摘要
通过阅读能力测试和问卷调查对深圳信息职业技术学院英语专业115名学生使用阅读策略的情况进行调查。使用社会科学统计软件Stata对问卷结果进行统计分析和多元回归分析后,初步探讨了三种阅读策略对阅读成绩影响的路径。结果表明:三种阅读策略中,认知策略与英语阅读成绩存在直接因果影响,社交/情感策略和元认知策略对阅读成绩的影响与认知策略对阅读成绩的影响存在交互作用,认知策略对英语阅读成绩的影响会受到这两种策略的调节作用的影响。
This study reports questionnaire investigation on reading strategies used by 115 English majors at Shenzhen Institute of Information Technology. With social science statistical software, Stata, the study explores influence paths of three reading strategies, meta-cognitive strategies, cognitive strategies and social-affective strategies, on students＇ reading performance. Statistical analysis and multiple regression analysis show that among the three reading strategies, reading performance can be directly attributed to cognitive strategies while meta-cognitive and social-affective strategies influence reading by interacting with cognitive strategies. Effects of cognitive strategies on reading will be adjusted as well.
出处
《广州职业教育论坛》
2015年第6期32-37,60,共7页
Guangzhou Panyu Polytechnic
基金
第七批中国外语教育基金"基于策略培训的高职英语教学改革与实践"(ZGWYJYJJ2014A63)
关键词
阅读策略
高职英语专业
阅读成绩
影响路径
reading strategies
higher vocational English major
reading performance
influence paths
