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论文作者:www.51lunwen.org论文属性:硕士毕业论文 dissertation登出时间:2014-05-10编辑:lgg点击率:4338
论文字数:35620论文编号:org201405101133049996语种:英语 English地区:中国价格:$ 44
摘要:Since reading plays a very important role in the NMET as the author mentionedabove, training students' reading strategies naturally becomes an urgent issue for her todo. That is the reason why this thesis comes into being.
Chapter 2 Literature Review
2.1 Researches on Language Learning Strategy (LLS)
Over the past 20 years, many researchers have defined the term Language LearningStrategy. The sample of definition, of Language Learning Strategies taken from therecent literatures (See Table 2.1)reveals a number of different understandings over LLSs.Based on these characteristics, the following working definition of language learningstrategies is proposed: Cohen defines learning strategy as "learning processes which are consciouslyselected by learners. These are also moves, which the learner is at least partially aware of,even if full attention is not being given to them" (Cohen, 1990, PS). He even mentionedthe specific stage in processing-that is, strategies before, during, or after the performanceof some language behavior.In the "National English Curriculum"(2003) English learning strategies are simplydefined as "behaviors and procedures taken by students to study and develop efficiently".To sum up, strategy can refer to tact, technique and art.Interactive strategies are those in which students make inferences to supply missinginformation in text and question themselves when confronting an obstacle tounderstanding: inference, questioning, predicting, and confirming/disconfirming(Jimenez, Garcia & Pearson, 1996).
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2.2 Studies on Reading Strategy
Second language reading research began to focus on reading strategies in the late1970s and early 80s. Reading strategies are of interest not only for what they reveal aboutthe ways readers manage their interactions with written text, but also for the use ofstrategies is related to effective reading comprehension.Research in second language reading has demonstrated that strategy use is differentin more and less proficient readers, and that more proficient readers use different types ofstrategies, and they use them in different ways.In addition, strategy research has begun to focus on metacognition, knowledgeabout cognition. The studies have investigated metacognitive awareness of, orperceptions about, strategies and the relationships among awareness or perception ofstrategies, strategy use, and reading comprehension (Barnett, 1988; Carrell, 1989)Research into reading strategies of native English speakers hasconcentrated on describing those strategies that are involved in understanding. A vastamount of research in first language reading and reading strategies has found that goodreaders are better at monitoring their comprehension than poor readers, that they aremore aware of the strategies they use than are poor readers, and that they use strategiesmore flexibly example, and efficiently (Garner, 1987; Pressley, Beard El-Dinarv &Brown, 1992). For good readers distinguish between important information and detailsas they read and are able to use clues in the text to anticipate information and/or relatenew information to information already stated. They are also able to noticeinconsistencies in a text and employ strategies to make these inconsistencies understandable (Baker & Brown, 1984; Garner, 1980)
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Chapter 3 Methodology ....... 31
3.1 Research Setting..... 31
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