“大量阅读输入”教学模式下英语专业学生的阅读态度——基于学生学习日志的历时质性研究

English Majors' Reading Attitudes in the Extensive Reading Input Teaching Model Practice:A Longitudinal Qualitative Study Based on Students' Learning Journals

本研究采用历时质性个案研究的方法,运用阅读态度三元论,对"大量阅读输入"教学模式下37名英语专业学生进行一年的跟踪研究,探讨其阅读态度的变化。通过收集和分析321份学生的学习日志,我们发现该教学模式下,学生阅读的认知态度、情感态度和意动态度均发生了从消极到积极的转变;同时发现引起学生阅读态度变化的主要因素包括学生对阅读材料的个体兴趣、学生的英语水平、阅读材料的难度、教师因素、同伴影响、考试与其他课程作业等。本研究为英语专业阅读教学提供了可借鉴的范式。

Employing the Tri-Component View of Reading Attitudes,and taking a longitudinal qualitative study approach, this study examined the changes of 37 English majors' reading attitudes through one year's extensive reading input teaching model practice. 321 learning journals written by the participants during the teaching model practice were collected and analyzed. Data analysis showed that students' cognitive,affective and conative reading attitudes all changed from negative to positive ones. Meanwhile, the study discovered that the main factors affecting students' reading attitudes included individual interest,English proficiency,difficulty level of the reading materials, teacher factors,peer influence, tests and tasks assigned in other courses. This study offers a valuable teaching model worthy of reference in the teaching of reading for English majors.