初中生英语阅读策略调查研究

Investigation on English Reading Strategies of Junior High School Students

摘要: 阅读策略是初中生英语阅读学习的重要学习方法，对提高学生阅读理解能力和阅读成绩具有直接影响。为了解初中生英语阅读策略的实际使用现状，对比不同阅读水平学生在策略使用上的差异，并分析阅读策略与阅读成绩的相关关系，本研究基于阅读及阅读策略的相关已有研究，对初中生英语阅读策略使用情况进行差异性与相关性分析，并拟定以下三个研究问题：(1) 初中生英语阅读策略使用总体状况如何？(2) 高分组与低分组学生在阅读策略使用上有何不同？(3) 初中生阅读策略的使用与阅读成绩之间存在何种相关？本研究采用问卷调查法、阅读测试法，以赣州市某中学的156名初三学生为调查对象。分别从元认知策略、认知策略、社会情感策略三个维度设计了初中生阅读策略调查问卷，然后运用社会科学统计软件包SPSS27.0对收集的数据材料进行相关分析和处理。经过数据分析和进一步研究，本文得出结论：(1) 初中生英语阅读策略的整体使用状况较为频繁，阅读策略各维度使用频率从高到低依次为社会情感策略、认知策略、元认知策略。(2) 高分组学生与低分组学生的阅读策略使用频率存在差异：高分组相较于低分组学生更为频繁地使用阅读策略。(3) 初中生英语阅读策略的使用与阅读成绩之间呈正相关。基于本研究，笔者认为，在当前初中英语阅读课堂中，首先，教师应强化阅读学习策略的指导，培养学生灵活运用能力。其次，教师需尊重学生差异，实施个性化教学。最后，教师应鼓励学生反思阅读策略使用的成效。

Abstract: Reading strategies are vital for junior high school students’ English reading and greatly improve their reading comprehension and scores. This study investigates the current use of English reading strategies among junior high school students, compares strategy differences between students of different reading levels, and explores the correlation between strategy use and reading performance. Based on previous research on reading and reading strategies, the paper conducts difference and correlation analysis and addresses the following three research questions: (1) What is the overall situation of junior middle school students’ use of English reading strategies? (2) What are the differences in the use of reading strategies between students of high and low groups? (3) What is the correlation between the use of reading strategies and reading achievement of junior middle school students? This study adopts the method of questionnaire survey and reading test, and takes 156 students in a middle school in Ganzhou City as the investigation objects. A questionnaire on reading strategies of junior middle school students was designed from three dimensions: metacognitive strategy, cognitive strategy and social-emotional strategy, and then the social science statistical software package SPSS27.0 was used to analyze and process the collected data. After data analysis and further research, this paper comes to the conclusion: (1) The overall use of English reading strategies by junior middle school students is relatively frequent, and the use frequency of reading strategies from high to low is social-emotional strategy, cognitive strategy, and metacognitive strategy. (2) There are differences in the frequency of using reading strategies between high group students and low group students: high group students use reading strategies more frequently than low group students. (3) There is a positive correlation between the use of English reading strategies and reading performance in junior high school students. Based on this study, the author believes that in the current English reading classroom in junior middle school, first of all, teachers should strengthen the guidance of reading learning strategies and cultivate students’ ability of flexible use. Secondly, teachers should respect the differences of students and implement personalized teaching. Finally, teachers should encourage students to reflect on the effectiveness of using reading strategies.