閱讀策略閱讀態(tài)度與第二語言閱讀-一項(xiàng)對英語學(xué)習(xí)成功者的個(gè)案研究

本文摘要

中國教育部在2000年出臺了一系列新的關(guān)于英語教育及測試評估標(biāo)準(zhǔn)的教

育政策，閱讀，在四項(xiàng)基本技能之中，被提升到了前所未有的重要地位。閱讀能力

成了評運(yùn)一個(gè)學(xué)生活言能力的越來越重要的一部分。從各種各樣的閱讀中獲得

信息和知識被認(rèn)為是學(xué)生發(fā)展的主要手段。這一切表明了培養(yǎng)學(xué)生的閱讀能力，使

學(xué)生能夠進(jìn)行有效閱讀成了教授任何一門語言的首要和主要目標(biāo)。然而，另一方面，

現(xiàn)在許多中學(xué)學(xué)生的閱讀能力卻遠(yuǎn)不能讓人滿意。盡管許多中學(xué)生在閱讀理解方面

很弱，但是本文所研究的主體，一個(gè)女中學(xué)生在英語閱讀理解和英語學(xué)習(xí)方面卻

相當(dāng)成功。

這項(xiàng)個(gè)案研究旨在通過對該學(xué)習(xí)成功者進(jìn)行一系列的測試，訪談及問卷調(diào)

查，從而揭示出她在英語學(xué)習(xí)及閱讀方面的出色表現(xiàn)與其個(gè)人因素及其在閱讀過

程中所運(yùn)用的闌讀策略之間的關(guān)系。結(jié)果表明閱讀態(tài)度和自由閱讀量是該學(xué)習(xí)成

功者與其他較弱學(xué)生的最大區(qū)別，而這些區(qū)別又導(dǎo)致了不同的閱讀策略的使用，

最終形成了不同的閱讀能力和不同的學(xué)習(xí)水平。由此可見：

1.中學(xué)教師應(yīng)明白策略的重要性并進(jìn)行一些策略訓(xùn)練。

2.教師應(yīng)鼓勵并幫助學(xué)生選取適當(dāng)難易度的閱讀材料，培養(yǎng)他們的積極的閱

讀態(tài)度，進(jìn)而養(yǎng)成好的閱讀習(xí)慣。

3.測試評估方法要打破傳統(tǒng)的紙筆式，應(yīng)多樣。

關(guān)鍵詞z學(xué)習(xí)成功者閱讀策略閱讀態(tài)度

II

Abstract

SincetheEducationCommitteeinChinacarriesoutaseriesofnew

educationalpoliciesinthecriteriaofassessingEnglish

teachingand

testingin2000,amongthefourskills,readinghasbeenputonamutihmore

specialimportantplacethanever.Readingabi1ityisbecomingamoreand

moreimportantpartinassessingstudents*languageability.It

indicatesthathowtofosterthestudents'readingabilityandmakethe

studentscompetenttoreadwiIIbethefirstandmainaimatteachingany

language.Readingabilityisregardedasthecoreofstudents*learning巳

apacityandtogetinformationfromvariouskindsofreadingisbecoming

themai口methodofstudents*development.Butontheotherhand,

nowadays

thereadingefficiencylevelinmanymiddleschoolsisf缸from

satisfaction.Thoughmanyjuniorhighstudentsareweakinreading

comprehension,thesubjectofthestudy,ajuniorhighmiddleschoolgirl,

israthersuccessfulinEnglishreadingcomprehensionandEnglish

learning.

