving schema for short stories (questions readers ask themselves); 6) use of visual imagery; 7) reading a story from the perspective of different people or participants.according to mokhtari and reichard (2002), english reading strategies can be divided into three categories, which are global readi

27、ng strategies, problem-solving reading strategies and support reading strategies global reading strategies include 13 items, which represent a series of reading strategies about a global analysis of text. for example, "which should be pay attention to be read, and which doesn't need to、； an

28、d "guess the main idea of the passage they are used to know the main idea of the reading material, so that they can be seen as generalized strategies. problem-solving reading strategies include 8 items which are used to solve problems when text becomes hard to read for example, "read over

29、and over agairt and "stop reading to think for a while'，and so on. these strategies provide reading proposals for readers, which make sure that readers would skim the text skillfully these strategies are used to solve partial and concentrated problems. when problems occur on the level of un

30、derstanding of text, this kind of strategies can be used support reading strategies including 9 items involve the use of outside reference materials. for example, "taking notes" and "underlying the key points： and these strategies make sure that reading will go on smoothly.there are m

31、any other different kinds of classifications of reading strategies. although they seem different, they have many similarities and their classifications are made just according to different purposes. in this study, the questionnaire concerning the reading strategies used by vocational high school stu

32、dents will be designed according to mokhtari and reichard's classification.23 factors influencing efl students' readingpeng lala (2007) points out that student reading ability was relevant to solid language structure, abundant background knowledge and their inference ability, as well as thei

33、r using of reading strategies. johnson and zabrucky (2011) did researches in students' comprehension of science texts. he mentions that "there are several factors leading to students' poor understanding of science texts： because science texts are not so accurate sometimes, they themselv

34、es might cause problems. secondly, many students don% have the ability to master science concepts, so it is hard for them to understand what the texts want to express in addition, they also provide some evidences showing that "students who receive reading strategy instruction show improvement i

35、n reading comprehension of science texts (p.20).、students，attitude to reading is another factor influencing their reading. teachers should understand students，attitude to english reading and the factors that affect students' attitude to english reading, thus teachers can give full play to their

36、guiding role to continuously stimulate students1 interest in reading and make students establish a positive attitude towards reading. and then students reading quality will improve. but the research concerning the investigation of students' english reading attitude is very little and the researc

37、h existing is not so satisfying. so the current study will also investigate this influencing factor of studentsreading.2.4 research questionsthe literature review shows the definition of reading strategies, their classifications and the factors influencing efl students' reading and the applicati

38、on of english reading strategies, from which we can see that it's necessary to use english reading strategies and the application of english reading strategies among efl students should be attached more importance and for vocational high school students, although some people think those students

39、 have been using reading strategies, more people don9t think so. therefore, its very important to explore the application of english reading strategies of vocational high school students.this paper will investigate the current situation of the application of english reading strategies of vocational

40、high school students. the research questions will be:5.1 what arc the english reading strategics used by vocational high school students?5.2 what is their attitude to english reading strategies?5.3 what are effective methods to improve vocational high school students' english reading strategies?

41、and according to the research results, the paper will also provide some suggestions as to help them find some useful reading strategies to do reading work better.3 methodologyquestionnaire, interview and classroom observation were used to carry out this research. the majority of the data in this pap

42、er were collected from the questionnaire; part of the information was collected from the classroom observation and interview.firstly, by observing the classroom teaching we get some general ideas of the situation of vocational high school students' english reading strategies. second, by distribu

43、ting the questionnaire to the students, we get the specific data to help explore recent situation of vocational high school studentsuse of english reading strategies finally, through face-to-face interview with teachers, we get teachers? opinion on reading strategies.(3) subjects of the studythe sub

44、jects participating in this research are 200 vocational high school students from four regular classes (50 students per class) in no.3 vocational high school in yiiyao, zhejiang province (see table 1 for demographic characteristics of the participants).besides, the two english teachers teaching thes

45、e four classes will be interviewedtable 1 demographic characteristics of the participantsschoolno.3 vocational high school in yuyao, zhejiang provincetype of schoolvocational high schoolgradesenior 1participantsfemalemalenumber12674percentage63%37%3.2 classroom observationsome data were collected af

46、ter observing the reading strategies students use in class when they are doing reading tasks and the focus of the observation was on what reading strategies students use in reading and how they use these reading strategies.questionnaireanother important instrument used to collect data was a question

47、nnire on students attitudes towards english reading strategies and the reading strategies they are using now (see appendix 1). the questionnaire is constituted of twenty questions about students9 reading strategies they can be divided into four parts. the first part is about students' attitudes

48、and motivation of english reading (items 1-5); the second part is about factors that influence students' english reading (items 6-10); the third part is about students general knowledge of english reading strategies (items 11-15); and the last part is about students5 application of english readi

49、ng strategies (items 16-20). students were asked to respond to each statement of the questionnaire on a 5-point likert scale ranging from 1 c'never true of mej to 5 (“always true of me'，) according to their own experiencesinterviewit is not sufficient and rigorous to investigate only student

50、s about english reading strategies by a few classroom observations and a questionnaire. it is possible that teachers may have other views towards english reading strategics. therefore, the english teachers teaching these four classes were interviewed about their own opinions on english reading strat

51、egies of vocational high school students.the questions for interview were as follows (see appendix 2):do you think whether english reading strategy is important for students?will you introduce some english reading strategies to students in class?do you know some english reading strategies your stude

52、nts are using?which english reading habits students have are good and which are bad?can you give us some suggestions about english reading strategies?results and discussionthis part analyzes the result of vocational high school students5 application of english reading strategies. by asking students

53、to do the questionnaire, we know the situation of their reading strategies from students. by doing some classroom observation, we learn the situation in person. and by interviewing the two teachers who teach the students investigated, we get some more information on the current situation of the appl

54、ication of reading strategies of vocational students. all the three ways above supply some useful and important data for us. and by combining the data together and having an analysis, we get a more accurate result, which will be of help to the future teaching and learningin the following discussion,

55、 information gained from classroom observation is also incorporated. for the ease in narrative reporting, the percentages for "never true of me" and "seldom true of me”，and the percentage for "often true of me" and "always true of me are combined41 students，attitudes an

56、d motivation of english readingitems 1 to 5 were designed to investigate students5 attitudes to and motivation of english reading and the results are displayed in table 2.table 2 students attitudes to and motivation of english reading(l=never true of me 2=seldom true of me 3=sometimes true of me 4=o

57、ften true of me 5=always true of me)items123451.1 like english.11.5%23%32.5%29%4%2:1 like english reading.21%26%33.5%13.5%6%3:1 think english reading is very important.6.5%12%27%31%23.5%4:1 get a lot of knowledge through reading.14%20%41%17.5%7.5%5: i often do much english reading after class24%32%2

58、8%15%1%from the table above, we can see that about half students like english and the other half doit like english (item 1). even so, when we see the answer to the second item, we find that there are more students who don't like english reading (47%) than those who like english reading (19.6%).

59、although some people like english, they dont like english reading, and there must be some reasons about the third item, more than half students "think english is very important (54.5%), from which we know that in most vocational high school students5 eyes, english reading is very importan匸 someone may not like english or english reading, but they also think it's important for them to do english reading well. when we pay attention to item 4, we find that only 1/4 stud