高职院校英语阅读教学学习者因素实证研究

An Empirical Study of Learner Factors in English Reading Teaching in Higher Vocational College

本研究针对高职英语阅读教学中的学习者因素进行了实证调查。研究表明:高职学生词汇量普遍偏小,因而影响其在阅读时有效地使用认知策略;绝大部分学习者因素没有体现性别差异;阅读成绩与学习者各因素普遍呈正相关;良好的情感状态能提高学生学习的努力程度并促进学习者自主意识的形成。因此建议重视词汇教学,降低阅读难度,强化学习者的自主学习。

In this paper, an empirical study is carried out on learners＇ factors that affect English reading teaching in vocational colleges. The study shows that firstly, students＇ vocabulary are generally small, which affects their effective use of cognitive strat- egies in their reading; secondly, most students do not reflect gender differences according to the study; thirdly, a positive correlation is found between students＇ reading scores and specific personal factors; and finally, well-developed emotions contribute to students＇ hard working and consequently promote learners autonomy. As a summary, emphasis should be put on enlarge the students＇ vocabulary, reduce the difficulty of reading and enhance learner autonomy.