非英语专业学生课外阅读调查研究

《非英语专业学生课外阅读调查研究》由会员上传分享，免费在线阅读，更多相关内容在学术论文-天天文库。

东北师范大学硕士学位论文非英语专业学生课外阅读调查研究姓名：石丽坤申请学位级别：硕士专业：课程与教学论指导教师：王启燕20080501 摘要本论文旨在研究非英语专业学生是否经常进行大量课外阅读，课外阅读尤为重要，而这一点似乎在某些环境中，受到某种程度上的忽视，相对而言，阅读策略和策略的培训，以及与阅读相关的其它话题和活动等受到重视，并有许多这方面的讨论与探讨。然而，如果没有大量阅读。就没有阅读策略的运用与发展的可能性，因此，首要提出的问题应是学习者们是否在大量阅读，而影响大量自主阅读的因素是什么。本论文试图发现问题的答案，并希望能够警示语言教师及研究者们，大量阅读这一似乎陈旧的话题在被摒弃，或者说，大量阅读是学生课外阅读中的一个缺省现象。论文首先综述阅读的本质，由此引申出为什么课外阅读尤为必要，第一点是界定关于阅读和阅读理解的概念等，其意图是全面地、总结式地概述阅读的本质，然后，论文则继续探讨课外学习在阅读提高中的作用，文献综述的第三点是关于影响课外阅读诸多因素的研究。文献综述之后，论文则探讨关键的问题，那就是对学习者课外阅读的调查，研究对象是东北师范大学的非英语专业学生和教师，调查问题如下：-非英语专业学生的课外阅读是多少?一他们如何进行课外阅读7．阻碍课外阅读的原因是什么?·教师如何促进学习者的课外阅读?调查工具是问卷与访谈，研究的性质是观察而非实验，问卷数据得以收集，整理，分析，并运用Excel技术，以统计数字方式陈述问卷数据结果，而对访谈数据则运用描述性语言进行陈述。调查结果令本文作者吃惊，虽然事先认为东北师范大学非英语专业的学生们课外阅读不多，但他们的阅读量如此之少(1“人中72％的学生每周平均阅读时间为半小时)却是始料不及的。其它数据的结果旨在为教师和研究学者们提供信息，使他们对非英语专业学生的课外阅读以及为何阅读少等有一个总的了解。讨论部分研究的是学生课外阅读行为弱的原因，对此既从学生角度，也从教师角度，由主观到客观地进行讨论，由此，提出解决问题的原则与措施，其宗旨是教师应平衡两者之间的关系，那就是既让学生自主学习，又同时实行教师权威以确保学生进行课外阅读。本论文的结论是非英语专业的学生们没有进行大量课外阅读，他们最需要的是经常阅读，大量阅读，没有这一点为基础，阅读策略与培训也失去了发挥的空间，成为纸上谈兵。学生们能够唪持大量自主阅读应该是英语阅读教学与学习的根本目标，但在向这个目标努力的过程中，教师应行使他们的权威去约束学生，督促学生，使他们能够令IU 人满意地进行大量课外阅读。关键词：阅读的本质；大量课外阅读；教师权威Iv AbstractThepaperaimstostudywhethernon·natiVeEnglish1e锄ersaredojngregularandm髂siVereadjngoutofclass，whichisimportantbutseemstobeneglectedtosomede孕eeinsomecontexts．whatisemphasized卸ddiscussedalotisreadingstrate舀es，tTainingofsuchst阳te舀es，othertopicsalldactiVitiesrelatedto化ading．nereis，howeVer，n0possibilityofrcadingstntegydeVeIopmentifrcadinga10tisnOtconducted．Thereforc，thefirstquestio璐thatsbouldbeaddressedarewhetherleamersarcdoinga10tofreadingandwhataf艳ctstheirautonomousrcadinginla唱eamounts．ThepapertrjestofindanswersIothequestiOnsandhopestoalertlanguageteachersandrcsearche墙tIlatm硒siVercadingseemst0beanoldnotiOnbutisactuallydiscardedoramissingcomponcminleamers’0ut—of乇lassreadingimDrovement．WhatisprcsentcdfjrstisaliteraturereView∞thenaturcofreadingwhichleadstowhyout-of_cIassrcadingisofgrcatnecessity．First，readiI唱def．mitionandreading∞mprehensionarcaddressedwith锄attempttOcoVeraIldsummarizecomprehensiVelythenaturcofreadin昏Then，thepapergoesontotalkabouttheroles0f0ut·of-classreadinginreadingdeVelopment．11lethirdintheliteraturcrcviewjsaboutwhata腑ctslc锄e陪’out·of—d晒sreading．AnerliteraturereView，thcpapcrmovestoitsfocalpoint，i．e．investigationofleamefs’∞t-of-cl硒sreading．Theresearchsubjeds盯enon-En毋ishmajo硌aIldteachersinthecontextofNorthe鸹tNo咖alUniversity’concemingthefollowingquestiOns：-Howmuchdonon—En舀ishmajofstudentSreadafterd船s?·H0wdo山eydealwiththeirout—of-cl够srcading?一Whatprollibitstheirout．ofdassreading?-Whatcanteachersdotofacilitateleame璐’out．of-classreading?IIⅣestigatiVetoolsarequestionnaircandinterviewsincethenaturcofthercsearchisobservacioninstcadofexperiment．Questio肌aircdatawere∞llectedtobesorted，analyzedandprcsenledinstatisticalfigIlrcsusingExceltechnique．IIlterviewdataarepresentedindescriptjVe、帅rds．neresultoftheinVestigati咖issurprisingtotheauIhorofthep叩er．～thou曲itwasthouglltthatnon—En羽jshmajorsatNonheast№咖alUniVerSitydidnotdomuchrcadingafterclass，itisoutofexpectationthatnon·EngIishmajoIsdosoljttlereading(72％ofthetotal164onlyreadhalfanhoureVeryweek)．Theotherdatarcsultste¨usotheraspectsofout—of-cIassI readingforteachers锄dresearcherstohaveagenerallookatnon-Englishmajors’out—ofclassreadjngperf．o珊anceandwhytheyreads0little．Discussionisconductedtostudythercasonsforle锄ers’poofpe血肌anccinout-of．classreadjn岛which盯ebothsubjectiveandobjectivef如mle蜘ers’perspectiveanda王sofmmteacherS’perspectiVe．SomeprinciplesaIIdmeasuresaresuggestedtohelpwithstudents’out-of-cl船srcadjng，0fwhichthekeysenseisteachersneedt0makeabalancebetweenleaVingstudents’todoautonomousfcadingandexeclltingauthoritatiVeroletomakesurethatstudentsd0afterclass．Itisconcludedthatnon—EnglishmajorsdonotdomuchaftercI嬲s卸dthatwhattheyneedmostjstoreadregularlyandinla唱e枷ounts．Readingstrate舀esandtrainingofsuchstrate百esarcjmponant，buttheymaynotbewelldeVelopedjfstudentsdonotconductla唱emassiVeofinaregularmanneLInother、Vords，itisanultimategoalinEn百ishteaching柚dleanlingofthatle锄efsarcenabledt0doautonomous陀ading∞nsisteⅡtly’buti玎thep-occssoftheirrc{Ichingthe90al，teachersshOuldexercisetheirauthOritatjVepowcrtodiscipline，superviseandencoumgcstudentstoperfo咖satisfactOrilyinthejrout-of．classreading．Keywords：thenatureofreadin岛massjVeout—of-classrcading，teacherauthorjtyII 独创性声明本人郑重声明：所提交的学位论文是本人在导师指导下独立进行研究工作所取得的成果。据我所知，除了特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果。对本人的研究做出重要贡献的个人和集体，均已在文中作了明确的说明。本声明的法律结果由本人承担。学位论文作者签名：日期：鱼塑·』·!学位论文使用授权书本学位论文作者完全了解东北师范大学有关保留、使用学位论文的规定，即：东北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和电子版，允许论文被查阅和借阅。本人授权东北师范大学可以采用影印、缩印或其它复制手段保存、汇编本学位论文。同意将本学位论文收录到《中国优秀博硕士学位论文全文数据库》(中国学术期刊(光盘版)电子杂志社)、《中国学位论文全文数据库》(中国科学技术信息研究所)等数据库中，并以电子出版物形式出版发行和提供信息服务。(保密的学位论文在解密后适用本授权书)学位论文作者签名：日期：学位论文作者毕业后去向：工作单位：通讯地址：指导教师签名：至盘丝=日期：矗!量：[：匕电话：邮编：璺 东北师范大学硕士学位论文1．In”OdUCtiOnThepaperisaboutsecondlanguageleafllers’readingimpr0Vement．Readingisimportantboth鹤askillandasl柚guagejnputforothersl【i11sdeVelopment．Ofalltlleissues锄delementsttlatconcemreading，readingalotregIllafly卸dcontinuouslyisofessence．AlthougllrcadingimproVementneedsextcmalguidance，diSciplineaIIdsupport，itismoreintemal-orientedbecauseof．tsnaturc．whichmeanslc啪e碍needtobeautonomousjnthcirilllprovementofrcadingbyembarl【ingOntheproccssofcontinuousrcadjng柚dle帅ingskillsandstrate酉esusedtotacl【le”ading．Thepapertriestostudyle姗ers’Views柚dperfb瑚anceinte珊softheir陀adingthattlleydoafterclass．Agenefalquestionisaddrcsscdt0le帅erS，behaViorsintheirout∞f-cl弱sreadingwllichishypothesizedthattheymaynOtdOenOughfeading．ResearchonIeamers’out—of-cl嬲srcadin量issi鲈ific柚tbecauscitcaIlprovideobiectiveinf0加ationonwhether辩condl柚guageleame巧iⅡ∞mecontextsaredoin2alotofrcadinginaTcPmIarmanner．Fromthis，rese甜chersand1eachers’awarenesscaⅡbeaIousedandactionscanbetakenifthereisinsuf!f{cient锄di玎e￡mlar陀adingpfoblem．Theresearchsigni丘cancealsoliesinstudyingwhatarcthereaSonsforpossjbleproblemsinordertO、ⅣorkoutsolutionsandimplicatjonsforfIlnhcrrescarch锄dteachiIlg．Finally'thep印erisanattcmpttodjredrcsearchefs’attentiOntorcadinginlar邸锄ountswhichseemstobeanegledcdcomponentinrcadin卫reseafchare硒．A10t0fresearchhasbeendOneonreadin舀whjchconcemsrelatiOnshipbetweenexposureof化adingmaterialandreadingabilities(Cipielewski＆StanoVich1992)，incjdentalVo龃bularydevelopment卸drcading(Nagy，He瑚柚&A舶derS0n1985)，nuencytrainjngonrcadingprocess(stahl，Heubach&cmmond1997)，discourseorganizationandreadingcomprehension(Beck，McKeown，Sinatraq＆L0xtenIl孤1991)，stratcgyinstnlctjona11dr∞dingcomprchension(Brown，P化ssley'VhnMeteT＆Schuder1996)，instmctionaltcchJliquesandrcadingdeVelopmentfIh＆Njch01son1997)andt量lee饪ectsofindiVidualle扪crdi仃．erencessuchasbeliefS，atIitudes'intercstsaIldmotiVationOnreadingdeVeI叩ment(Guthrie，wigfield，Metsala&cox1999)．ExposuretoprjntsisoneoftheilIlportaIltt叩icsinrcadjngresearcll’butthereisatendencythatith勰beenovenⅣhe】medbythe0thertopics．ItisbelieVedthatlargeexposuretoreadjngmaterialsajdstOrcadingcomprchensiOnandmakesstrategiesemploymentaIldempowementpossjble，sothepapertfiestomakeamodestattempttofindwhethefleamersaredoiⅡgsufficientreading，reasonsforpossibleproblemsandiIllplicationsforout-of．classteachjngandresearching．Thecomextoftheresearchonlearners’out-of_classrcadjngistheCollegeEn—ish1 东北师范大学硕士学位论文DepartmentatNortheastNo姗alUniVersity．T1leC0llegeEnglishDepanInentisrcspons．blefora11teachingtaSksforstudentswhodonotstudyaforei印1angIlagcastheirmajoL1'cachingtjme(4hourspefweek)islimjtedtonon·En—ishmajorstudents．clasStimeismainlyoniⅡtensivereading，thusout·of-classleaming，ofwhjchreadingoccupiesmuchofitspan，isneededforstudentstoacqujreEn舀ish．Also，trainingofreadingskillsandstrategiesispartOfthecoursepresentedintheirtextbookssystematically柚dinstnlctedbyteachersfrequemly．Therefore，studentshavebeenimpanedwjthskilI柚dstrategyknowledgea11dtrainedinusingthem．Thercsearchquestionofthepaper’howeVer，isnotone币ciencyoreffectoftheIraining，mentiollingofwhichjustservestotellreadersthats“llandstrategytrajningisnotamissingcomponent，butinsuf!ficienlexposuretorcadingmateriaJsafIercl髂smjghtbe．Ttlest兀Icture0fthethesisfollowsacademicconventiOn．ThercaresixmainpartsinmepapeLPan1isaboutrcsearchstatements，significancc，researchbackgroundand0VerallstrIlcturcofthepapeLPan2Ⅲest0presentarclativeand啪prehensiveliteraturercviewonreadjnginte硼sofjtsnattIre，rolesOfout-Of．classrcadinginreadingcomprehensiOnimprovement，andfactOrSthata圩ectout—Of-da蟠readjng．Whatjsfollowedinpan3areresearchmethods，twoofwhich，i．e．questio皿ai陀andintcⅣiew，havebeenselectedinorderto∞llectdata．Part4iscomparativelyshonbutdeaItwithinaseparalechapterforclarity．nispanjnvolvesdataresultsbasedonobjcctiveanaIysisfromcolleteddatathrougllquestionnaircandintefview．T1lercsultsamcate90rizedinthreeperspectiVes：studems’questjonnairercsults，students’iIltervjew陀sultsalldteachers’interview他蛐lts．Finally'asummaryofmainrcsuItsis酉ven．Afterresultdescription，thep印ermoVesontodjscussioninpart5thatiscomposedOfsixelementsconcemingprinciplesaIldmeasurctObetakentohelpwithle姗ers’Out一0f-cIassreading．