学术英语阅读行为研究:影响因素及作用机制

Research on Academic English Reading Behaviors:Influencing Factors and Action Mechanism

对学术英语阅读行为进行深入研究有利于帮助阅读者发展学术英语阅读能力、优化学术英语阅读体验。本研究按照扎根理论技术路线,利用Nvivo 12对25名中国非英语专业博士研究生的结构日志和半结构性访谈数据进行编码分析发现:学术英语阅读动机、学术英语阅读策略和学术英语阅读困难三个核心类属是影响学术英语阅读行为的关键因素,三个主要因素相互作用,元理解在互动中发挥调节作用,共同构成影响学术英语阅读行为因素的作用机制模型。由模型可知:优化并保持高水平学术英语阅读动机是进行有效学术英语阅读的重要前提,提高学术英语阅读策略水平是有效学术英语阅读的主要因素,也是应对学术英语阅读困难的重要依托,但发展学术英语阅读能力的关键还是要提高阅读者专业领域知识和理论修养。

Academic English R eading(AER) is part of scientific research activities,which will directly affect the scientific research output.A systematic study of non-English majored PhD candidates’ AER behaviors may help develop their academic reading literacy and optimize their reading experience.According to the technical routine set by the Grounded Theory,the paper is intended to expose the key factors involved in AER process,and interpret and model their operation mechanism.The statistics,collected by structured diary and semi-structured interview and processed by N vivo 12,indicated that:1)AER motivation,AER strategies and the difficulties in the process of AER were the key factors,which shaped AER behaviors and which interacted with each other,with meta-comprehension playing an inter-mediating role in their interaction.2) AER motivation could be mainly divided into three types,i.e.the need to satisfy individuals’ academic development,the need to satisfy individuals’ learning,and the need to finish academic tasks of some sort;AER motivation was the internal drive and pre-condition for AER behaviors;AER strategies were adopted so as to reach AER objectives and to overcome the difficulties in the AER process,and these adopted tactics were the external factors,which affected and regulated AER behaviors;AER motivation as the internal drive and AER strategies as the external factors worked together and determined the contents and features of AER.3) For most participants,AER motivation would often shift between three specific motivations,and different types of motivation would determine the choice of AER contents as well as the depth and breadth of AER.4) Three types of reading strategies were identified in AER,their use frequency were ranked as follows:cognitive strategy(14 specific tactics),meta-cognitive strategy(6 specific tactics) and social/emotional strategy(4 specific tactics).Notably,meta-eognitive strategy played a very important role in AER,process in a form of meta-eognitive activities,which is actually meta-comprehension.It played a regulating role in the interaction between AER motivation,choice and utility of AER strategies and reading difficulty identification and disposal.The pedagogical implication included but were not limited to:optimization and maintenance of high-level AER motivation was the fundamental condition for effective reading;improvement of AER strategies was vital for realization of reading aims and the strategies usually helped greatly to overcome AER difficulties;however,accumulation and improvement of discipline knowledge and specialized theories would still be the most essential guarantee for successful AER.