Thepaperreportsonastudyofthisoutstandingsubjectinanattempt

torevealtherelationshipbetweenherperfectperformanceinEnglish

readingandherpersonalityfactorsandthereadingstrategies,whichshe

appliesinherreadingprocess.Thisoutstandingsubjectinthisessay

referstoasuccessfulEnglishlearnerinoneoftheclassesthatthe

writeristeachinginajuniorhighmiddleschoolinBeijing.Thedata

in

comefromthestandardizedtests,interviewsandquestionnaire.The

resultsshowthatthegreardifferencesbetweenthissuccessfulEnglish

learnerandthoselOwerachievementstudentsexistinreadingattitudes

andthedifferentamuuntofsparetimespentOnreading.Andallthe

differencescausedifferentreadingstrategiesusedinrnadingprocess,

andfinallyleadtodifferentreadingabilitiesanddifferentlearning

levels.Therefore,wecancometutheCunclusitin:

1.Theteachersinmiddleschuulsshouldbeawareoftheimportance

ofthestrategiesanddosometrainingtomakethestudentsclear

aboutthemandtheirusage.

2.Theteachersshuuldencourageandhelpstudentshavegoodaccess

tovariousstylesofreadingmaterials,andmeanwhilepayclOse

attentiontothedifficultylevelsofthosematerialsbeingread

bythebeginningreaderstohelpthemdevelopapositiveattitude

towardsreadingandcultivateabetterreadinghabit.

3.Thelanguageassessmentshouldbeexpanded,coveringtraditional

町eassuchasdecoding,comprehension,andvocabulary,aswell

asoralfluency,writingandtheclassroom-learningenvironment.

Assessmenttoolsshouldgobeyondpaper-and-pencilteststo

includeobservation,lntervl8WS,individualconferences,

students'self-assessment,andportfolios.

Keywords:successfullearner,readingstrategies,readingattitude

Acknowledgement

1ammostgratefu1tomysupervisorProfessorLiuBeili,without

whosesupportandpatiencethisprojectwould□oteve口havegotoffthe

ground.1alsoowemanythankstoProfessorLinliwho,thoughnotmy

supervisor,hashelpedmealOtwithmythesis.Theircommentshaveproved

invaluable,andmanyremainingmistakesandshortcomingsar巳mine,No

amountofthankswillbeadequatefbrthesuccessfullearnerw七。I

study

onandsomeofherpeerswhohelpmewithmystudyWithouttheirwilling

participationintheprojectimplementationitwouldhaveremainedon

paper.Lastbutnottheleast,bigthanksshou1dgotomymother,myhusband

andmysonwhohavesharedwithmemyworries,frustrations,andhopefully

myu1timatehappinessineventuallyfinishingthisproject.

ReadingStrategies,ReadingAttitudeandReadingAbility

-AStudyOOaSuccessfulEoglishLearner

Part1_Introduction

1.1.Thegeneraldescriptionofthestudy

工口thiscasestudy,thesubject,ajuniorhighmiddleschoolgirl,was

asuccessfullearnerinoneoftheclassesthatthewriterwasteaching.

ShewasratheroutstandinginEnglishreadingcomprehension.Moreover,she

hadafouryears*experienceabroad.Thewriterwonderedwhatkindsof

readingstrategiesthesuccessfullearnercarriedoutinherreading

processandwhattheroleofherfour-year'sabroadexperienceinthe

successfullearner*sreadingprocesswas.Therefore,力isstudywas

undertakentofindouttherelationshipbetweenthesuccessfullearner*s

readingstrategies,readingattitudeandreadingability.Thewriter

appliedstandardizedtests,questionnaireandinterviewstofindthe

charactersthathelpedthesuccessf口1learnerdosowellinherreading

comprehension

Bystudyingandanalyzingtheoutstandingcharactersshowedinthe

performanceofthesuccessfullearner,whichwere50differentfromthe

charactersshowedi□thereadingprocessesofthoseweakreaders,thewriter

foundthatthegreatdifferencesbetweenthesubjectandthoselower

achievementstudentsexistedinreadingattitudesandthedifferentamount

ofsparetimespentonreading.Andallthedifferencescnuseddifferent

readingstrategiesusedinreadingprocess,andfinallyledtodifferent

readingabilitiesanddifferentlearninglevels.