IIIpart6，attemptsaremadetobrjngmainpojntsofthepaperint0abriefandcomprehensiveconclusion．2 东北师范大学硕士学位论文2．LjteratureRevjewThjspandealswithliteraturercvjewonthenalureoffcadin吕whataffcctsreadjngandtheTela“onsbipbetweenfeadingdeVeIopment蠲dout—of-classexposuretoprintedmateriaIs．Understandingthenatu陀ofreadinghelpstobuildupageneral，comprehensiVeandexploratiVepjcturcofwhat心adjnginVolVessothafwhata矗．cc￡srcadingisdrawnlogjcally．Manyelementsarencededjnthepmccssofreading，ofwhichrichaIldrcgularinputisOfutmostimport柚ce．Richandrcglllarinputoccu墙OVertimedufingwhichaut伽响ousfcadingistheforcmostprercquisiteandh勰itsexpressionandpresentationinlearne塔’0ut—of-classreading．2．1ThenatureOfreadingT1lenatufcofreadingisa1argeV01ume0ftheorcticalandexpcrientialjnfo册atjontllathasbeenstudied，exploredandpresentedbyresearcheIsind“-ferentaspects．T1lefbllowingpangeneralizeswhatreadingis，whatreadingcomprchensioniⅡvolves卸dwhatise砸cientreadingorwhatsl【illsarcinvolVediIIe虢c￡iver；cadingwhichcallbcuScd雏meansbutitismajnlycnd-orientediIlte珊sOfthenaturcofreadjng．2．1．1Readfngand哟dingcOmprehensfonThispanisageneraIizeddescripIioD0fwhatreadjngisandwh甜I℃adjngcomprehensioninvolVestheoreti龃lIy．Fifstofall，threeViews0freadingistobcdiscussed，柚dthenreadingcomprehensionistalkedaboutinabriefalldgeneralmanner．Th瞅Viewsof呦dingwhatreadingmeansisinIerpreteddifferentlythatrcvealsdiffcfcntviews．Nuttan(1996)tall(saboutchreeaspectsinrcadingheldbytllreegroupsOfpeople．one“ewisthatrcadingistodecode，decipher锄didentifyprilltedwords．ThesecondviewrcgardsTeadingasaniculation，speaking柚dpronunciatiOn．ThelastaspectholdsSuchaViewthatrcadingformeaning，understalldingaIldrcsponding．DecodingViewfocusesonrec0印in衄of、vfittenwords．Readingrelieson】(nowingprintedwordsfi巧1．suchaVjewisofimponance卸dnecessityespeciallyforbe百nneLForinteⅡIlediate卸dadVancedreaders，rec0印izingallwofdsisimpossibleandnotneccssaⅨUnknownwordsa11dphfasesshouldnotjnterfe掉wnhfluentrcadjng．StudentsarcalsotrajnedtounderstandtexIswithunknOwnwords．3 东北师范大学硕士学位论文ArticuIationViewbrjngssOundintOrcading．SuchViewfindsitsexpressjonillreadingaIoudtexts．It，howeVer'haslimitationsinreadingcomprehensionintwoaspects．Oneist上latjtslowsdownrcadingspeedandifreadinga10udhasbecomeahabitOfreadin岛0thermodalsofrcadingsuch勰skimmjng柚dScannin岛tOp-downreading柚dinteradjvereadingcaIlnOtbefIlllydeVeloped．These∞ndlimitatjon『eferstosoundwjthoutmeaning．UnderstandingandarticulationcanbediscOnnectedifbrainisnOtpnx冷ssingtheinfo加ation．Vcry0ftenwereadaIldwecanbecorrectinpronunciatiOn，but0urmindgetslost．ThethirdViewemphasizesrcadingformeaning．Readingmeansunde巧tandingmessagcsinsteadofrecognizingallwordsonly0freadingaIoud．SuchviewslOokatreadingasanactiVe，nuentprocess，whichinVoIVesthereadcrandIhercadingmaterialinbujldingmeaning．MeaningdOesnotonlyresideontheprintedpage，nofisit0nlyiIltheheadofthercadeLAllinte铲ationoccursinrcadingthatcombjnesthewords∞t量leprimedpagewjththercader’sback铲oundl【Ilowledge柚dexperjences．Readersmovethrougllthe研ntedtextwithspccificpurposesinmindt0accomplishspecificgoals㈨derson2004)．AlsoGrabeandstoller(2005)presentasin醇e—sentencedefinitjo力ofreadingasttlef01lowing：“readingistheabilitytodrawmeaning靠0mtheprintedpage卸dinterprctt11isinfo咖ationappropriately-”wallace(1992)explainsreadingfbrmeanjngbysayingthatIoreadistointe叩ret，tOworkoutthemeaningOfawrittenIext．Suchinterpfetatjon“meansreactjngtOawrittentext勰apieceofcommunication；inotherwords，we勰sumesOme∞mmunicatiVeintentonthewriter’spanwhichthereaderhassomepurposeinattemptingIouⅡderstand”(wallacc1992：4)．T1lepaperadopttlIetlIirdViewofreadingdefinitionfornon-En毋ishmajo陪sincctheyarcnotbe酉衄erle锄e砧锄dtIleirtaskinreadingistounderstandformeanjng’message卸dcontent．F0rthjs，rcadingcomprehensionistal(enintoaccountbecausesuccessinreadingcomprchensionmeanssucce蟠inunderst锄dingandintefpretingmeaniIlg．Whatrcading∞mprehensiollsmeallsandinVolVesisde盯lydiscIIssedbyGrabeaIIdstollcr(2005)．ReadingcOmpreheⅡsioⅡReadingdefinition∞nce丌lsgeneral弱pectsOfreadin舀whjchjsnotenOught0understandthenaturcofreadiⅡ吕Readingformeaningisactuallyreadingfbfcomprehending．CompreheIlsioninVolVesalOt0ffactorstOmakeitbereaJized．IIlotherword，areviewofreadingcomprehensioniselat)0rationoffcadingformeaning．Ac∞rdingtoGmbeandStoller(2005)，rcadingcompfehcnsion00versfourareas：pufposesfo¨eading，definilionaIprocesses，processingcornponents0freadingandmodelsOfreading．ThefourareasconcemsreadingcomprehensioncomprehcnsiVeIywithbe百nningaⅡdending．Beginningdealswithwhyreadersread，thenthey90lhroughreadingpfocesscst0understandand4 东北师范大学硕士学位论文finallyreadingimpr0Vementisactualized．T11efollowingfigurcpresentsGrabeandStoller’s(2005：38)ideaofwhatfeadingcomprehensjoninV01Ves．Figure2．1AnoVervie、Ⅳofreadingcomprehensjon(Grabe&stoller2005：38)Grabeafldstollcr(20()5)’sideasaboutreadingcompfchensiVeisofcomprchensiVenaturcandjsofnecessitytobeexp】oredfIlnheLF0rdarjtyandbalanccofpresentation，and5 东北师范大学硕士学位论文attentjOnintendedtohavefmmreaders，difEerentcomponentsofrcadingcomprehensionwillbedeallwithinsepafatesessjons．2．1．2PurpOsesforreadingReadersapproachreadingwithdif艳rentpurposes．AccordingtoGrabeandstoller(2005)mentionedab0Ve，peopleI℃adforseVenpurposes．Readingtosearchforsimpleinfomatjon：nisreadingtosc锄atextforspecificpiece0finfonIlationofaspecificword．Readingtoskimquickly：ItissamplingsegmentsOfatextfbrageneralunderstanding．ReadingtoIeamfromtexts：IttypicallyoccursinacademicaIIdprofessionalcontextsinwhichale锄errcadstoleaminfo姗ationsuch够knOwledge，vocabulafyandreadingskills，elc．ReadingtOinte酽ateinfo咖ation：nisrcadingthatjnvoIves“additionaldecjsionsabouttherclatiVeimportaIlcc0fcomplementary’mutua¨ysupponjngorconflictinginfonllationandtheljkelyst】mctudngOfarheIOricalfr姗etOac∞mmOdateinfo珊atjonfrommultiplesources”(p．14)．Readingtowrite(search／readneededjnf0Ⅱnationforwriting)：Itisreadingforgettingwhatisneededinawritingtask．1Ⅱfb彻ationcanbecontent-basedOrskil】一based．Readjngtocritiquetexts：Itisreadingtoevaluateatext’squalilies，usefulnessandsignificance，etc．Readjngforbasjccomprehension：Itmc柚sreadingtllalrequjresrapida11d卸tomaticprocessingofwOrds，strOngskillsinfo加AingageneralmeaningrepresentationOfmajnideas，aIldcf!fjcientcoordinationofmallyproccssesunderVeryljmitedtimecons们ints(p．14)．Otherresearche娼haVediscussedrcadingpurpIosesOrreasOnsforreadinginageneralway．AccordingtowalIace(1992)andur(1996)，the把aret、Ⅳobroad，gcneralreasonsforreadjng：rcadingforinfonnatiOnandreadingforplc髂ure．Whenrcade硌readforjnfo珊ationtheyapproachthetextwiththegoalofbeingableIogainnewinfo珊ationortoincrcasetheirleaming．Readingforple笛ureproVidesthereaderswithanopportunitytorelaxandenjoytheworldoftexts．F0rbothreasons，readersexpecttobeabletocomprehendthematefialbeingreadalldacllieVettleirpurpOses．T_IlefollowingisalistofthreemainreaSonsforreading：a．ReadforsurvjVal：Whenreadingisapanofjobrequirement，wedojtformakingaIiving．SometimesIeadingisamatteroflifcanddeathlikeastopsignforamotorist．“surviValreadingservesimmediateneedsorwishes”(、Vallacc1992：6)．SccondIanguagercadersusuallydonOthaVethispurpOse0rtllerejsnOchancet0haVethispurpOseintheirmofher-tonguedominanoecontext．6 东北师范大学硕士学位论文b．Readfofpleasurc：Readersrcadbecausetheyenjoydoingso．T1lepleasureprincipleisveryimponantinmotiVatingstudentStorcad．Enjoymentcallbeachievedwhenthematerialis彻瞳toodimcunandthetopiciseithercognitivelystimlllatingora岱ectivelypleasing．c．Readfofle锄ing：ReadingjsusuallyaboutVOcabulafy柚d伊锄marlearnjng．Illputc狮makeincidentalVOcabulafyacquisitionPOssible蛐dreadjngprovidesrichandaccuratecontextsofVocabularyusageanduse．C咖textualstudiesofVocabularyareOffofemostimport孤cetobuildupVOcabulafycompetencc．、bcabularystudiesrequifestudentstodeVotea10toftimc扑deffbnt0buildupVocabulary．6啪marisalsOapanofI趾guageleaⅡling．ReadingproVidesrichfesefvoifw“hdjf￡ercntstructuresforle枷erstoacquirewhjlereadjng．Vocabularyreadingcanbedoneeithersub∞nsciouslyorconscjously'bothOfwhichneedtOcontextuali叩ut．De∞mextllalizedlcamingdoesnotleadtolanguageimproVement．2．1．3ReadIngsk¨IsandstrategiesUnderstandingrcadings“Ilsandstrate酉cSisnecessaryforunderstandingwhatnuentorefficicntrcadingis．Sothissessiondealswiththese咐ote衄s锄dtbe打exPrcssjonsinreadjngcomprehensionReading划llsandstrale百es盯edjH．crentbutcaⅡbejnterchangeabJebasedonhowmindptocessesofdeaIswiththem．AccordingtoParis，wasik柚dTumer(1991)'sl【illsare她tomaticinfb册ation—proccssingtechniques，whichareapplicdtoatextuI啪Ilsciously．Thisunconsciousappfoachtorcadingcomes丘omrepeatedpradjce，compliancewi山diI弓ctionsandmassiVereading．1nthissense，skinsrepfesent1inguisticp“)cessingabiljtiesthat舡erelativelyautomaticinthei『useandthcircombjnations(c．譬．wofdreco星mition，s”tacticp-0cessing)．oritc柚besajdthatsl【illsarcseenasgcⅡerallea兀lingoutcomesofgoal-driVentasks，acquiredgradually卸deVentuallyautomatised(0mderson1995)．Incontnst，stmte百esarcofconsciousandintentionalnaturctllatrcfcrstoactio哪selectiVclywithpu邛10sestoattaindesjred留oals．Asl【ilIcanbe∞meas自mtegywheDitisusedintentionallyforapurpose．“kewise，astrategycanbecomeasbllwhenitisusedunconsci叫sly明dautomaticallyoveftime．