浅析基于《量表》组构和阅读策略的西部城乡中学生阅读能力及其发展路径

A study on the English reading ability and its development trajectories of middle school students in urban and rural western China based on CSE organizational and reading strategies

本研究基于《中国英语能力等级量表》(简称《量表》)三级策略分量表描述语,以我国西部626名初中学生为调查对象,探究组构策略和阅读策略对该学生群体阅读能力的影响情况及城乡跨群体差异,并构建该群体的阅读能力发展路径。研究结果表明:西部地区初中生的组构策略、阅读策略和阅读能力均处于《量表》三级的中等水平,且城市学生均显著高于乡镇学生。路径分析发现两个学生群体的阅读能力发展路径一致,但路径系数存在差异,乡镇学生的组构策略对阅读策略的预测作用显著高于城市学生。本研究拓展了《量表》在基础教育阶段的应用,对西部乡镇地区的英语阅读教学具有一定的指导意义。

Based on China's Standards of English Language Ability-Level 3(CSE3),this study explores the effect of CSE3-based organizational and reading strategies on EFL reading abilities of 626 middle school students in urban and rural western China and their differences,and constructs a reading ability development path for the students.The results indicate that the organizational strategies,reading strategies,and reading abilities of middle school students in western China are all at a moderate level in CSE3,and that urban students significantly outperform their rural counterparts.Path analysis reveals that the developmental trajectories of the two groups are the same with differences in path coefficients,and that rural students organizational strategies have significantly stronger predictive effect on reading strategies compared with urban students.This study expands the application of CSE in basic education and offers insights for the English reading teaching in rural western China.