Allinall,thewriterhopednotonlythethesiscouldsomewhat

contributetothestudyofsecondlanguagereadingprocess,playinga

helpfulroleinlearningandteachingofreadingcoursesofsecondlanguage

inmiddleschoolsbutalsothesuccessful1earnercouldsetagoodexample

bothforteachersandherpeerswhoareleamiugEnglish.Andmeanwhile

thoseweakreaderscouldgetmuchbenefitfromthissuccessful1earner.

Furthermore,thethesisalsoincludedimplicationsforwhatweshoulddo

tohelpal1theweakreadersachievehigherlevels.

1.2.Theneedforthisstudy

Readingisthemainwaytogetinformationforthesecondlanguage

learners.Itisalsoregardedastheeffectivewaytoimprovethelearners'

comprehensivelanguageability.Manysecondlanguage

acquisitio口

researchers(Bright&McGregor1970,Williams1986,Brush1991)havedone

80meresearchestocertifythatcomprehensivelanguageabi1itycanbe

improvedgreatlybyreading.

SiucetheEducationCommitteeinChinacarriesoutaseyiesofnew

educationalpoliciesinthecriteriaofassessingEnglishteachingand

testingin2000,amongthefourskill呂，readinghasbeenputonamuchmore

opecialimportantplacethanever.Readingabilityisbecomingamoreand

moreimportantpartinassessingstudents*languageability.Itindicates

2

thathowtofosterthestudents*readingabilityandmakethestudents

competenttoreadwillbethefirstandmainaimatteachinganylanguage.

Readingabilityisregardedasthecoreofstudents*learningcapacity

andtogetinformationfromvariouskindsofreadingisbecomingthemain

methodofstudents'development.Butontheotherhand,nowadaysthe

readingefficiencylevelinmanymiddleschoolsisfarfromsatisfaction.

Generallyspeaking,thereadingefficiencylevelinma口ymiddle

schoolsisnotsatisfactorybecausethemainpartsthathinderthejunior

highstudentsfromdoingwellinlearningEnglisharereading

comprehensionandcloze,whilecloze,isalsoakindofreading.The

instructorswhoteach

Englishinsuchschoolsdonotknowwhythishashappenedandwhattheycan

carryouttochangethissituation,atleasttoimproveit.Thoughmanyjunior

highstudentsareweakinreadingcomprehension,thesubjectofthe

studyisrathersuccessfulinEnglishreadingcomprehensionandEnglish

learning.Therefore，itis□rgenttofindoutthefactorsthatinfluence

readingcomprehensionofthebeginningreaderssothataneffectiveway

canbefoundouttomeettherequirementofimprovingal1thestudents'

readingefficiencylevel(thegeneralreadingability)

andthechangesofassessment.

1.3.Theoverallstructureofthethesis

Thethesisconsistsofsixparts.Part1isanintroductio口

consistingofthreechapters.ChapterOneintroducesthe

generaldescriptionofthe

thathowtofosterthestudents*readingabilityandmakethestudents

3一

study;ChapterTwostatestheneedforthestudy;andthethirdchapter

isHhouttheoverallstructureofthethesis.Part2,thBliteraturereview

part,consistsofthreechapterswhiEhdealwithimportantissuesin

literaturereview:ChapterOneisaboutreadingabilityandrelattidstudies;

ChapterTwoisaboutreadingstrategiesandrelat巳dstudi巳s;and

ChapterThreementionstheproblemsinthepreviousstudiesandresearch

questlons

Ofthestudy.Part3describeshowtheresearchisdesigned,includingthree

chapters.Thefirstchapteristhedescriptionofthesubject;thesecond

chapterdescribestheinstrumentsthatimplementedinthestudy;andthe

thirdchapterconcernstheprocedureoftheresearch.Part4,thedata

analysispart,representstheexplanationsofthosedataindetails.There

arefourchaptersinthispart.Theyare:ChapterOne,vocabularycompetence

ofthesubject;ChapterTwo:readingaccuracyandreadi口grateof

thesuccessfullearner;ChapterThree:interviewonthesuccessful

learner;

andChapterFouristhecomparisonbetweenthesuccessfullearnerandother

herpeers.Part5istheapplicationsandsuggestionsforlOwerachievement

studentsandforEnglishteachersinjuniorhighmiddleschools.Thelast

part,Part6,isaconclusionpart.