1Ilothcrwords，strate脚estllatarcj且t啪出jzedandusednaturallyinrcadinghavebecomeskms．Strate画esareoftendefinedasasetofabilitiesunderconscious∞ntmlofthercader，thoughthiscommoIllyidentifiedasstrate百髓arerclatiVelyautomatjcintheirusebynucntreaders(e曙．sl(ippingunkIlownwordwlIilercadin岛rcrcadingtoreestablishtextme卸in曲．nefollo、vingisa1jstofitemsthatcanbeskillsorstrategiesbasedonwhethertheyareusedjntentionallyor卸IomaticaIly(可enley＆Readence1990；Ur1996)．。Skimming：readingtogetmainideasf幻mapassagewithnoattempttounderstanddetails7 东北师范大学硕士学位论文Scanning：readingtolocateapanicularpieceofinf0肌ati帆withoutnecessarilyunderstandingtherestofatextorpassageFindingtopicsentenceWbrkingoutsupponiVedetails0rexamplesPredictingwhatistocomenextGuessingmeaningfromcontextUnderst卸djngimpliedideasOutliningt0findimpOnantinfOmatiOnSummarizinginformatjonUsjnga伊aphicorganizertoo瑁芦nizeiⅢb叽ationAnotherlistofitemsisprovidedbyGrabeandstoller(2005：16)whote咖edthanasrcadingstrate酉es．·specifyingapuTposeforreading·Planningwhatt0do／whatstepstotake·Previewjngthetext·PredictingthecontentsofthetextorsectiOnOftext·Checkingpredictions·PosingquestjOnsaboutthetext·Findinganswerst0posedquestions·Connectingtexttobackgroundknowledgc·Summ盯izinginfo肿atjOn·MakinginfcTcnces·C叽nectingonepan0fthetexttoanomer·PayingattentiOntOtextstmcture·Rereading·Guessjngthemeaningofanewwordfmmcontext·Usingdiscoursemarketstoseerelationships。Checkingcomprchension·ldentifyingdi币cultjes·Th“ngstepstOrepairfaultycomprehensi∞·Crjtiquingthetext·Judginghowwe儿objectjVesweremet·ReflectingonwhathasbeenIeamedfmmthetext．TheaboveactionsonthelistrcquireattentiOnalandconsdOuse肋nsforIeamerswhoarcintheprocessofreadingimproVement．Leamersmaydoall，someorafcwofthemautomaticallydependingontheirlanguageproficiency-WhateVer，IheaboVeitemscanbeusedasstrategiestodealwithreading．8● 东北师范大学硕士学位论文2．1．4FIuentande竹icientreadingRuentrcadingmeanshavingtheabilitytounderstandinfo彻ationinatextandinterpretitaccuratelyandappropriately．Suchunderstandjng趼dinterpretjngarecomplex卸dc柚beconcrctizcdintoasetofprocesses，ofwhichOneitemcaIInotdefinewhatfluentreadingisbutanofthemtogetherpmvideacomprchensjve锄daccumtepjcturcoftheprocessesrequiredforfluentreading(Grabe＆Stoller2005：17)．’ar叩jdprocess：RuentrcadingmustoccurrapidlyiIIalmOsIanypurposefu】contcxt．Themorcquicklyatextissuccessfullyread，thebetterunderst柚dingaIldprOccssingofvariOuscomponentscallbeachievedwithinlim恼oftilIIe．‘锄e艏cicntpfocess：ManyeIements0rvariousprocesses耵einvolVedincomprchendingatext，aUofwhichshouldbec00rdinatedandcaⅡiedoutautOmatically．。anintcmctiVeproce踞：ReadingisinteractiVewhenreadcfsareworkingfrom础：o印ition0fwords，analyzingstnIcturcstofb册meaIlin岛锄dbuiIdingmainjdeasintheirheads．～lttIishappensqujcklyaIldiskeptactiVeiIlreade巧’wo『kjngmemory．IntcractivercadingalsomeaⅡsrclating1inguistjcinfonnatiOnfrommetextstoreade陪’back伊oundknowle吐gcactivatcdbythereaderfrom10ng—te咖memory．·astrate百cprocess：Beingstrate舀cmeaⅡsrec0印izjngdjfficIllties，dealingwjnlimbal卸cesbeMeentextinfo珊ation卸dreaderknawledgc卸dmal【ingdecisionsfornecessaryalldappr0埘atechanges．。anexibleprOccss：BeingnexiblebeingfeadytOmal【epurI，0sefulchaⅡgesandOn—goingmonitoringofreadingcomprehension．。aneValuatingprOce娼：ReaderseValuatetextqualities赳ldals0co衄ectsormatchthetextwitIIpurpOses孤dmotiVationsforrcadiIlg．’apurposcfulprocess：Readingisalwayspu巾osefIllinwhattorcad，whytor％ditandhowt0readit．。acomprehendingproce鹞：Readersuscstrategiesorotherproccsst0unde体tandjng卸djnterpretatext．SuchaprocessisdonebyreaderswhOuseco印itivcabilitiesadiVatelo西c，reasoningandassociatives虹lls．‘aleamingprOcess：Suchlea玎lingpmce船occurseitllerinacquisitionmanner柚dleamingmanneLLeamerScaIlmakedecision姐dconsciouseffontostudysomeinfo舯ationfromatext．HOweveLaslOng觞rcadersarercadingsubconscjous1earningoccurSeVenwhenthereisnointentionalleaIlingtobecarriedout(KrasheⅡ19821．。alinguisticprocess：Readingislinguisticp门)cesswhichisoftenshadowedbyitsrcasoningOrcOmprehendingprocess．DealingwittlatextinVolVeslinguistjcknOwledj驻andskjlls．Grabeandst01ler(2005)emphasizethatcomprehendingjnVolVedalltheaboVeprocesses9 东北师范大学硕士学位论文jnquickandcontinuousIeadingsimultaneously．HoweVer，theirsetofprocessisseparatevisuany-T0combineallofthemto伊therisdonewellbyNutaIl(1996)wh0uscsemcientrcadingwhichisals0nuentreadjng．Adcquatcundc临tand吨ScaMi“gands“mmjng广—————L——-1Pnc6sjngs啪ni“gP|删ising出删唱F咖佗2．2E彤cieIltreading(NuItall1996：46)Thefirstthingfor1e枷erstodoistodec讨ewhattheywanttOgetoutoftheirreading．0nceareaderh弱definedtheobjedive，heorshecontinueslodecidewhatmatcrialstochoose．T1lenextIaskistouseitefficicntlywhenleamersl【nowwhattheywantandhaveIocatedsujtablemalerial．ThisdoesnOtnecessarilymeanrcading勰fast弱pOssible，norneeditentailunderst龃dingeverydetail．Oneoftheprincjpalcharaderisticsofagoodrcaderisflexibility-Agoodreadervarieshisspced，andhiswholemaIlIIcrofreading，accordingtothetextandpurpOseinreadingit．Readjngnexiblymeansalwayskeepinginmindhowmuchyouneedtorcadin0rdertosatisfyyourpurpose．Thishelpstodccidewhichpansofthetexttoi弘0Ie，which协getthe舀st，andthenwh曲parts(if蠲y)tostu如closcly．HefescanningandskimmingareimponantskiJlsneeded．k锄e琏needplentyofpracticeintheseskills．11cxts～cspedallyb(，oks-—contajnaVarietyofresourceswhichhelpreadefStounderstandandfindtheirwayaboutinthelineaftextitscIf．Resour∞sfefertosub—titles，summarics，tablesofcontcnts，etc．，whjchareajdstoe衔cientreadjng．Theyenablele帅erstoreadselectively(omittingiⅡcleV柚tseclions)ando仃ersomeduetomeaIlingbysi印alingWhatcanexpecttofjndi11whichpartofthetext．1mprovingrcadingskillsneedstimeandeffons．Itwillbefurtherdiscussedinanothefpanofthispapersincehercourfocllsjsthenatureofrcadinginsteadofhowtoi巾P『oVercadingskills．0 东北师范大学硕士学位论文2．1．5PmcessingcOmpOnentsOf陀adingTherearetwoleVe】si力processingcomp彻曲tsofreadjng：】awer-leyelprocessesandhjgh—IeVelp-0cesses．T*op-Dcessesf0册swholenessofreadingcomprehensioninwhjchlow·leVelprocesses盯eViewedasmOreskillsoriemated卸drequiremoreautomaticlinguistjcprocessin岛whereashigll一1eVeIprocesses∞mprehensjonorientatedandmakeuseofreaders’schemal(|10wledgealldinfcrencingskilIs．Low—levelprocessesgOtohigh—leVelpfocessesandhjgh—leVelprocessc锄otbeimpossjbJewnh咖texisIenccoflow-1evelprocesses(Grabe＆St01lcr2005)．Lowe卜leVelprocessesare0tlmg叭stlcnature，whIchconcemsseVeraleJements．Fjrst，itinVolvesIexical煅ssmeaningthecallingupofthem∞ningofaVocabularyitem弱itisre00印jzcd．Suchrccoglljcionshou】dbedoneau￡omafjcaJlyandrapjdly_Second，iow-1eveljsaboutsyntactjcparsingthatme卸sbeingabletotal【einaIldstorcwOrdstogethertoreachbasic乎_ammaticaIinfo姗ationleveltosupportcIause·levelmeaning．Thisprocesshelpstodis锄biguatesmultjple-me锄ingwordsin乎砌matical胁es．Third，semanticpropositi∞fb锄ation蚴rswhenreaderScombinewOrdsmeallingsaIldstructumImeaningsintObasicdau辩-leVclmeaningunits．Finan弘woddngmenloryisactivated，whichmeansanotherproccSses柚dthenet、vorkofinfo珊ationarcbeingdealtwithata百Venmo邢emorashonperiodoftimeinworkingmemO哆Hi曲．1evelprocessesoccufwhenreade璐trytofbmlasummaryofatext。construdaeIabOratedinterpretation，drawing∞backgmundknawIedgeandmakjnginferences，etc．TberearefouTpansjnhigh-levelproccsses弱well．Thefirstistocoordinatesjde船fromatcxttoworkoutthemainide弱觚dsupportingonesinord盱tofb咖ameaIlingrcprcsentationofthetext．111otherwords，itispfocessingoftcxtualordiscourseinfbnnationofatext．ThesecondistOiIlterpretatextbydrawinginpcrsonalgoals'feeljngsandbackgroundexpectati∞，whjchiscaIIedsituatjonmodelofreaderinterprctation．Thethirdis址)outback盯oundknowledgeandinferenciIlE．Thisiswhereschemaandreasoningareneeded趾dtakeef!1．cd．Sharedandcomp】eteschematicknowledgeandinferenccshe】psnueⅡtOre币cientrcading．o潍mlrily，wrong0rincompletebackgroundknowled鼬卸dfauItyinfbrenccscanmakercadersdeviatef『omworking0ntherighItrack0freadiⅡgcomprcllensjon．Finally'cxecll￡jvccontrolprocessingplaysitsrolebyOVerseeing，Teestablishinggoals柚drcpaifingproblemsorcvenbrcakdDwnsinreadjngcomprchcnsion．IIlsummary’low—leVeIprocesses蚰dhigh—levelpmcessestogctherf0咖readers’cogIlitiveproccssingrcsourcesthatmakereadingcomprehensjonpossible．“ReadingcomprehensjonisanextraordinaryfeatofbalancingaIldcoordinatingmanyabilitiesiIIaVerycomplexandrapidsetofroutines”(Grabe＆stoller2005：29)．11 东北师范大学硕士学位论文2．1．6MOdeIsofreadingGrabe锄dStoller(2005)discussmodelsoffeadingintwocategores：metaphoricalmodels0freadingandspccificmodelsOfreading．Met印horicalmodelsrefert0bOttom·upmodel，tOp—dOwnmodel，andinteractivemOdel．ThethfeemodelsareofprOmjnencepositioninresearchofreadjngcomprehension．Thisparttan(sabOuttheIhreemodelsofappIDachestOreadjngbyaddingotherresearchefs’views(carfell，Devine，柚dEskey1988；1YangShuchen＆YangMin2004：Nuttall199∞．Tbp·dOwnmodelT印一downmoddapproachesatextdjrccfedbygoalsandexpectatj咖sof”adersjⅡ”adjng．ReadersinatOp-downmOdel0freadingpossessasetofexpcctationsaboutwhatinf0册ationexistsinatextands锄pIesenougllinfo椭ationfromlhetext．1ntheprocessofdoingthis，readerseitherconfi加orrejccttheirexpectations．T1lercfore，infcrencjngisaprominentfeatureinatop·downreadingmodelbecausereadersneedtoassodatehisschemaorbackgroundblowledgewitlltextinf0册ation．Inotherword，intop．