初中生英語(yǔ)閱讀策略教學(xué)效應(yīng)的實(shí)驗(yàn)研究.pdf

1、 This study was designed to examine the effects of strategy training on the reading ability of EFL junior middle school students. Namely, it aimed at investigating whether the Reciprocal Teaching Approach of Palincsar

2、 and Brown could be successfully adapted to an EFL junior middle school reading classroom situation in China. It was also to examine how students with different reading proficiency were influenced by the training meth

3、od and was to investigate which types of reading comprehension questions were affected by strategy training. The instructional framework adopted in the present study is Reciprocal Teaching Approach developed by Palin

4、csar, A.S. and Brown. A. L. And an experiment was conducted in which two parallel classes of ninety-three eighth grade junior middle school students were assigned into an experimental group and a control group.Both gro

5、ups participated in the same 18-week reading program, the only difference being that the experimental group students were introduced to the strategies of clarification, question generation, summarization and prediction a

6、nd required to demonstrate their use of the strategies. At the first week of the experiment, both the experimental and control groups were given a pre-test to measure their reading comprehension performance and the readi

7、ng strategy questionnaires to elicit what they usually did in reading activities. At the end of the experiment, the same test and the questionnaires were administrated again to determine students' improvement in reading

8、performance and the change of strategies use. Results of the experimental group were compared with those of the control group. These results were analyzed from quantitative perspectives. Based on this study, some pedag

9、ogical implications were drawn: It is necessary to implement the teaching of reading comprehension strategies on junior middle school students. Direct and explicit strategy training should be included in reading classes.