Part2.Literaturereview

2.1.Readingabilityandrelatedstudies

2.1.1.Theconceptofreadingability

Gatessuggeststhatreadingabilitycanbebrokenintotwoprimary

study;ChapterTwostatestheneedforthestudy;andthethirdchapter

4

subcomponentsofaccuracyandrateasearlyasin1921.'Janyreading

re5earchers,throughtheyears5iuce1921,accepttheideathat

general

readingabilityiscomposedoftwocomponents,onebeingapower,or

accuracyofcomprehensionfactor,andtheotherbeingaspeed,orrateof

comprehensionfactor,Traditionally，readingachievement(readingability)

ismeasuredbystandardizedreadingcomprehensiontests.Thesetests

usuallyinvolve(a)readingpassagesthatvaryindifficulty,(b)answering

questionsoneachpassage,and(c)workingunderatime1irnit.Thesetests

provideacrudeoperationaldefinitionofgenera1readingability;high

scoresononeofthesetestsmeanhighreadingachieverne口tandlow

scoresmeanlowreadingachievement.RonaldD.Carver(2001)definesand

clarifiesthistraditionalconceptbyusinganewerconstructcalled

"rauding

efficiencylevel(E,)〃.Thismeansthattheolderconceptofreading

achievementisbeingupgradedbyanewertheoreticalconstruct，which

issymbolizedasELandusuallyreferredtoas"efficiencylevel.

2.1.2.Thecurrentsituationofreadingabilitystudies

Theideathatindividualdifferencesinreadingachievement,reading

comprehension,orgenera1readingabilityarecausedbyindividual

differencesinreadingaccuracyandreadingratecanbetracedasfarback

asGates(1921).Andthisideai5alsofurtherprovedbyHo1mes(1954),

M.D.]acksonandMcClelland(1979),Perfetti(19985)andMillsand

Jackson(1990).

Theperiodfromabout1970tothelate1990sisatremendously

5

productiveoneinreadingeducation.Avarietyofperspecti.vespres巳

bvtheoreticians,teachers,andresearchersbroadenandenrichour

conceptionofreadingandreaders.Inthelate1990s,someveryinfluential

contributionsweremadebysomelinguists,psychologists,andeducators,

whohadproducedalargebodyofresearchesandwritingsemphasizingand

re-emphasizingtheimporta且ceofphonemicawareness,the

alphabeticcode,phonicsinstructio口，earlyidentification

andsubstantialinstructional

interventionsforchildrenwhoshowedsignsofnotgettingofftoagood

startinlearningtoread,vocabularyinstruction,andcomprehension

strategiesinstruction.

FromRonaldD.Carver*s(2001)pointofview,thefollowingpresents

anoverviewofthemainfactorsthatcausehighorlowreadingachievement.

ThecausalmodelFigure1depictshowreadinglevelandnormalreadingrate

arethetwocausesofhighandlowreadingachievement，howA，andR，are

thetwocausesofhighandlowgeneralreadingability.

readinglevel

general

Rpq鳴

工山叫reading

ability

normalreadingrate

RaudingE目

IClency

底'J"Level/reading

Rauding\

Rate1”achievement

^^Level

6

Figure1AgraphicdepictionofhowAL(readinglevel)andR..(normalreading

rai.e)arethet.woproximalcausesofE..(readingachievementorgeneralreading

ability)

Figure2representsthecausalmodelinmoredetails.Thisfigure

巳口ntainsallthefactorsthatpurportedlycausehighandlowreadin日

achievement.