do啪processin＆reade体drawOntheirOwnintelIigcnceandexperiencetOmakeprcdictionsbased0ntheschematheyhavetounderstandtIletext．ReaderSeitherconsciouslv0rsubconsciouslyinterpret勰sumptionsordrawinfcrcnces．Byma“ngconscioususeOft叩一downapproachrcadersc锄seetheoVerallpurposeandmeaIlingofthetcxt，orgetamughideaofhowthewriterO唱anizesorOutlineshis0rherargumentandguesswhatfollowsaccordingtoschemaordiscoursel(Ilowledge．Thefollowingpicture百vesusavivjdviewofwhattop—downappfoachtorcadingis．Figure2．3Nuttall’s10p-downmodel(1996：16)1Theabovepjcturecomparestop—downapproachtoanea创e’seycViewoftbeJ卸dsc印e．Theea舀eislikeareaderwh0stayshi曲aboveandtriestounderstandgeneralthingSofthelandsc印ebelow．Bynyinghighabove，gcnera】naturcofthelandscapecaIlbeprocessedbetterthanstayingontheFound．12 东北师范大学硕士学位论文Bottom-upmodeIBottom—upmOdelrefcfstoamechanicalpatteminreadingwhere“thereadercreatedapieOe-by—pieccmentaltransIatiOnOftheinfoHlnationinthetext，withIittleinterfcrencefromthereader’sownback掣oundknowledge”(Grabe＆stoller2005：32)．ReadersundeIstandmeanjngbyprocessingwOrdsandsentencestepbystepinalinearfashion．SuchamodelpaysattentjOnt0detailedinfomationbVscnltinizingvocabularyandsvntaxtomakesenseOfthetcxt．Readersdobottom—upreadingbecauseofseveralreaSOns．0帆eistheirinadequacy0flaIlguagcpmficiency'whichme强sreadersfeadadifficIllttextwithmanyunknownwordsandcomplexsyntaxstructures，Thesecondreasonisthatafeader’sbackgroundknowledgejsdiffefentfrommewmer’sview，thercaderusuallyslowsdOwnrcadingandtacl【lethatpaninpanicu】aLThethirdrcasonisreaderfcelconnlsedaboutsomepointsinreadjng．I【lordertocl撕fyconfIlsingpoints，reade塔usebottom—up印proachtoworkoutdetajledmeanings．Thefbllowingfigurcisametaphorofwhatbottom-upreadingis．F缝Ⅳre2．4Nuttall’sbunom—upmodel(1996：17)Thepersonjnthepjcturcisascientjstwho，accordingt0Nuttau(ibid)，usesamagnifying茸弱stoex锄inetheecologyofatfansect，whichisatinyofpartofthewholelandscape．Thct蜘啮cctc柚beameI印horofanewword，adifficultsentenccOradiffcrentideainatext．Usingbonom-upmodclhelpst0f0咖adetajled吼derst卸dingOfthatOnelittlearea．InteractivemoddB0tllbottom-upmodeland￡0p·dowⅢmodelc锄be0flimjtationsjfoⅡlVoneoftllemisusedinreadingincertaincontexts．Therefore，combinationofthetwopmcessesknOwn鹤inte柏ctivcrcadjngjsadVocatedbyTeseaTchersalldemplOyedbyreaders．111reading，arcadef00nt抽ual】yshjftshDmonefbcus￡Oan0山er'nowadoptingatop-dOwnapproachcoprcdidtheprobabIemeanjng，thenmovingtothebottom—upapproachtocheckwhetherthatisreaUVwhatthewritersavs+Suchmobilizationisusuallvconductedorrealized岫u功makingconscjouschojoesande疗brts．13 东北师范大学硕士学位论文ThehybriduseofbothmodelsinteracIivelyoccursintllrcemanne玮intjmeframe．Fi『st，somereadefsdotop·downreadjngtogetageneralideathatcanbefuUorloose，thenfcadersmoVestodeta们edpansusingbottom-印印proachtounderstandspecificpans．Finally'readerslmthejrheadshigIltodealwithtlletext丘Dmtop—downperspectiveagaintogetaf11llerunderstandingofchewholetext．Theseoondma衄eristOdealwilhatextusingbottom·upapproachormodeldirectlywithouttryingtoundefst锄dthetcxtasawholefirst．SuchmannerisadopIedeitherbecausethetextist00di蹦cultorttleIeadefhasalinearhabitofreading．』址erunderstandjngdetailedthinEsinthetext，thereaderado口tsatop．downwayt0getageneralunderst柚dingOfthetcxl．Thethirdma仰erismoment·to-mOmentshjftin2ofthetwomodelswhicharcusedalmostatthesametimeOrshjftedmpidlyinrcading．Suchamannerofrcadingrequiresreaderstobeactive锄drapidinrcading柚dalsOtheirworkin2memoryisactivelVinvolved．hlsummarytllethrcemodeIsarepromjnentinreading．Whichoneise如ctive卸dwhichoneshouldbeadOptcddepends咖f她torssuchasreaders’purposes，tcxtdifficIIltyortasksrcquirement，etc．ForsecondIanguageleamers，allmodelsshouldbcpracticedandusedin0rdertodealwjthvariouskindsoftextsindiflIerentsituations．2．2Out-Of-cIasSreadingandreadingdeVeIOpmentOut-of-cl嬲sleamingrefersloanykindOfleamingthattakesp】aceOutsidetheclassmomandinvolvcsself．inst】．IlctiOn，naturalisticleamingorself_directednaturalisticleaming．MostlaIl母lageleanlingresearchtOdatehasfocusedontheclassr00mandthestudv0f0ut—Of-classleamingisarelativelynewareaOfrcse盯c：hwithconsiderableimplicationsfoftlletheoryofaulonomy(Benson2005)．ThissessionaimstotalkabouttheiIIlponanccof0ut-of．classrcadingforsecondlangruagele锄ersinfivepans，someofwhichcanhavesomeoVcrlappingpoints，buttheyareprcsentediⅡdiⅡ-crcntpansfromdi仃ercntangles．2．2．1MassjVeexpOsuretoprjntThenatu托ofreadingcomprehensiontellsusthatreadingimpmvementisnoteasvandrcquiresm勰sivepractjceandtremendOusamountOfexposuretoprintsovertjme．T_llus，classroomreadingpracticeandtimeamountisnotenougllata11．Forthis，“isbelievedandadVocatedthatlea玎lersshoulddoaIotofreadingafterda蟠(YangDangling＆LiMinqu卸2004；Gaoxjang2006；Yanwenqing2005)．Grabe柚dStoller(2005)havediscussedinmanypansthmuBhouttheirbookthatm硒siveexp0SurctoprjntisoffocaIimpOnantindevelOpingreadingcomprehension0rabilities．Also，AldersonandUrquhart(1984)，Yu(1993)，Day锄dBamford(1998)，andurquhanandw：eir(1998)，aⅡdhavetalkedabouttheimportanccandnecessityofreglllar姐drichexposu陀tOreadjng．AccordiⅡgtothem，almosteVeryaspeclaboutreadingimprovemenlneedsla唱Binputfirst．Inordertomakercadingprocessesrapid，e施cient，interactive柚d∞mprehendin岛years14 东北师范大学硕士学位论文ofreadmgisneededtopracticethoseprocessesuntilIntemaljzjngthemintOⅡaturalandsub枷nscjouspanofreadingofareadef-For王ower-levelandhjgll—levelprocessestotakeplacce两ciently’rapidne豁isofutmostimponancc．Rapidnesscomesfrommanyhoursofpradiceinreadjng．0ther硒pectssuch勰usingandshiftingdif!ferentmodelsaredonethrougIIabiljtyinsteadofintentiononly．Abilityisacquircdthrou曲contjnuousrcading．LangIlageproficiency'schemasharingandi玎ferenicIlgalIcomesfrommassivereading(HuallgYuanshen2006；ChenLiping2006；UuGaIlg2005)．out-of_cIassreadingmakesmaSsiveexposu他toprintpossible．Asdiscussedabovc，rcadingimproVementrequiresalot0frcading皿dtrcmendousamoumofpractice．Readingjmpmvementtakesalongtimeandmuchlongefthatithasbeeneveranticjpated．Thereforc，Out-of_clasSreadjngtal【esthemle锄dthesupremeroleofprovjdjng柚dg岫ranteejngthatleamers啪cxposetIlemselVestoreadingmaterials．Readingisnotasocjalbehavjor；itisasolitaryandinlemalcognjtivebehavjoLUndefstaIldin2atextisdonctheinvolVedreader；otherscanhelp，butfromthebe百nnin吕thI曰ughouttheproce龉卸dintheend，itisthereadcrhim／llerselfwhodoesthercadjn卫inhisofherownavailabletime(L柚Chan鹊jn&ZcngJje20()4；HeXiaodong2004；xuJinfcn＆PengRenzhong2004)．ReadingisiIltemalbe伽sereade俗’mindmakesprcdictio眦andinfcrenccs．BecauseoftimercstrajntsaIldcollcctivenaturcofdass啪mteachin晶out．Of-daSsrcading啪extendtimeandprOvideanindividuallOcationwhefereaderscanapproachandprocessreadingjntheifawnstylesandm卸ners(Chen0ingsong2006；LiPing＆zllangGuoying2006；HeXiaodong2005)．Insummary；rcadingimproyementneedsmassiveexpOsuretoprintand0ut．Of-classfcadillgmakesitpOssible．Coady(2001)talksaboutaVidousC妇deaboutextensiVercadingbasedontheideasputfonVardbyNuttau(1982)．Thereisaprobl锄withthecirclebecausereadingmorcmaynotleadtorcadingenjoymcnt，andreadingenjoymentmaynotleadtoreadingf觞teLSosOmechangeismadefbrthecircletobelikethefblIowingfjgure．ReadsmOre厂、黝L酬一。，夕Lk。d。‰鼢／111iscircletellsusthatalotOfreadingcaIlmakeareaderunderst趾dbetter'whjchhelpsto 东北师范大学硕士学位论文readmorequickly．QuickrcadingcanbringasenseofachieVementtothercaderwhonurturesinterestjnreadjng(Lichangztlen2004；wangxiaoJuo＆zhangwellzhong2005)T1losewhoenjoyreadingtendtoreadmore．Thus，suchaVinuouscirclegoesonandon．2．2．2LinguisticproficiencyLinguisticproficjencyisveryrelatedtoreadingasreadingisaljnguisticprocess．Withoutlinguistjcknowledgcallds“1Issuch鹞vocabularyandsyntax，readjngunderstaIldingisimpossibletoreachbecause10w-levellangllageproficjencycausesdj衔cultiesinL2rcading(zhangDelu2006；wenQiufang&wangLif色i2004)．L2readjngisquitedin’ercntfromL1readjng．Fluentrcadingneedsknowing95％ofwordsinatcxt(H配enbu曙＆Hulstijn1996)，whjchme柚saveryla唱erccoglljlionofVocabula哆Yctbe舀nIlingL2rcadersdOnothaveenoughvOcabularystoredintheirheadsforusing．Andinadequatcgf帅marl【110wledgema】(esreadersgettinglostwhentheymeetcomplexa11ddif：ficultstructurcs．～gIlmentsthatL2rcadersdonotneedknowledgcofgramm屿occasiOnallyvojcedintheL2literaturc，盯eclc盯lywrong(Alderson2000；Urquhan＆weir1998)．Unguisticlevel，inothcrwords，canbecl弱sifiedintotw0pans：gr柚marandVocabulary．(乃mplexanddi厢cultstmdurcsmakesrcadersget∞nfused，lostorevendespaired(Yaoximing2002；MaoLiqun2005；LjuBo兀l2004；wciYaozhang2005)．IIladequacyofvocabularyknOwledgesuch嬲notknOwingthewOrdaIldnotknowingthecontextualmeaningofthewordmakesrcadersfceldif!ficultorevenhelplessinreadmg(GongBing2006；MoYuanguo2004；WuShi”&W锄gTongshun2006；zou0iming＆zhouRuiqi2004、．Noticeably，linguisticpmfidencyaffectsreading，butreadingcaII，intum，improVelinguisticability'whichiswhyrcading啪bcalea兀lingprocessanditis”allyregardedaslanguageinputa11dme锄sforl锄guageiIllproVementjnEn出ishlaIlgIIagele锄jllgaIldteachjng．肖。ccordingtoKmshen(1982)，languagedeVelopmenttakesplaceinbothacquisiti彻aIldleamjng．Ac∞rdingtOhim，acquisjtjon，asubconsciousleaming，ismorcimportant卸def：1．cdivethanleamin岛withthelatterfIlnctioningasamonitor0reditoLHefurtherclaimsthatlanguageacquisitioncomesfrom1argecomprehensioninput．