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Senior Middle School Students’ English Reading Strategy Based on Cognitive Style

Author: HuangJuanJuan
Tutor: WangKe
School: Henan University
Course: Developmental and Educational Psychology
Keywords: Cognitive style Reading strategies English Senior high school student
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 232
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Abstract


This study on the basis of the learning strategies at home and abroad, reading research in the field of literature, such as open-ended questionnaire method, preliminary preparation of high school students in English reading strategy questionnaires, project analysis, exploratory factor analysis proved the high school students in English reading strategies the structure using confirmatory factor analysis to further verify the structure of the high school students in English reading strategies. English Reading Strategies of students of different cognitive styles based on proven their English reading scores predicted effect, and high school English reading strategy plan strategy, organizational strategy and finishing policy enforcement intervention study. According to the results of the investigation and intervention, the study obtained the following conclusions. (1) high school English reading metacognitive strategies, including strategic planning, monitoring strategy and regulation strategy three dimensions; finishing English reading cognitive strategies include strategy, to repeat the three dimensions of strategy and organizational strategy; the English reading resource management strategy, including time management strategies and academic help strategies and efforts of two dimensions. Self high school students in English reading strategies questionnaire reach the main indicators of the surveying requirements, an effective tool for measuring high school English reading strategies strategy. (2) the overall utilization of the high school students in English reading strategies at the middle level, the tactics the extent of each dimension of high to low cognitive strategies, metacognitive strategies and resource management strategies; utilization of each sub-dimension strategy high to low organizational strategy, finishing strategies, regulation strategies, monitoring strategies, retelling strategies, time and effort management strategies, academic help strategies and planning strategies. (3) English reading policy in general the use of high school and the third year was significantly better than sophomore significantly better than High School High and Middle School; dimension level, the extent of use of cognitive strategies, metacognitive strategies and resource management strategies; from fractal dimension level, finishing strategies, retelling strategy, organizational strategy, planning strategies and the use of regulation strategies significantly better than one, and the third year sophomore, third year in the use of time and effort management strategies extent significantly better than High School, a high degree of academic help tactics significantly better than sophomore. (4) different cognitive styles of students in the use of cognitive strategies no significant differences, but in terms of its fractal dimension, finishing tactics to play significantly better than intermediate independent; organizational strategies used in the middle significantly better than field-independent type; independent use of metacognitive strategies, field-independent significantly better than field dependence and intermediate, metacognitive strategies fractal dimension in the use of monitoring strategies play a significant academic help tactics better than intermediate adjusting tactics to play significantly better than field dependence and intermediate independent; significantly better than the intermediate use of resource management strategies play interdependent, its fractal dimension significantly better than field dependent type intermediate. (5) field independent high school English reading strategies in planning strategies and monitoring strategies constitute a high school student reading achievement significantly predicted effect; organizational strategy in the the Field Dependence high school English reading strategies, academic help strategies and repeat strategy of high school students a reading scores significantly predicted effect; intermediate high school English reading strategies in finishing strategy, organizational strategy and adjust the strategy, planning strategies and academic help strategies for high school students reading scores constitute significantly predicted effect. (6) to train high school students in English reading strategies, experimental field independent and field dependent type and intermediate students of English reading scores were significantly better than the experimental group and the control group, the experimental group field independent Field dependence and intermediate students of English reading strategy scores were significantly better than the control group. (7) Reading Strategies intervention, the experimental group and the control group field independent students' English reading achievement difference was not significant; experimental group 1 Field dependence and intermediate students reading scores significantly better than the experimental and control groups.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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