Figure2TheCausalModelofReadingAchievement

7

2.2.Readingstrategiesandrelatedstudies

2.2.1.Theconceptofreadingstrategies

"Readersusementalactivitiesinordertoconstructm巳aningfromtext.

Th巳seactivitiesaregenerallyreferredtoasreadingstrat巳giesorreading

skills*1(Bell,2002).Itisnotedthatreadingstrategiesincludenotonly

suchreadingskillsas:prediction,inferring,guessin且，skimming,

scanningandsoon,butalsosomespecificcontrolledandselectedbehaviors

toachievetheexpectedreadingpurpose.(Johnston&Byrd,1983;Paris,

Lipson&Witson,1983;VanDijk&Kintsch,1983).Asthestudyonreading

becomes頂。reandmoredeep,thecontentofreadingstrategiesareenriched

continually,fromthetraditionalpurereadingbehaviors，suchasskimming，

scanning,regressionandbearingambiguouslanguagetotoday*sbackground

knowledgeactivation,schematacognitivestrategy,discoursestrategyand

soo□.

2.2.2.Thecmrentsituationofreadingstrategiesstudies

Someresearchers(Knight,Padron&Waxman,1985;Sarig&Folman,1987)

suggestthatinthestudiesofreadingstrategiescomparingthe

similar!ti8Sanddifferencesonhowthestudentsimplement

readingstrategiesintheirreadingprocessesisveryimportant.Some

researchers

(Wenqiufang,1995;Maguanhui,1997;Zhenshutang.1997;Linli,1999))in

ourcountryhavestudiedonthedifferencesoftheuseoflearning

strategiesbetweenthesuccessfullearnersandtheunsuccessfullearners.

8

Whereasfewstudieshavebeendonetoshowthedifferencesoftheuseof

readingstrategiesbetweenthesuccessful1earnersandtbeunsuccessful

1earnersintheirreadingprocesses.XuYulong(1998)studiesmainlyonthe

differencesontheEnglishreaders,buttbesubjectsinhisresearchare

theteenagersinHongKong.LiuYicbun(2002)studiesonthedifferences

ofreadingstrategyusingbetweenthesuccessful1earnersandthe

unsuccessfullearners,whilehissubjectsareal1Englishmajorstudents

inuniversity.

2.2.3.Thediscussiononreadingstrategiesinthestudyofreading

ability

Thereadingprocesshasbeendescribedasa"psycholinguistic

guessinggame”(GoodmaninCarrellandEisterhold1983:74)inwhich

"efficientreadersminimizedependenceonvisualdetail"byutilizing

backgroundknowledgetomakepredictionsandcheckingthemagainstthetext

(Goodman,1975:12).Suchtop-downmodelshaveunfortunatelygiventhe

misleadingmessagetoteachersthatESLreadingtuitionisHmostlyjust

amatterofproviding[learners]withtherightbackgroundknowledge...

and巳ncouragingthemtomakefulluseofthatknowledge

1n

decoding...texts**(Eskey1988:97),Searfoss,JohnE.ReadenceandMarla

H.Mallette(2001)notethati口ordertohelpingchildrenIcarntoread,

teachingstrategiesshou1dshowchi1drenhowtobecome

activelyinvolvedintheprocessoflearning,providethem

withstrategiesforindependent,

Whereasfewstudieshavebeendonetoshowthedifferencesoftheuseof

9

slrategl巳readingandleadthemtoself-monitoringandself-questio口

HeIpingchiidrenlearnhowtotakecontrolofthereadingprocessandwhat

todotokeepthinkingprocessflowingastheyreadisamajorgoalofthe

classroomreadingprogram.