K_nshen(ibid)thinksthat柚imponaⅡtconditionforlangIlageacqujsitiontooccuristJlattheacquircrunderStalldi印utl锄gllagcttlatcontainsstmctureabitbeyondhis0rhercIlnentleveIofcompctence(i+1)．Tlllercf0陀，rcadingisaVeryimponalltmeallforlangllageinputthatjscSsentialforlinguisticimprOvement．Here，againcomesthejmport锄ceofout一0f．classreadingwhichmal(esinputpossible柚dfinallylanguageimp-0vementDOssible．2．2．3AutOmaticprOcessIngManyelementsarIds“llsarcinVolVedinunderstandjngatext．A11thisrequircsreaderstO16 东北师范大学硕士学位论文beabIetoprocessthetextautomatjcally．ThusautOmaticpmcessjngjswhatisneededandalsoa90altobeafIucnt他adeLGrabe柚dstoller(2005)mentioncd1ltimesin12pagcsoftheirbooksthatautomatjcprocessingisofVitaljmportanceandthatmassjveexposufeoveralongperiodOftimec柚mal【ercadersequippedwithautOmaticprocessingability．AskiIledfIuentreaderpossessestheabilityin“rapidandautomaticprocessingofwords，skillsf研fb哪inggeneraJunderstalldingOfmain卸dsupponiVeidcasinthetcxt'andefficientcoordinationofm皿yprocessesunderverylimitedtimeconstraint，’(ibid，14)．ReadingskillsrefertO1inguisticprocessingabiIities．SuchabilitiesarcOfautOmaticnaturejnusingskiIls锄dtheircombjnationslikercco朗itiOnsofwords彻dprocessingofstrIlctures．Info珊ationproccssingisdOneautomatica】lyjnnuentrcading．Rapidne蟠existsinanypurposefIlIreadin＆wh0∞“idcncccanbcfoundinsuccessfIllreade巧．Agoodlanguagereadcrreadfast柚daccurately．Howmanywordsc柚areaderfeadpcrmirIuteisoneoftheassessmenlcIilcriatodecjdewhethersuchareadefisa200dornuentone．AnthisisbecausevariousprocessesiIⅣolvedintextundefstandjngiscoordinatedaIldcenainprocessesrequiretobecondudedautomatically．Automaticityrefersto叫tomaticlexicalacccss，syntacticparsing卸dsemanticpropos掘0nfo舯a￡ion．1IIsummaⅨ“tlleeff王cicntcoordinationofinforIIlationhommpidandautomatjcprocessesisanecessarycomponentofnuentreadingcomprehe璐ionabiljties’’(ibjd，25)．Automaticitydoesnotc咖efmmc叩sdousIntention；insteaditcomesfrompradicc(LiuHujjun2003；wangShourcn2006)．Suchpradiceisregulaf’continuousaIldm弱sivcbecau∞automaticsbllsaredif：ficultoreVenimpossibletodeVelopwimoutexposuretoprintthrou曲m柚yh伽rsof『eadmgpradiceoveral伽gperiodoftime，ForcxampIe，“bothrapjdproccssingandautomatic“yinwordrecognition(forala唱enumbcrofwords)typicallyrcquircthousandsofhoursofpradiccinrcading(ibid，21)．Grabeandstoller(ibid，30)concIudesassertiVelythat“stlldentsneedtoengageinreadjngformanyhoursattext一卸dtask·leVelsappropriatetothcirabilmes．1tisonlythroughextendcdexposurcofmeaningfulPrinttha“extscallbeprooessese摄cientlylhaltha￡studentswilldevclop签玎llentreadeL”Anderson'SACTmodelal∞expl“璐thatrcgulara玎dabundantpracticeleadstIlⅡingpmdudionstagewheresl【illholdcrpmcessinfo册ationarIdtakeadionsautOmatically．Andefson，sAcTmodelstandsfor触ptivecontmlofThought，towhichCook(2000)pI_oVidesabriefgujde．—咖rdingtoCoOkwhOanalyzedAIldersOn’sideas，“thccofeconceptjnthemodelisIhepmductjonsystem，madeupofproductionnIles”(p．246)．Basedonc00k(2000)andschimidt(1992)，Anderson’sthreestagesofskjllsle姗inganddeVelopjngstansfromdeclaratiVestage，toprOceduralstage，andtuningproductionstage．IndeclaratiVestage，ncwinfo珊ationisperceiVedasdcclaratiVefactsandmaintainedinworkingmemory．1Ilpmccduralstage，newfactsareembeddedinproceduresforperfbminginVolVedskillsejtherthroughcompositionorprocedumlization．Thefinalstage17 东北师范大学硕士学位论文canedtuningpr甜uctionstagemeans1ea丌1ers’mindstrytogeneralizepmduccionmlestoother∞nditions，distinguishfinerdiffcTencesaccordingt0theoccasionofproductionsbejngused，andautonOmouslycondudss“llswhicharenolongeravailabletoconsciousness．TheproductjonmOVesaremoreOrlessguidedbyinstinctorembeddedmles．AnderSOn'StheoryteUsusthatautomaticityisthe丘nal粤oalofaⅡys“lldevelOpmem．1tdoesnotexdudeskillknowledge．Infact，itreg甜dsknowledgeasdeclarationinf0咖ation0『nllesandsuch邝1esmustbeputtopracticcwherchvpothescsarcfo啪ed，tested柚damendedconSciouslyuntiIIeanlersdonothavetorcfertomlesconsciouslv．Heorsheiustperfo眦autOmaticallyb勰edonhisorherintuitiveorimplicitl【nOwledge．TWoimplicationsca王lbework迥ou￡fofrcadingimprovement．C)Ileisthatimpartingskillk110wledge柚dtraillingstudents’readjngstfate舀escannotonlystayatthcfirStstagewhichisdedamtive．StudentsⅡeedtopracticctofofcompositionandproceduralizationtOhappen0veranextendedperiodtime．Sothesccondi加pljcationisstudentsshouidbe，|ujded，encoum鼬daIldevendisciplinedtodoalotofrcadin2anerclassintheirOwntime．2．2．4SchemaexpansiOnBesideslargeamOuntofinput，OtherelementsareinvolvedlikereadiIlgavarietyofgenrcs，l叩icsandsoc{al《uJtumlinf0加alj伽，whjchare900dforbuildjngup幽ema(Xuxiuyun&CaoChunchun2003；FallDongsheng2005；JinJie2006)．Sch哪aisaboutpreviousexpefjenccthatexjstsinmindandisactiVatedwhensimilarnewinfomationcomesin(zhouSuj2005)．1nhemoreknowledgeandex即“enceIeamerShave，themorecapabletheyarciIldealingw“h佗ading．硒owledgeandexpe—encelaketime卸def!fbntobeintemaljzedinleaTIIers’minds．Thereforc，out—of-cIassRadingcomestoplayaroleinstren酉heningsch锄a．Ef：f_cdivefeadjngcomprehensionneedsdiscoursel(Ilowled鼬．Sometimesreadersmavknowmostof山evocabularyandunderstaIldtIlemainconceptofatext'buttheymaynotfollowthespeci6cdevelopmentofthetext，蛐chasthenewinf0彻atiOnbeingpresentedorthea掣men括beingmade．neyrecogⅡjzelhafsomelhjngjsnolwD埘ng￡heway￡hoyexpect，buttbeydonotknowwhy．Know】edgeoftextgenrcsandstmcturcsallowsreaderstoaccessiIl|．0咖ationmorcreadi】y卸daccuratel弘astheyconst九lcttheirpersonalinterpretationsofthetext(～exaIIder＆Jctton2000)．11lereforc，l【nowledgcofdiscourseo唱anizationisveryimponantforL2leamers，espcciallyiIlmorcadvallced猢demicsettin鼬(Chengzhuo2002)．Schemaisamentalstructurc，whichallowsfortheorganizationofinf0兀Ilationinthelon争temmemory(wallacc1992；Nuttall1996；Silberstein2002)．whenrcaders’mindsarestiIIlulatedbykcywordsorphraseinthetext，theirknowledgcschemasareadjvaIed．18 东北师范大学硕士学位论文Ascognitive∞nstructs，schemasallOwreadersto”lateincominginfomlationtoalfeadyknownjnfo胁ationinthemind(Cook1989)．williams(1984)andwallacc(1992)describeschemasasorganizedback酽0undknowledgcandsuchknOwledgeleadsustoexpeclofpredjctw由at舢csnextjn0urjnteq)『etatjonofdjscou巧e．Readingisa11activeprocessthat∞tajlsconst兀lcti帆Ofme卸ingbeyondsimpledecodjng．ActivationofwhatisknowⅡabouttheworldclearlyaSsistSprocessingthevisualcode．Schemaisausefulconccptinunderst卸dinghowweafeabletojnterprettextsbccausethcwavweinterpretdepcndsontheschematainourmindsandactivatedbythetext．Whcthcrwecanunde『standdependonwhetherourschemataansufficientIysimiiartothewfiter，S．ThemorcwehaveiIlsharedpartsbetweenpriorinfonnationandthejncoming0ne，theeasieritisforustounderstand．1fthesharedpanissmallordoesnotexist，itisdifficult0revenimpossibIeforrcadcTst0iIlduoctheme锄ings曲outpc叩le，eVents，andmessagcs，whjcharenotexpliciⅡyoradcquatelyrefe『redtointext(QiHon曲o2004；zhouDajun＆GuiUmin2006)．Lackofschematicknowledgcmal【eS“adisadvaIItageforreaderstointerpretthetcxtanddoesnotlcavemuchroomforrcaderstodealwithotherpans0fthemateriaI．Thelesssharcdpanreadershave，themorcdi币cultthereadingis．BuildingupschemaorexpaIIdingtheslIaredpansOfthewriter’sschemaarIdthe她adefs’schemaneedSalotOfrcadillg0veralongperiodoftime．Regular卸dfrequentrcadingaccumulatcsandstren掣h衄sback謦oundknow】edge：fo瑚alschemataa玎doont肋tschemata．Fb丌nalschematameanlinguisticl【Ilowledgesuch勰Vocabularyalldg舢maratbasiclevelandrhetoricalstlllctllresandconventiOnsatamoreadv扑cedlevel_Asdiscussedabove，fo衄acquisitionneedslOngtimeofexposureofprint．CbntentschematainvolveknowledgerevealediIIthetcxtandknowledgeOftheworldbeyondthetext．Withalotofcontentknowled叠e，”adersc柚dealwithreadingmorceffidemly．Suchaccumulationofcomentschematanotonlyrequiresalotoftimeoffeading，butalsorequircsvarietiesOfreadings0thatstudcntscanhavecontactwithdiffercnttopicSandgenrcs，whichagainneedstilIleande丘．0rt．2．2．5ReadlnghabitsHabitfOnnationbelon擎tobehavi嘶stdomain，whichViewslangIlageasafund锄entalpartOftotalhum锄behavioLOnepointinbehaviOrismis陀petitionandreinforcement，throu曲whichsomeofbehavio阽canbe咖eahabit(Skinner1938；LuoLisheng＆BaiJie2005)．Repeatedbehaviorsandpositiveornegativercinforcementcanproducehabitualbehavio俗incenaincontexts．Out-0kl硒s化adingmaynothaveimmediatcstimuli．rcinforcementc0皿cctiOn，butrcpc迥tcdadio玎sc卸bedevelopedintoah曲itcanbedrawnforsupponingtheimportantofregIllarand∞nsistrcadingwhichismOstlyconducted．nstudents’0wntime．19 东北师范大学硕士学位论文CoVey(1998)talksaboutnlcrelationshipbetweeneffectivepeoPleandgDodhabits．Accordingtohim，habitsaref0珊edthrougIlrepe咖veacti咖s．Suchr印e州onIeadsaper§叫todocertainthingsautomaticaIlywithou￡muchthinking．Ingeneralsensc，bytryingtodowhatshoulddOatarcgularbasis，扑dthenahabitismostprobablydevelopedandthehabithasbeenintenlalized，beingpanoftheperson’SsubconsciOusthinkingaⅡdbehavin昌Howevef’ahab“isnotfo册edoverni曲t．Itisfomedove『aIongpcfiod0ftimc，butaslonEasj“sfo加ed，jtisnOteasytObebroken．Readingforsomcpe叩leisalife·10nghabit；forsDmeitisnot．Ifreadinghasbecomeahabit，JeamingpotentiaJisrich．SincchabitsarefoITnedinactualdoingoverCjme，out—of-classreadingcanpoVidechancesforleame倦todeVelopgDodreadiⅡghabits．Goodreadinghabitscangcnerallyme柚readingisahabitualbehavior卸dspecjfjcallymeanssomegoodreadingmethodsofstrate百es．Out-of_classrcadingneeds90lodhabits，andintum，900dhabits斟aranteemorereadingaftercIaSs，柚daIotofaⅡdm越y—timercadingaftefclasscaniIltemaljzeapersontobeahabitualreadeL2．