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| 阅读过程中阅读策略的实证性研究——基于中上级日语学习者的有声思维调查 |
| An Empirical Study of Reading Strategies in the Reading Process- A Survey of the Use of Think-aloud among Medium- -and Upper-level J apanese Learners |
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| DOI： |
| 中文关键词: 阅读策略；中上级日语学习者；有声思维法；教育指导 |
| 英文关键词: Reading strategies; medium- and upper-level Japanese learners; think-aloud; educational instruction |
| 基金项目: |
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| 中文摘要: |
| 论文采用有声思维法探讨中上级日语学习者的阅读策略使用程度和阅读能力的关系。研究发现：上级日语学习者使用全局策略和支持策略次数越多，阅读理解成绩越高；全局策略的使用和阅读理解成绩呈偏相关趋势，支持策略和阅读理解成绩之间有较高相关性；中级日语学习者使用全局策略越多，阅读成绩越低，使用问题解决策略频率越高，阅读成绩越高；支持策略使用方面，上级日语学习者和中级日语学习者的渐进显著性水平为0.011，小于0.05，存在有意性的差别。 |
| 英文摘要: |
| A think-aloud method is adopted to explore the relationship between the use of reading strategies and reading ability of medium- and upper-level Japanese learners. The research results indicate that the more the upper-level Japanese learners use the global strategy and the support strategy, the higher the reading comprehension
scores are. The use of global strategy and reading comprehension scores are partially correlated, while the use of the support strategy and reading comprehension scores are closely correlated. On the other hand, the more the medium-level Japanese learners use the global strategy, the lower the reading scores are; the higher the frequency of
using the problem-solving strategy by medium-level Japanese learners, the higher the reading scores are. As to the support strategy, the progressive saliency level of the upper-level and medium-level Japanese learners is 0.011 and less than 0.05, so that there exist intentional differences. |
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