摘要
本篇文献综述系统地研究了英语作为外语/第二语言(EFL/ESL)阅读策略使用的影响因素。作者回顾了2000年至2017年的实证研究,主要回答下列问题:(a)哪些因素与大学阶段EFL/ESL学习者的阅读策略使用有关?(b)这些因素具体与大学阶段EFL/ESL学习者的阅读策略使用具体存在何种关系。结果表明,以下四个因素与EFL/ESL阅读策略使用有关:语言水平,第一语言,与学习动机有关的因素,性别。由于篇幅有限,本文只报告和分析与前两个因素有关的发现:(1)语言水平。与低水平阅读者相比,高水平阅读者使用更多的元认知策略、整体策略、支持性策略和问题解决策略,也具有更多的关于阅读策略使用的元认知知识。他们对阅读策略的最初学习过程,也与低水平学习者有所不同。(2)第一语言读写经历。EFL/ESL学习者的第一语言本身的特点和阅读经历会影响他们在阅读英文时的策略使用。
This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 2000 to 2017 in order to answer two research questions:(a)What factors relate to the college-level EFL/ESL learners’use of reading strategies?(b)How do these factors relate to college-level EFL/ESL learners’use of reading strategies?An initial review of the literature identifies four factors related to EFL/ESL learners’reading strategy use:English proficiency,first language(L1)literacy experience,gender,and motivation.For reasons of space,this article only reports and discusses findings on the first two factors.(1)English proficiency:High-proficiency readers use more metacognitive,support,global,and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers.They also differ from low-proficiency readers in learning reading strategies.(2)L1 literacy experience:EFL/ESL readers’L1 linguistic features and L1 reading experience shape their strategy use when they read English.
作者
林佳
Jia Lin(University of North Carolina at Chapel Hill,USA)
