外语教学环境中阅读策略发展的研究——以动态系统理论为视角

doi:10.3969/j.issn.1674-8921.2017.06.001

当代外语研究 ›› 2017, Vol. 17 ›› Issue (06): 3-10.doi: 10.3969/j.issn.1674-8921.2017.06.001

• 外语阅读教学与研究专栏 • 上一篇下一篇

外语教学环境中阅读策略发展的研究——以动态系统理论为视角

徐锦芬, 刘文波, 雷鹏飞

华中科技大学,武汉,430074;
华中师范大学,武汉,430079;
安徽理工大学,淮南,232001

出版日期:2017-11-28 发布日期:2020-07-25
作者简介:徐锦芬,华中科技大学外国语学院教授、博士生导师。主要研究方向为外语教育、二语习得、教师发展。电子邮箱:xujinfen@hust.edu.cn
刘文波,华中师范大学外国语学院讲师。主要研究方向为外语教育。电子邮箱:ccnuliuwenbo@126.com
雷鹏飞,安徽理工大学外国语学院副教授、硕士生导师。主要研究方向为二语习得、教师发展。电子邮箱:leipengfei1976@163.com
基金资助:
*本文为国家社科基金项目“中国英语课堂小组互动口语语料库建设与应用研究”(编号15BYY075)的部分成果。

A Study of L2 Reading Strategy Development in EFL Teaching Environment from the Perspective of DST

XU Jinfen, LIU Wenbo, LEI Pengfei

Online:2017-11-28 Published:2020-07-25

摘要/Abstract

摘要： 外语教学环境中阅读策略的发展具有复杂、动态、非线性的特点,可视作一个复杂动态系统。已有研究未能反映阅读策略从小学、初高中到大学历时性、动态发展的特点,目前的策略教学也未能体现学习者外语学习各学段之间的衔接。本文以动态系统理论为视角,在梳理相关研究文献的基础上,重新解读外语阅读策略系统的特征,并基于此详细探讨外语阅读策略教学的系统观及教学实践原则。从认识和方法上为二语阅读策略教学提供参考,以更好地指导和衔接各学段的阅读策略课堂教学。

关键词: 二语阅读策略, 动态系统理论, 教学方法

Abstract: The complex, dynamic and nonlinear development of reading strategies in EFL teaching environment can be viewed as a complex and dynamic system. Previous research misses the longitudinal and dynamic feature of L2 learners' reading strategy development from elementary to higher education. Meanwhile, current reading strategy instruction fails to address the consistency of foreign language learning across different stages. From the perspective of complex dynamic system theory and based on literature review of relevant research, this paper reinterprets the features of the system of L2 reading strategies and thereupon discusses in detail teaching philosophies and principles of L2 reading strategies. It is hoped that this paper can provide cognitional and methodological guidance for teachers so as to achieve consistency in reading strategy instruction across different stages.

中图分类号:

H319

徐锦芬, 刘文波, 雷鹏飞. 外语教学环境中阅读策略发展的研究——以动态系统理论为视角[J]. 当代外语研究, 2017, 17(06): 3-10.

XU Jinfen, LIU Wenbo, LEI Pengfei. A Study of L2 Reading Strategy Development in EFL Teaching Environment from the Perspective of DST[J]. Contemporary Foreign Languages Studies, 2017, 17(06): 3-10.