3FactorsaffectingOut-of-classreadingIntheprcViouspan，thepaperhasdiscussedwhy0ut—Of’cIa鹦isimportantforrcadingcomprehensionimprOVementinfiVeasPects．ItmayseemthattherewillnotbeproblemsindoingalotofreadingafIerclass，butactuallyregularandm器sivereadingout一0f．classisaf!fectedina、Vaythatstudentscallnotbercgularorjustreadaljttleanerdass．Thjspartjs90ingtOanalyzewhatfactorsthataf!f'ecllcanlers’Dut—of-classreading．2．3．1Incomp悖hens．blemater|aISMater{aIsthatleanlersreadshouldbecomprehensjble，otherwjsele珊erscaIInOtcontinuetoreadifthematerialistoochaIlengingcognitively'whichcancausea饪ectivearIxietv．AccordingIol(rashen(1982)，langIlageunderstandingoccu巧wh朋inputisjustbeyondle椰ers’cuITentleveI(i+1)，butnottoodif酊cuIt．SothelanguagethatIeanlersaI℃exposedtoshouldbejustfarenoughbeyondtlleircurrentcompetencethattheYcanunderstandmostOfitbutstillbechallengedt0makeprogress．Thismeansthatreadingmaterialsshouldneitherbet00difficultt0understandnortooeasytoleam．Suitable．1evelreadin空matefialsmal(esunderstandingaTldinte玎IaIizat{onofianguagcI【nGwledgepossibIe．Inlanguagcleamin＆inputrefe略tothelaIIguagewhichle枷ershearorreadandfromwhichtheycanlea功．1nputisofvalueif“canbecomejntakefoftheleamer．1flhcI柚guageaIeamerreadsistoodjm皿JtorbIockedaf!f色ctively，jntal(ecallnotoccIlLInsuchacaseinputcannotserveasintake(Rjchafds，Platt，＆PIatt1996)．IllreadjⅡzjmprovemenLincomprehensibleinputisapmblemthathindersaloIofrcadinE．CbmprehensjbleinputisamajorcausativefactorintheL2acqujsition．I(rashen’sInputHypothesis(1(rashen1982)20 东北师范大学硕士学位论文addressesthatdjfficultinputiIllpedesreadingacquisjtion．Accordingtohjm，leamerspro乒essalOngthenaturalOrderbyunderstandingtheinputthatisalittIebitbeyondtheircIlⅡcⅡtleVelof∞mpetenccinte瑚soflaIlguagestructurcandVocabulary．F霉rch卸dK硒pcr(1983)alsoarguethatonlywhenthereisa‘gap’betweentheinputaIIdthelearner’scurrentjnterlanguage锄d，cmcialIy，whentheleanlerpercejVethegapasagapinknowledge，acquisitionwilltal【eplace．If'however，tlIeinputmaterialistoodi彤cult，languageunderstandingcannottakeplace．InputcanbecomecomprehensiblebybeingsimplifiedandalsOwiththehelpofcontextualaIldcx仃alingujsticclues．1ncommunication，suchsimpIifjcationappearSinnegotiationOfmeanjⅡgs，butiIlreading，itisdonebych00singmaterialsofsuitableleVelsandalsobyconsultingdictionaryfornewwords．COpjngwithin∞mprehensibleiIlputmakestake-illaIldintemalizationofme柚ingDossible．hlcomprchensiblematerjalscaIlaffecliIlterestbe∞useleamersdonotenjoywhattheyrcadiftheydonotunderst柚d．Thisc柚produceanegativeef!f．cctthatstudentsinthelOngmntendt0readlinle．Coady(2001)whoh鹳summarizedNuttall(1982)pr叩osesthatmanysecondlangllageleamersafetrappedinaViciousCirlcc器follows、⋯Y帅炉幽g夕’Figure2．6AⅥciousCiTcleofRead吨(coady2001：233，whoIookf『0mNuttalJ1982)Suchacircleisnegative孤diIltljbjting蛆donepfoblem伽causeotherproblems．T_llispanfocusesonincomprehensiblematerial，sowestanffom“DoesnOtunderstaIld．”ltmakesrcadersreadslowlyt11atisupsetting．Therefbrcfcadersdonotenjoywhatthey盯ereadingsjnceitistime-consumingandtherejsnOsenseofachievement．ThisdeprivationOfintereststopsreaders丘omrcadingalot．Iftheydonotreada10t，theycannotmakeprOgressinlingllisticlevel柚dschemaexpansi伽asdiscussedabove．Linguisticinadequacyandinsu脚cientschemata，iIltIlm，makesreaderSfeelmaterialdifficulttoread．SOthisviciouscjrdeshOuldbebmken．0newavistoselectmateriaJsthatarenottoodimcultorincOmDrehensible．2．3．2Be¨efSandanitudeSAnotherfactorthatafl-cctsleamers’rcadingisleamers’beliefsin『cading．‘‘Leamers21厂∑L．汀加∞nD姐r 东北师范大学硕士学位论文bringtheirownbeliefS，goaIs，attitudesanddecisionsto1camingandtheseinfluencehowtheyapproachthejrleaming(kixiao2005)．T11ei『leamjngexpefienccs，intum，ejtherrejnforceoralterthesebeliefs，90als，attitudes柚ddecjsions”(Gardner＆Miller2002：37—38)．Dj仃ercntpcoplehavedjfferentViewsofwhatreadingis．UsuallysuchviewscanbedassifjedintothrcetypesasfollOwsasmentionedaboVeandherejnordertodjscussthere】ationshipbetweenbeliefsandreadin舀Nuttall’s(1996：2)dassificationispresentedagajn．a．de∞de，decjpher’identif甄etcb．articulate，speak，pronounce，etcc．understand，respond，meanin岛etcReaderswhoholdthefirstvlewtcndt0deaJwlthatextatwordorsentenceleVel．whichisnecessaryinsomecontext，especialIyforbe舀nner’butjtcanljmitreade硌’capacitydeVelopmentinadoptingtOp-downrcadin岛inferencjng，etc．AIso，whenword-for-wordrcadingbecomesahabit，rcadingrateca衄otbequickbutsIowandtolerancewithambiguitycannotbcdevel叩ed．Thesecondviewme扑sleamerstakercadingaloud弱reading．SuchVjewhjnde陪rcading㈣pTehensionbecausereadjngaloudjshelpfultopronunciationandintonationinsteadofconlprehendingabnity_AJso，soundreadingcandevelopabadhabil_111atisstudentsmayhaveahabitofrcadingininnervoicethougllnotreadjⅡgaloud．SuchahabitisnothelpfIllt0rapidandautonomousreading．Tlllelastviewmatcheswiththenature0freadingcomprehension．Readingformeaningencoufagesunderstandin舀interprctationaIldinfcrences．AlltllisisneededinspeedaIIdef!ficientreading．Leamers’attitudeisalsoimpon锄t．Ifleamerstal【epositiveattitude，theyaremorcmotivatedtoembarkonfcading柚dcansustaintheiref!fbnwhendi币cultiesarise．kamersattitudesarctakeⅡtowardthetaIgetlangIlage，thetargetlaIlguagespeal【ers锄dthetargctlanguageculturc，socialValuesoflearningthetargetIanguage，leamersthemselves(Ellis1999；zhangAi2003)．Positjveanitudecallmakeleamerswillingtoreadandmotivatedtooverdifficulties．ThemaincharacIeristicsofattitudes(Baker1988；C6te＆Clement1994；Aizen19961arcc0印itiVeaIldaffcctiVe，dimensi仰al，prcdisposal，Ie锄tandpersisIedbutcanbemodified．Somele砌ers’attitudesaref如mtheirsensjblethinJ【ing．TheydecjdetoIeampassjonatelybecausetheythinkwhattheyle锄isuseful0rpracticc．Contrafilv，af：l-cctiveattjtudesafe白omfeelings卸demotjon．IIlOtherwords，hOwIeamerSfceIdecideswhethefthev缸ewillingtoleamornot．ThediIllensionalfeaIureOfattitudemeansrcaderssh讯fmmfavOrabilitytounfavorabilitywitIldifferentde掣eestowarddjf!l'erentreadin2materiaIs．Attitudeisprcdisposalbecauseattitudeaf!fectsactions．PositiveattitudemakesIea玎lerSwanttoread；negatiVeattitudedragleanlersawayfromrcading．Finally’aslongasattitudeisf0邢ed，itisdiffjculttochange，butncanbemodjfiedusuallybyexperience．Thisgives 东北师范大学硕士学位论文teachersimplicationthatweshouldproVideleamcrswithchancestoexperiencereadingthatcallnourishpositiVeattitude．2．3．3Motivationandse"-determin乱iOnMotivationis0neoftheimportantfactorsaH’ectingsecondlan毋Jagefeadin吕ninvolvestheprocesseSthatener西ze，difcd，alldsustainbehavior．Motivationjsresponsibleforwhyle砌efSdecidetodosomething，howlongtheyarewillingtosustaintheactivity，柚dhowlongtlleyaregoingtopursueit(蹦myci2005：8)．Therearcdifferenttypesof肿tiVation．Usuallvmotivatio璐refcrst0inte单ative，instnlmental，resultative，extrjnsic蛐dintrinsicmotivation(Gardncr＆Lambcn1972；Deci＆Ryan1985；Skehan1989；E1lis1999)Aninte肿tivcoriematioⅡinvolvesaninterestinIcaming山eL2becauseof“asincere扑dpersonaliIltercstinthepeople锄dculturerepTesentedbytheotherlanguagegroup”fLambert198∞．Inte罩ativemotivationisrelatedtole锄ers’achievememiIlL2leaming．(=ombinedwithinst呻entalmotivation，jtservesasapow曲lpredictorof鲫ccc晒info咖alcontext．hlst姗entalmotivationrefe培towantingtole锄al卸毋lagebecauseitwillbcusefulforcenaininstmmental90als，such嬲gettingajob，feadjngaforejgnnewspapcrorpaSsing锄ex锄ination(Gafdner＆Lamben1972；zouHuimin＆Caizhiyu20051．Le锄erswithanillstmmenlaJfeasonforleaming蛆L1c柚besuccessful．Providingleamcrswittlincemivesaids“learIlingbyincreasingtlletimekarne塔spendstudyjn2，buttheeffectmaycease鹌s00nasthercwardstops”(Ellis1999：54)．Lea皿ers’motivatjonisstron毋yaffcctedbytheirachicvementorposjtiVeresult(strong1984；He珊a11n198(n．SuccesscontributestOmOtjvationbecausele珊e飓whod0wellaJ℃morclikelyt0developmotivatiOnaIintensityandtobeactiVcinlanguageleaming．一Ex啊nsicmotivatiOn咖esffomextemalsourcessuchasrewardortllreatslil【eteache硌’praiseorcritjcism柚dparentalcon厅ontation，etc．IntrjnsicmotiVationisnot0netlIatcomesf如m0utside柚dishopedlotakceffcctsintemally．ItjustworkswiIhintheIe砌erener舀zinghjmorhertoimproVereadingforjtsownsake，whichisactuallyanendinitsclf．T1IerearcMotypesofintrinsjcmotjVation：self-dete珊ination扑dpe体onalchoicc(Dcci＆Ryan1985；JiMing”2004)．Self-dete册jnationisthatIea丌lerSdothin伊bec粕seoftheirownwill，withouthaVingt0beforccdextemalIy．TheyareperseVerantalIdperSist．nleifdete丌ninatiOnisthe“villg如rce．PefsonalchoiceinVolveshavingsomechoiceaIld叩ponunitiestOtal(epersonalrcsponsibilitiesforthejfleaming．SeIf-dete加inatjonjsveryimpOrtantbecauseanyimportantleamingisnOt∞mfortable．Wecannotexpectallle锄ingt0beinteresting．SelfdetenllinationcaIlgu粕teeself．disciplinewhichisimponantforout-of-cIaSsreading0vertime．Vefyoften 东北师范大学硕士学位论文self-disciplinecandeterminewhetherastudentcandO、^吧llinlOnl}-te肋studjes．Whetherle帅ersarcabletoexercjseself-disciplineOverthemselvesisanimportantfactor0fL2achievement．Readingstrategiescannotbeputjntoactjonwithoutself．dete珊ination．Alc锄er’smindislikearcservoirinwhjchpotentialpowerhasbeenstoringup．Self．detenninatjon柚dself-disciplineassureshimOrhertoreleasethatpowerinprccisequantitiesandspec谢cdirectjons．1tisthechannelthroughwhichallpersonalpowcrforsuccessmustflo、Ⅳ．