2.3.Problemsinthepreviousstudiesandassumptionsoftheresearch

2.3.1.Theproblemsinthepreviousstudies

Goodandpoorreadershavenearlybeencomparedonabouteverycognitive

taskthathaseverdevised,andgroupperformanceshavebeenobservedon

alargenumberofthesetasks(s凹，forexample,Carr,1981;DeSoto&DeSoto,

1983;Mitchell,1982;Palmer,MacLeod,Hunt,&DavidsoH,1985;Share,Jorm,

Maclean,&Matthews,1984;Singer&Crouse,1981;Stanovich,1982a,1982b,

1986a).Moundsofcorrelationsandsignificantdifferenceshavebeenfound.

Thereis,then，atleastonesenseinwhichitcanbesaidthatwedonot

lackempiricalevidence.Theproblemisindecidingwhatitreallymeans

tothebeginningreadersofthesecondlanguage.Somealtemative

interpretationsbetweencognitiveprocessesandreadingabilityhaveall

b巳endiscussedbeforebynumerousauthors(e.g.,Bryant&Bradley,1985;

Byrne,1986;Chall,1983b;Donaldson,1978;Ehri,1979;Morris?？?Mani日，

1982),buttheirimplicationshavenotbeenfullyexplored.Whatismore,

therestillexistsomemor舍problems.Forexample,someresearchesinChina

havebeenconductedconcerningEnglishmajorstudentsorhighmiddleschool

students.However,littlehasbeendoneforthestudentsofjuniorhigh

10

middleschools.

2.3.2.Assumptionsoftheresearch

Withthesequestions,thLwriterbeganthisresearchandassumedthat:

1.Thissuccessfullearnerappliedmanyreadingstrategiestiiherreading

priicessesbothconsciiiuslyandunconsciously.And.thesereading

strategiesmadeitpossibleforhertoachitiveahighreadingability.

2.Thefouryears1experienceabroadofthissuccessfullearner,by

contrastwithprovidingalanguageenvironment,helpedhermuchmore

incultivatingapositiveattitudetoEnglish.

Part3.Researchdesign

3.1.Subjectdescription

Thesubjectofthestudyisajuniorhighmiddleschoolgirlinoneof

theclasseswhothewriteristeaching.Sheisfourteenyearsold,agrade

threestudent.Thereasonsofstudyingthiscaseare:firstly,her

outstandingachievementinherdailyreadingcourse;Shecandoallthe

readingsbothfastestandbest,nearlywithoutanymistake,andallthe

readingmaterialsseemsoeasyforherthatthereadingpracticeforthe

classisfoundtobeakindofwasteoftimeforher;secondly,herperfect

performanceintheNationalEnglishProficiencyCompetitio口formiddle

schoolstudentsin2001,i口whichshegot143outof150,thatistosay,

shegotnearlythefullscore.Actually,becausethiscompetitionisakind

ofproficiencytest,usuallyitisnoteasyfortheordinarycompetitors

11

tugetahighmark.Thethirdreasonisherfouryears'experienceabroad.

Doubtless!y,nearlyeverybodycaneasilycometoaconclusionthatlanguage

environmentplaysacriticalroleinsecondlanguagelearning.Whnt1wonder

iswhntexistsbehindthelanguageenvironment,andtowhat巳xtent,on

what

aspect，herreadingproficiencyandherfouryears'experienceabroadare

related.

3.2.Instruments

3.2.1.Standardizedtests

Oneofthetestswasavocabularytest,whichwasadaptedfromafamous

dictionary,EnglishandChineseDictionaryeditedbyLuGusunandpublished

byShanghaiTranslationPress.Thetestwasmadereferringtothe

concordanceusedbyEnglishwriters.Thewordsofthisvocabularytestcould

alsobefrequently,seeninteachingmaterials,testingpapers,and

dictionaries,andthetesthadalreadybeentestedbysomestudentsin

EnglishDepartmentofFuDa11UniversityinShanghaiandsomeeditorsof

EnglishandChineseDictionary.Thetestconsistedoftensubtests,and

eachsubtestconsistedofsixlevels.Theothertestwasakindof

standardizedreadingtestadaptedfromCET-6Test,whichwaswidelyused

foruniversitystudents.