参考文献

Block, E. 1986. The comprehension strategies of second language readers [J]. TESOL Quaterly 20(3): 463-494.
Block, E. 1992. See how they read: Comprehension monitoring of L1 and L2 readers [J]. TESOL Quarterly 26(2):319-343.
Carrell, P.L. 1989. Metacognitive awareness and second language reading [J]. The Modern Language Journal 73(2):121-134.
Cohen, A D. 1998. Strategies in Learning and Using a Second Language [M]. Harlow & Essex: Longman.
Dabarera, C., W.A. Renandya & L.J. Zhang. 2014. The impact of metacognitive scaffolding and monitoring on reading comprehension [J]. System 42: 462-473.
Dreyer, C. & C. Nel. 2003. Teaching reading strategies and reading comprehension within a technology-enhanced learning environment [J]. System 31: 349-365.
Gardner, R.C. & W.E. Lambert. 1972. Attitudes and Motivation in Second-Language Learning [M]. Rowley: Newbury House Publishers.
Hosenfeld, C. 1977. A preliminary investigation of the reading strategies of successful and non-successful language learners [J]. System 5(2):110-123.
Jantarska, J. 2006. On the role of individual learner differences in the teaching/learning of foreign languages: The dimensions of field dependence/field independence [J]. Respectus Philologicus (9):138-151.
Johnson, K. & H. Johnson. 1998. Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching [M].Oxford: Blackwell Publishers.
Keefe, J. W. 1979. Learning style: An overview [A]. In J.W. Keefe (ed.). Student Learning Styles: Diagnosing and Prescribing Programs [C]. Reston: National Association of Secondary School Principals. 1-17.
Larsen-Freeman, D. 1997. Chaos /Complexity science and second language acquisition [J]. Applied Linguistics 18(2):141-165.
Larsen-Freeman, D. & L. Cameron. 2008. Complex Systems and Applied Linguistics [M]. London: Oxford University Press.
Lenhard, W., H. Baier, D. Endlich, W. Schneider & J. Hoffmann. 2013. Rethinking strategy instruction: Direct reading strategy instruction versus computer-based guided practice [J]. Journal of Research in Reading 36(2):223-240.
Manoli, P., M. Papadopoulou & P. Metallidou. 2016. Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms [J]. System 56: 54-65.
Mokhtari, K. & R. Sheorey. 2002. Measuring ESL students' awareness of reading strategies [J]. Journal of Developmental Education 25(3): 2-10.
Oxford, R. 1990. Language Learning: What Every Teacher Should Know [M]. New York: Newbury House.
Phakiti, A. 2003. A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance [J]. Language Testing 20(1): 26-56.
Sailors, M. & L.R. Price. 2010. Professional development that supports the teaching of cognitive reading strategy instruction [J]. The Elementary School Journal (3):301-322.
Zhang, L. & S. Seepho. 2013. Metacognitive strategy use and academic reading achievement: Insights from a Chinese context [J]. Electronic Journal of Foreign Language Teaching (10)1: 54-69.
陈俭贤. 2015. 新课程理念下高中英语阅读策略的培养[J]. 基础英语教育(3):96-101.
戴炜栋、杨凡. 2002. 构建具有中国特色的英语教学“一条龙”体系[J]. 中国高等教育(11):10-12.
郭燕. 2007. 大学英语师生学习策略教授与使用的相关性实证研究[J]. 外语界(2):65-72.
蒋银健. 2016. 微信公众平台支持英语阅读教学的实验研究[J]. 外语电化教学(169):58-63.
李炯英、秦智娟. 2005. 第二语言阅读策略研究30年:回顾与展望[J]. 国外外语教学(4):43-49.
刘慧君. 2004. 元认知策略与英语阅读的关系[J]. 外语与外语教学(12):24-26.
刘莺. 2009. 大学英语阅读低分者元认知策略培训的有效性研究[J]. 外语与外语教学(10):38-41.
马宁、罗仁家、刘江燕. 2015. 英语阅读学习与训练中词汇处理策略调查研究[J]. 外国语文(双月刊)(2):151-156.
曲卫国、陈流芳. 2017. 谈谈英语本科专业阅读教学指导理论选择出现的偏颇——兼议人文阅读教学的重要性[J]. 外语教学理论与实践(3):34-41.
束定芳. 2008. 大学生英语阅读能力培养目标与阅读教材编写——写在《快速阅读》出版之际[J]. 外语界(1):15-19.
王冬兰、黄雪祥. 2009.初中英语阅读策略指导的缺失及建议[J]. 基础英语教育(3):53-57.
王瑛. 2013. 认知风格对二语词义猜测影响的实证研究[J]. 外语研究(3):59-63.
吴静. 2006. 英语阅读策略与效果的试验分析[J]. 语言研究(1):123-125.
夏甘霖. 2008. 普通工科高校新生英语阅读策略使用状况因素分析[J]. 外语教学理论与实践(1):64-69.
熊欣. 2008. 中学生英语阅读策略[J].基础英语教育(3):101-103.
杨芳、王芳、赵晓英. 2013. 英语学习者阅读策略对比研究[J]. 教育理论与实践(21) :44-46.
张海峰、江帆. 2005. 利用网络资源进行英语阅读教学的探索[J]. 外语电化教学(102):28-31.
周艳琼. 2017. 大学生英语阅读理解策略调查研究[J]. 解放军外国语学院学报(3):86-94.

[1]	郑咏滟. 从复杂动态系统理论谈有效的外语教学[J]. 当代外语研究, 2019, 19(05): 12-16.
[2]	戴运财. 中国的二语习得理论建设:引进与创新[J]. 当代外语研究, 2019, 19(04): 26-36.
[3]	黄洁雯, 李擎天, 卫蓓文, 宋珍, 陈福祥,. 临床免疫学检验实验教学课程的整合初探[J]. 诊断学理论与实践, 2018, 17(05): 620-622.
[4]	卫蓓文, 李擎天, 黄洁雯, 宋珍, 陈福祥,. 临床免疫学检验双语教学的探讨[J]. 诊断学理论与实践, 2017, 16(05): 564-566.
[5]	王晓璐, 杨连瑞, 闫海娟. 动态系统论视角下的二语学习定向动机流研究[J]. 当代外语研究, 2017, 17(04): 49-54.
[6]	刘文宇, 程永红. 复杂动态系统理论视角下应用语言学研究发展综述[J]. 当代外语研究, 2013, 13(08): 31-34.
[7]	赵昌芝;杨连瑞;. 动态系统理论视角下的认知动机交互研究[J]. 当代外语研究, 2012, 12(10): 48-51.
[8]	任春霖,. 心电图教学中如何培养学生的实际分析能力[J]. 诊断学理论与实践, 2008, 7(02): 239-240.

外语教学环境中阅读策略发展的研究——以动态系统理论为视角

A Study of L2 Reading Strategy Development in EFL Teaching Environment from the Perspective of DST

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 8

编辑推荐

Metrics

本文评价