Ifleamerslackse】f_disciplineorself-dete珊ination，theytendnottom柚ifcst鲈eateref幻n柚dperseVeranceinleaming．Thjsisespeciallyjmportantinreadingimprovementin卸L2contextinwhjchreadingpracticeisoftendOneindjviduaIlyandoutsidedass(XuJinfcn＆zhanxiaohai2004；zhangLjxin＆Lixjaoxiang2004)．Hereselfdetennjnationandself-discipliⅡe∞metoplayaroleinsustainabIee行ons．Stren百hofmotivationservesasapowerfulpredjctorofL2achieVemem．1fleamerslackmotivation，theytendnottomanifest铲eateref：fbrt姐dpc瑙eVeraIlceiIlleaming．ThjsisespeciallyimponantinreadingjmprovementinanL2contextinwhichrcadingpracticeisoftendoneindividuallyandoutsideclass．2．3．4FunctfOnalreadingstrategiesLe栅ingsmltegiesareclassifiedac∞rdingtodi任erentdimensions：language1eamingstTate画es，langIlageusestrate舀es，strate西csbylaIlgIlages“ll盯eaandstrate舀esbyfIInction(Cohen＆weaver2006：41)．Thispanfbcusesonfllnctionalreadingstrate舀esbecauseitisofpanicul盯imponancetolea丌lers’out—of-classfeading．ThefollowjngjsaljstofstrategieswiIhfocusonreadjngadaptedfrom(Rubin1987；O’Malley&chamot1990；Ti啪cy＆Readence1999)．&rmeg，阡A耐蛔几lP腮dD跏M讲H譬METACoGNrrIVEsTRATEGIESPLANNlNGAdvanceoIganizationdccidewhatt11eobjectjVeofaspecificreadinglaskisandmakcaplan0nhOwtoapproachitDirectedattentionpayattentiontotllemainpoiⅡtsiⅡa豫adingtask10getageneraluⅡderstandingofwhatissaid．SelecliveattentionpayattenIionlodelailsintheIcadjngtask．Semm¨agcmentunderStandandamngenece嚣aryconditionsforreadingandmanagethei『ownmotiVationforareadingtask．MON兀DRINGCoInprehensionchecktheirunderstandingoftllercadingmaterialmoⅡ“oringTas】【monitoringcheckthe打completionofthetask．Ev气Lu栅ON24 东北师范大学硕士学位论文Perfo玎nafIcecvahlationLeamersjudgehowwellⅡleydidonthereadjngtask．Problemid∞t讧icaIionk蜘efsdecideoDwhatprob】emstJleystillhaVewith山ereadingtaSk．CoGNmVESTRATEGIESResou『cinguseIargcIlangIlagerefercncemaIerialStogIlessorcheckin陀adingD甜uc￡ionConsciouslyapplying埘l韶t0undersI姐df％ding锄dwo呔outthepansIheyfailtOunde瞰and1hnslationUsingthefjrstl柚gllageasabaseforunderstanding柚帕fprodudngthesecond1anguageGroupingReofde血gorrecl撇母ing，andperhapslabeling，血emIerialtobeleaⅡ坨dbasedoncommonat￡一butesRecombinalion(=0nsnuct_mgame卸ingful∞nlenceorlargcrl如g岫ge∞quenccbycombiⅡingl【nowⅢelements．nanewwayContextualiza60ⅡworkoutwhattheybavemisscdinunderstandjngbylookingatninameaⅡ啦如】language辩quenceElabontioⅡRelatingnewiⅡf0珊atbnloothefconcepts证memorySoCIALS11艮Ⅱ匿GⅡ峪Ouestioningaskquesti蚰sfoLparaphrasing，explanation，and／0rex岫pleso∞雕rationworkw“hOtheTstodealwiIh化adingcomp佗he璐iOnforl∞mingpurpo∞Table2Readingstralegies(adapIed劬mRubiⅡ1987；O’MaIley衄dch瑚11990；币emey＆Readence1999)AdoptingtheaboVestmtegiesarehelpfulinpromotingreadiⅡgdeVelopment(Ellis1999；xjong埘un2006；YuaIlFengshi＆Liuzllenqian2004；JiaZhengchuall＆GuoHuiyan2006)．k锄eIsuSeme廿le“hefc0嬲douslyinordertohingabou“eafning．Readersusethemorpl柚，m柚ageandevaluateaIldmonitortheirreading；theyaIsOusec0印itjVestrategiestodealw油tIleprocessofreadingtorcachrcadingcomprehensionaIldimprovement．Out-of-cIass陀adingmakesleamers’metacognjtjVcstrate百espro功inentbecausewith叫t聆adin昌otherstrate百esca仙otbeusedanddeVeloped．Alsoitisbecauseout—of-dassrcadingisautonomousbchavior(LIlji2004；zhangQingyll2004；)(iazhangIlong2006；Ⅶlgcuipillg＆LjuMingfang2005)．nere胁e，ofauthes仃ate百es，metacognitivestrate百esareimportaIlt(wenQiufang1996；chengXiaotang＆zhengMin2002；waIIgHongfaJlg2006)．studentsdoalotofrcadjngpmcticeoutsideclass，inVolvingseJf．Pl如，蚓f-mallag锄朋l如dscJf_djscjpli玎elJlalhaVebecome】ceyfaclD稻彻tbeifreadingdeVelopment．Thus，thenextsectionwilldealwithautonOmyinleanlingw“hrefcrencctoout-of-classreadjng．2．3．5AutOnOmyinIanguagelearnlngOut-0f．classreadingisconductedbyarcaderaloneinmostcases．TbacherSarcnot 东北师范大学硕士学位论文aVailableoraround．SoautOnomylsnecessaryforleamerstomanagetheirout—of．classreading(ChenDongchun2006；LiJing2006；GuW色ixing2005)．AccordingtoBenson(2005)，autonomyreferstolearners’abilityintakingcha唱eoflheirownleaming．Itisaself二directedleamingandisconsideredtoberesponsiblefbrmakingdecisionsontheirleamingandmakesef硒IrtstooperateOrimplementthosedecisions。Suchautonomycanbeeithercompleteautonomy0rsemi．autonomywithdi骶renldegreesOfrelVin2OnOthers(RiIey&Zoppis1985；YangHuataIlg2006；JiangQing)【jn2006；GongRong2006)．Leamerssometimesneedextemalsupponandhelp。SoencouragingleamerstobeautOnOmOusdoesnotmeantheycannottumtoextemalsupport．TherearethreeleVelsatwhichlealllerstakecontroloftheirleaming：leamingmanagement，cogIlitiveprocessesandleamingcontent．ThethreelevelsarecontrolledbylearnersthroughtheirleamingbehaViors，psychologyofleamingandleamingsituations(Benson2005：50)．≥。n，≮f，≯≯。一■。◆≯。，+i斟，0-，：：。‘0”。鹱篱蘩黼多器菘；塞擘蒜。。熏警≮、髯1≥；|1。繁≥jj≥嚣Figure2．7：Definingautonomy：thecapacitytotakecontroloVerleaming(Benson2005：50)’rhethreelevelstellusthatbeingabletole锄independentlyactua“zesleamers’potentialinleaming．AutonOmViswhatleamerspossesstOmanagetheirleamingConditionsandDrocesses．Out．of-classreadingneedsautOnOmybecausereadersneedtodecidewhatt0readbyselectingsuitablematerials．Theyalsoneedtoadoptdif{f色rentcognitiveprocessestodealwithdif!f．erenttypesoftextOraccOrdingtodifI．erentpurposesinreading．Leamershavetomana2etheirtimeandbehaviorssothattheycanstanandsustaintheirreadingandaIsoevaluatetheirreadingfbrnecessaryadiustmentsandchanges．2．3．6‘reachers’guidanceandauthOrnyAIthoughout·of-classleamingiswhereleamersneedtobeautonomOusinmakingdecisions，plans，dOactionsandeValuationsfbrnecessarychanges，teachers’guidanceandautho“tyisstillneededtomaximizeefficiencyofout—of-classreading(Stem1999；Widdowson1999；LiuWei&GuoHaiyun2006；LiuRunqjng2006)．T．herelationship26 东北师范大学硕士学位论文betweenIeamers’autonomyandteachers’authoritywillbediscussedindet缸llateLHere，thepaperjusttalksaboutwhatguidance柚dauthorityteacherScanexerciseinstudents’0ut—of．da鼯reading．OntheOnehand，t∞cherscangiVeguidanceintemsofstrategytrainin吕self-pl如柚dmate—alselection(Hao0inhaj2005；CaiJigang2005)．IIltheprocessofrcadin舀teachers∞n舀vebothcognitiVeandaffectiVesuppon．CqgIljtiVesupponmeanshelpjngwithunderstanding；af!t-ectivesupportmeans舀Vingemotio尬lencouragememandmotivatingstudentst0bewillingto佗ad．0ntheotherh孤d，teacherscanandshouldexercisc卸thoritytodisdplinestudentstomakesuretheydotllefcadingafterclass．NmallstudentsarcmotjvatingormotiVatinga儿thetime．Whenstudentsfailt0rcadalot，tcachers’iobjstocakemeasurestoguaranteealotofrcadjⅡga疗erdass．Sof缸thepapcrhaspresentcdwhatjsinVoIVedillout。of-classreadlngfmmthreeperspectivcs：tllenatufeoffcading，out．of-dassreadinginreadingdevclopmentandwhatfactorsafI-cctsour-of-clasSrcading．Next，thepaper劬ses∞researchonstudents’perfoⅡnanccinOut·Of-classreading．Basedonunde巧t彻diIlgofthenatureOfrcadin岛weknowthatmassiVeaIldregularreadingisvcryin】ponantforreadingdeVelopment．ForsecondlangIlagc1e锄e娼whoafcIeamingEngljshinfb珊al蛐deducatio蚰lcontext，out*of．cl勰srcadingextendreadingtoalaFgefpersp瞅iVe蛆dovefalongerpe面doftime，whichar七essentialfbrfluentreadjng． 东北师范大学硕士学位论文3．DesignandMethOdOlOgylnthjsscction，thepaperdescribesa11dpresentstheelementsinVolVedininVestigatingagenefalpictureofnon-En舀ishmajors’out-of_classreading．ThecontexIforinvestigationislocatedinfourcolleges0fN0nheastNOmalUniversity．neback掣oundoftheinVestigationconsistsofresearchobjectiVes，subjects，instnlmentsaIldprocedurcs．3．1ObjectiVesTheobjectivesoftheresearcharetoinvestigatenon-Englishmajors’out·of．classreadingatNonheastNO唧alUniVersity'aimingtofind龃swerst0somequestionsconcemingwhatstudentsdO蛐dhowtheydoitinte册sOfrcadingaftcrclass．ItisbelieVedlhatanswerStOthefollowingquestjOnscanhelpresearchers，teachers锄deVenstudentsthemselVestoseeobjectivelywhatisgoingonaboutstudents’out-of-cla站readin吕ThefollowingarethequestionstobeaddressedinthejnvestigatiOn．Howmuchdonon·Englishmajorstudentsrcadafterdass?HowdOtheydealwiththeir0ut·0f二classI它ading?Whatpfohjbitstheifout-of-classrcading?-What咖teachersdotofacilitatele姗e碍’out-of-dassreading?ThenatureOfthestudyisageneralsunrey．Detailed0rspecificstudyofrcadingisjntendedIobedonesubsequentIy．DecailedactiVities轴ch硒rcadingstrate酉esorstmtegytrainingareempIyideasifstudentsdOnotdo”ading．TeachersneedlOgetstudentstoreadfirsC，withoutwhichOtherreadingactiVitieshavenochancctotried，testedaIldamended．0ut-0f．cla豁readingrequircsindependence虮dautonomy．Thepaperwjllfocusonwhethernon·En百ishmajorstudentsareabletorcgulatethei『out—of_classreading卸dhowtheyconducttheirout-Of-classreadjng．3．2SubjectsTltlesubjectspanicipatinginthestudyarc164non·En百ishmajorstudentsand21teachersintheC0llegcforejgrIlanguagedepa咖entof№nheastNo肿alUniVersity．nestudents 东北师范大学硕士学位论文areffomfburdepartments：Mediacollege(42students)，Economiccollege(40students)，chineSecollegc(43students)andEducationcollege(39students)．Julofthemare笋ade-1students，whohavebeenstudyjngatNortheastNomalUniVersityfor0nete珊．There缸e4hoursOfteachjngperweekfofmestudentsinthestudy．Theircoufsesareconductcdbyusingthetextbook．Usuallythereafenosupplementarymate血lsforthem．1’cachingrcadingoccllp{csthemainpanoftheiTEn斟ish∞ursc．1’lletextbooktheyusecontainsdetailedexpl扑ati∞ofrcadingtectuljquesandstratcgies．Teache巧also锄ph嬲izedtheminthe打teaching．ne”fofe，studentshaVebeeninfo邶edaIldtrainedwimrcadingstmte百esandtechniques．