3.2.2.Interview

Theintervieweesinthisinterviewpartincludedthesuccessfullearner,

herfatherandsomeofherpeers.Itwasasemi-

structuredone.The

12

interviewsofthesubjectandherpeerswererecorded.Andtheinterview

ofherfatherwastakeninaclassmeetingforalltheparentso[thestudents

inthisclass.Itwasinformal,soitwasootrecorded.

3.2.3.Questionnaire

TheLanguageLearnerFactorsQuestionnaireconsistedofthreeparts.

Thefirstpartwasaboutthepersonal-Englishlearningenvironment,

including:learnersfsurroundings,parents1attitudeandthestudents!

attitudetoEnglishlearning.Thesecondpartwasaboutstudents1learning

situation,includingtheirknowledgeaboutpronunciation,grammar,andthe

scoresofEnglishlisteningandreadingcomprehension.Thethirdpart

containedstatementsconcerningreadingstrategiesandreadinghabits

Thisquestionnairewasderivedfromthelearningstrategiesquestionnaire

designedbyOxford(1990).Thoseitems.whichhadnothingtodowith

students1readingstrategiesweretakenout,andtherlistcouldbe

subdividedintothreekindsofstrategies:cognitivestrategies,

meta-cognitivestrategiesandsocial-affectivestrategi巳s.Meanwhile,

accordingtosomerelatedreadingtheoryandthewriter*steaching

experience,someitemsconcerningreadinghabitswereadded.Thestudents

i口dicatedtheiropinionsintermsofathreeorfour-pointscale:

fromstronglydisagreetostronglyagree.Becausethestudentswhowould

takethistestwereweakintheamountofEnglishvocabularyand

theirpsychologicalandphysicallevelswerenothighenoughto

understand

13

diffMultEnglishwords,tomakesurethateverystudentcouldunderstand

eachit8mclearlyandtoavoidsomepossiblemisunderstanding,the

questionnairewaswritteninChinese.

3.3.Procedures

Thedatacoll巳ctionsweresubdividedintothreesteps.First，

testedthesuccessfullearner1svocabularyandherreadingaccuracyand

readingratebyusingvocabularytestandreadingcomprehensiontests

withoutreferringtoanydictionariesandreferencebooks.Thereading

accuracyandreadingratetestscameafterthevocabularytest.Because

theamountofhervocabularyreachedtheaveragelevelofthecollege

students,the

readingmaterialswerechosenatthesimilarleveltoensurethereliability

andvalidityofthetests.Afterthesekindsoftests,interviewcameup

immediatelytoguaranteethesuccessfullearnercouldexpresshertrue

thoughtsout.Tomakethesuccessfullearnertellwhatreallyhappenedwhen

shewasdoingthereadingcomprehension,theinterviewwascarriedoutin

herfreetimeandalsoinaveryrelaxedway,justlikeafriendlychat

andwasrecordedbyapreparedrecorder.Thelastpartwasquestionnaire

Itwasansweredandhandedbyallthe32studentsinoneofthewriter1

sclasses.Thedataofthequestionnairewerecollectedandanalyzedby

the

writerbyhand

Part4.DataAnalysis

4.1.Vocabularycompetence

14

Thevocabularytestconsistsoftensuhtests,andeachsubtest巳onslsts

cfsixlevels.Andineachlevel,therearetenEnglishwords.Therefore,

therearetotally600Englishwordsinthisvocabularytcst.According

totheformatthatisshowedinthetest,thetotalamountofone*s

vocabularyequalstotheresultthatthetotalnumberofthewordsthat

oneknowsinthetensubtestsmultipliessixhundredandthenis

dividedbyten.Thatis,thenumberofthewordsthatoneknowsinthe

test*600/10=line*svocabulary.Thesuccessfulleaner,amongtheten

subtests,totalsixhundredwords,answeredonehundredandtwenty-

sixEnglishwordscorre