【摘要】：從上個世紀(jì)70年代以來,在二語習(xí)得和語言教學(xué)等領(lǐng)域中,學(xué)生逐漸受到研究者的關(guān)注。而學(xué)生的個體差異,如認(rèn)知風(fēng)格、個性、情感態(tài)度、歧義容忍度等等,被很多研究證實對語言的學(xué)習(xí)有著不可忽視的影響。場認(rèn)知風(fēng)格是個體差異的重要方面之一,也在近些年逐漸引起研究者的熱切關(guān)注。閱讀,作為語言習(xí)得的基礎(chǔ)技能,同時也是獲取信息的重要方式。它不僅是一個認(rèn)知和構(gòu)建的過程,同時包含著讀者與閱讀材料之間相互作用的過程。為了更快速有效的獲取信息,讀者在閱讀過程中運用了各種不同的方法和手段,即閱讀策略。在進行閱讀中,讀者自身的場認(rèn)知風(fēng)格會對他在閱讀中采用不同閱讀策略產(chǎn)生一定的影響,并會影響到他們的閱讀效果。本次研究擬在高校實證調(diào)查場認(rèn)知風(fēng)格與英語閱讀策略的關(guān)系。本篇論文主要研究以下兩個問題:(1)非英語專業(yè)研究生的場獨立/場依存認(rèn)知風(fēng)格情況如何?他們的閱讀策略使用情況怎么樣?(2)非英語專業(yè)研究生的場獨立/場依存認(rèn)知風(fēng)格和閱讀策略之間是否存在相關(guān)性?場獨立組和場依存兩種類型的研究生在他們閱讀策略的使用,是否存在差異?本研究以新疆大學(xué)非英語專業(yè)一年級研究生為研究對象,共計200人參加,獲得174個有效數(shù)據(jù)。此次研究用問卷和訪談方式對研究生進行調(diào)查,采用SPSS20.0對搜集到的數(shù)據(jù)進行統(tǒng)計分析,本篇論文主要進行描述性分析,皮爾遜相關(guān)性分析和獨立樣本t檢驗,來分析所得數(shù)據(jù)。本研究結(jié)果表明:(1)在174個有效參與者中,有94人(54%)是場獨立學(xué)習(xí)者,80人(46%)是場依存學(xué)習(xí)者,場獨立學(xué)習(xí)者的人數(shù)要略大于場依存學(xué)習(xí)者。從總體來看,研究生在四種閱讀策略的使用上表現(xiàn)出中等的頻率。使用最為頻繁的是元認(rèn)知策略,而社交與情感策略使用頻率最低。(2)場獨立/場依存認(rèn)知風(fēng)格對英語閱讀策略的使用有著較大的影響。它與元認(rèn)知策略、認(rèn)知策略和資源策略呈現(xiàn)正相關(guān)的關(guān)系,而與社交與情感策略呈現(xiàn)負(fù)相關(guān)的關(guān)系。兩種場認(rèn)知風(fēng)格的學(xué)習(xí)者在閱讀策略的使用上表現(xiàn)出一些差異,尤其在元認(rèn)知策略和社會情感策略上表現(xiàn)出顯著性差異。場獨立學(xué)習(xí)者在元認(rèn)知策略使用上優(yōu)勢明顯,而場依存學(xué)習(xí)者在社會情感策略使用頻率較高。此次的研究結(jié)果對于英語學(xué)習(xí)的研究和英語教學(xué)的研究不僅具有一些理論意義,而且對于教學(xué)實踐也有一定的借鑒意義。從理論上,它和現(xiàn)階段認(rèn)知風(fēng)格影響英語學(xué)習(xí)的觀點相契合,在實證中進一步驗證這一觀點。從實踐上來說,對英語教學(xué)具有一定的啟迪作用。學(xué)習(xí)者可以多深入了解自己的學(xué)習(xí)風(fēng)格,找出并多應(yīng)用一些適合自己的閱讀策略和技巧,以期提高自己的閱讀效果。而教師應(yīng)該幫助學(xué)生認(rèn)識到自己的學(xué)習(xí)風(fēng)格,并注意在教學(xué)過程中對兩種不同風(fēng)格學(xué)生差異教學(xué),因材施教,讓學(xué)生能自主的去應(yīng)用閱讀策略提高閱讀水平。
[Abstract]:Since the 1970s, students have been paid more and more attention in the fields of second language acquisition and language teaching. Individual differences, such as cognitive style, personality, emotional attitude, ambiguity tolerance and so on, have been proved by many studies to have an important influence on language learning. Field cognitive style is one of the most important aspects of individual differences, and it has attracted more and more attention in recent years. Reading, as a basic skill in language acquisition, is also an important way to obtain information. It is not only a process of cognition and construction, but also a process of interaction between readers and reading materials. In order to obtain information more quickly and effectively, readers use various methods and means in the process of reading, that is, reading strategies. In the process of reading, the reader's own field cognitive style will have a certain impact on his different reading strategies, and will affect their reading effect. This study aims to investigate the relationship between cognitive style and English reading strategies. This thesis focuses on the following two questions: (1) what is the cognitive style of field independence / field dependence of non-English major graduate students? How about their reading strategies? (2) are there any correlations between field independence / field dependence cognitive style and reading strategies of non-English major graduate students? Are there differences in the use of reading strategies between field-independent groups and field-dependent graduate students? In this study, a total of 200 non-English major freshmen in Xinjiang University participated in the study, and 174 valid data were obtained. In this study, the graduate students were investigated by questionnaire and interview, and the data collected were analyzed by SPSS20.0. The data were analyzed by descriptive analysis, Pearson correlation analysis and independent sample t-test. The results show that: (1) out of 174 effective participants, 94 (54%) were field independent learners, 80 (46%) were field dependent learners, and the number of field independent learners was slightly larger than that of field dependent learners. Generally speaking, graduate students showed moderate frequency in the use of four reading strategies. Metacognitive strategies are most frequently used, while social and affective strategies are used least frequently. (2) Field independence / field-dependent cognitive style has a great influence on the use of English reading strategies. It is positively related to metacognitive strategies, cognitive strategies and resource strategies, while negatively related to social and affective strategies. There are some differences in the use of reading strategies between the two field cognitive styles, especially in metacognitive strategies and social affective strategies. Field-independent learners have obvious advantages in the use of metacognitive strategies, while field-dependent learners use social affective strategies more frequently. The results of this study not only have some theoretical significance for the study of English learning and English teaching, but also have some reference significance for teaching practice. Theoretically, it is consistent with the view that cognitive style influences English learning. In practice, it has a certain enlightening effect on English teaching. Learners can learn more about their learning style and find out and apply some reading strategies and skills to improve their reading effect. Teachers should help students to recognize their learning style and pay attention to the two different styles of students in the teaching process, teaching students in accordance with their aptitude, so that students can use reading strategies to improve their reading level.
【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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