21En酎ishteachersinthecollegeforei印langIlagcdepanmentatNonheastNo咖aIUIIive巧ityattendedtheintenriewofthestudy．T1leyhaVebeenteachingstudents，withthelonges“en班hof19yearsaIIdtheshortestofonete姗．3．3InStrumentSTheinstnlmentsfbrtheinVestigatiVestudyarcquesti咖aire蛆dinterview．Aquestionnairchasbcendesignedtose九，e￡heresearchpu巾ose．Rfst’afclatiVerichljtefatufereView0nempiricalstudyofout—of-cla站readingisexplorcd．T1lus，tllefirstdraftOfthequestjonnajrew幽desi印edaccordingtoIjMeiying(2002)，DingY卸wenaIldzengwenhIIa(2005)’DuanZili(2006)，zhaoHong(2006)andP扑Ni，HuaIIgGuo胁19柚dzhallgxia(2006)，LiRujf柚舀zh卸gYingandChengMusheng(2004)，w抽gLing卸dHeNing(2001)，andcohenandweaver(2006)．田Ie1anguageofthequ髓tio如aireisChinescinordertogctaccurateinf0珊ationfromstudents．Thefirstdraftthequestio仰aircwasdistributedtoagroupof11studenCs．Based呷tlIeobseⅣation0fhowthey锄sweredthequestions锄dtheirqu既tionsfbrdarity'thequestionnaircw勰rcVisedbyeliminating'addjng，锄d唧hfasing．nefevisi伽alsoconcemeda玎an昏ngthequestionnaifcintotwop8rts．hlpanl，studentsarcaskedt0ch00semorechoicesforeachquesti∞．IⅡpanIl，studentsneedtochooseonlychoicefoTeachquestion．67studentsand21teacheIswercjnterviewedintheinvcstigation．11llepurposesOftheinterviewconcemingstudentsaretwofolds．Oneistoelicitmorcinfb删ati呻tIlatthe 东北师范大学硕士学位论文questionnairecannOtcover；theotheristoaskwhyforsomeofthechOicesthatstudentschose．1’cachershavebeeninteⅣiewedtoseehowmuchthcyunderstandtheirstudents’out-of-classreadingandwhattheirrenectiVethou曲tsandjdeasare．Inaddition，therearet、Vopansinusinginterviewtechnique：stnlcturedandunstmctured．Pre-setquestionsareoutlinedforguiding卸drcgulatingthejnterview．Unst兀lcturedwercdoneinfreetalkorjustoccu仃edinmestmcturedones，Therefore，interviewsweTcconductedbothfo珊allyandinfo珊aIly'bothofwhichhaVeproducedVaIuabIeresultsneededforthestudy．FinaHy'thequestionnairealldstnlcturedjnterviewquestionsforstudents趾dteachersareprovided硒appendices3．4PrOceduresA．ColIectingquestjOnnajndata(如estionnaircdata∞llectionw船donesystematically'goingthroughthreestages：1_prep盯ationaIlddarification，2．questionnairccompletjon柚dOn—tIle—spotgIlid孤ce，3．Sinjng，keepingandeIimjnating．0fanthestages，prePmtjonisVeryimpOrtantandrequiresmoretimeandwork，somorc、vordsareneeded，too．Stagel：PnparatiOnandcIa一疗cationThispanwasdonebcforcstudentsactualIystartedtocompletethequestionnajrc．Thcprcparation锄dclarificationwcrcdonenotonlywjthstudentsbutalsowithteache璐．Fjrstofa11，thercseafcher蛆dmreeteacherswhoagreedtodistIibute也equestio仰airehandoutshadameetingatwhjchthercsearcberexplainedthequestionnaire柚dhowtopreparestudents柚dgetthemt0completethequestionnaircaccIlrately．Theresearcheralsoansweredquestionsraisedbytheteache巧．Whentheth代eteacherswereready'tIletimetodistributcthcquestio衄aircwasdecided．Preparation肌dclarificationforstudentst00kplacc扣stbeforet11eystanedtocomplefelhequestjo加aife．Itwentoninasimjlarwaylhathadbeendonewitll111eresearcherandthethree0瞳herteachers．First0fa11．teac：her：sexplajnedthcpu巾osesandcontentsofthequestjonnajreaIldallswersthequestionsaskedbystudents．5；tage2：C抽哪nplet．ngthequestionnairesnisisthewhilestagc．StudentscompIetedthequestionnaireontheirown．Atthesame 东北师范大学硕士学位论文time，theteachergaveon—the—spotgIlidaJlccStage3：SiftingthequestionnainsTheresearcherreadthroughthequestio仰airesanddecidedwhichquestionnairescouldbeusedasvaljddataandwhichcOuldnot．InVa¨dquestionnairewillbeeliminated．—dsO，which“哪sneededmoTeexploTationwillbelisted，whoseinfomationcDuldbegotininteⅣiewpan．B．ColIetinginterviewdataThejnterviewpmcedufeswentjnpaj峨FirstOfaU，therearetwotypesofinterviews：stmdurcdandunstnIctufed．Stnlcturedinterviews，asmentionedabove，weredesignedwjthpre-setquestions．Second，thercaretwostylesofjnterviews：fo瑚al柚dinformaJ_Fo叩al咖％weredonewjthgettingpanicipaⅡts’agrcement丘rst，thenwithtimeandplaccs跏gedaIldfinallytottleactualdoingoftheinteⅣiew．Inf0邢aloncsweredonewheneVertherewerech柚ces．Theref0K，timeforjnterviewswaseitherpre—aⅡangedorspoⅡt卸eous．Third，thereweretwo“ndsofinteractions：facetofaccandonthephone．SomeoftlIeinterviewswercdonethroughtalkingontIlephonemajnlywithsometeachersbccauseteachershadabusyschedule．On·the—phoneinterviewwasofnotimecostinwaitingandgoingtoarraIlgedplaces．ThestagcsOftheinterviewswentthroughthreestageslikethoseOfquestio肋aired，妇c01lection．Theywerepre-intcrview，while—jnterviewandafte卜intervjew．stagel：Pn-interviewIntIIisstage，studentsorteacherswefeexplainedthepurposesoftllejnCerviews蛐dth缸Il【ed矗rst．stage2：While-interviewWhilequestionsaIldanswerSwercgoingon，tllefesearchert00knoteordidtherecordin吕Stage3：Afte“nterviewT1lercsearchertmnsc曲edthcrecordedi11teⅣiewdata，readthmugIltheinterviewnotes，aIldadded卸ymissedinfo哪atioⅡ．Illordertoclea“ypresenthowtheinVestigationw弱∞nductedsystematical】yandstep-bystep，afigureOftheresearchprI)cessispresentedinthefbllowing．31 东北师范大学硕士学位论文Decidingrcsearchsubjects÷Des咖ingmethods专COJJetingdataAIIaJyzingdaIa专DiscussingConclusionFigure3Researchprocess 东北师范大学硕士学位论文4．ResuItS1rhissectionisanon—evaluativeaIlalysisoftheresultSbothquantitatively卸dqualitativelybasedont11ecolledionOfthedatafromthequestjonⅡajresaIldinteⅣiews．TheanalysisconstitutcstheheanoftIlepaperandquestio仰airc锄alysisischamcterizedwithnumberstoindicatepercentageor．me锄inte加sofstudents’responsestochoicesran百ng劬mA-tO·E．IllterviewrcsultsarcpresentcdinwordedexprcssioniIlsummaryfo脚．BothpositiVe蜘dnegatiVeresultswillbedeahwjthinthissection．1naw研d，thepapertriesto沓veadescriptiVe卸dtmscription-0rientatcdpresentationwithoutinte甲retationorevaluatjon．SummarystatementsofthereseafchfesultswillbeproVjdedinthediscussion0an．4．1QuestiOnnaireresultsC0llectingdatathroughquestionnairew镐pl锄edtobeca盯iedoutbydecidingwhichdasscsweretobeinvolved锄dbowm锄yquestiO仰airehandoutsshouldbep血ted．Altogemer190questiOnnairehandoutSwereprintedtobedistributedtostudentsinfourclasseswith185students．167studentswerep咒seⅡt；tllercstwereabsentthatday．AIlquestionnairehandoutswerccollectedandsifted，threeofwhjchwereinVaIidbecausethcyprovidedmOrethan0nechOiceforitemswhichrequiredthcmtohaVeonlyonechOice．nus，alltogcthert|lerewerc164validquestio衄aireh柚douts．11Iefollowingtablepresents柚0vemllresult0f164students’陀spo璐etothe12questionnajreitems．Thenumbe巧1-12盯ethe12itemsofquestiOnsinthequestiOnnairc．A·EarethefiVescalesorchoicesforstudentstomakc．No．meanshowmanystudentschosetherelateditem．And％me锄s柚amountcxprcssed髂itispanofatotalwhichiS100．Meanreferstoanavera譬evalueofthefivechoiccsineachitem．AnotherfcaturcOfthequestionnairedateisthe商rstthreeitemsallowstudentStomakemorcthanonechoicc；thercstonlya110wsonechojce．Asformoreth蛐onechoicetomal(e，thepercentageisstillbasedonatotaIof164students． 东北师范大学硕士学位论文ABCDEMeanNo．7495586631l％4558354019№．74483481192％45292l4912No．181088l34693％1l66492l42№．8103761483．804％56233729No．1181917281．555％72121015No．8406539123．046％52440247No．1869472642．577％ll4229162No．2857541962．508％173533124No．6l752080l_859％3746125ONo．1173584O1．3810％7l21520No．1050663082．851l％63040185No．165228185012％103217ll30TabIe4111e化sultsof164stIldeⅡls’化印on辩sto山equestiormaireNextwhatisneededjstoanalyzet11edataindetail．T1lefoll0、Vingissuchanattemptwithtwopartsforeachitem．Fjrstisahist0铲amorabargraphofafrequencydjstributjoninwhichthewidthsofthebarsareproponionalt0thecategofiesint0whjchthevariableh够beendiVidedandt耳ehei曲tsofthebars盯epmponionaItothecategoryfrequencies．1rhesecondpartiswordedpresentatjonofttledata． 东北师范大学硕士学位论文lOO908070605040302010OPercen1．Out—Of—classreadingpurposesA．RecreationB．ReadingimprovementC．VocabularyDeve10pmentD．KnowledgeenrichmentE．HomeworkcompletionItem1isaboutwhetherstudentshaveacIearideaaboutthepurposesoftheirreadingafterclass，whichrangeslikethis：1．readingimproVement58％，2．recreation45％，3．enrichingknowledge40％，4．vocabularydeVelopment35％，5．finishinghomework19％．Fromthis，wecanseethatstudentshaveclearideasofwhytheyreada11dtheirpurposesarebOthacademicandsocial．StudentsprefertOreadforactiVepu叩osesandrelaxation．TheydOnotseemtoIikepassivereadin＆becauseonly19％ofthetotalchosetoreadfbrfinishinghnmework．1009080706050403020100}Percent2．ChoosingreadingⅢaterialsA．MagazinesB．NewspapersC．NovelsD．ReadingexercisesE．OthersItem2referslowhatmaterialstudentsusuallychoOse．AccordingtheaboVegraph，readingexercises(49％)andmagazines(45％)aremostpopularwithstudentsintheirout—of-classreading．Newspapers(29％)，noVels(21％)andothersarerelatiVelyfarbehind．35口音因÷～口÷一口。趵 东北师范大学硕士学位论文OO90803．Howtochoosereading功aterials盟一锣Randomchoos1ngChooslnginterestingmaterialsChooslngwhatIlike0thers’recommendationSL-ltabletOmvOwnIeveIItem3tellsreadershownon-En91ishmajorschoosetheirout·of-classreadingmaterials．Thegraphtellsusstudentsgotowhatisinteresting“rstwithaVeryhjghpercentageof66％，folIowedbychoosjngwhattheylike(49％)andwhatissuitab】etotheirleVel(42％)．FrO巾thiswecanseeemOtionisabigfactoraffectingstudents’decisionmaking．Interest，tasleandlanguageleVelaremreeimponantelementsinchoosingmaterials．Pe!!en!一一b4．P1anningforout—of—classreading(Mean3．79)BC623A．F1nlshinOnetimeBF1『lishjnstagesandratiOnsCRoadwheneverthereistiⅢeuntilfin1shD．KcadwheneverJfeelinteresteduntilfin1shEReadwhenever1wantanddon’tcarewhethertofinishItem4舀vesusapic￡urcofnon—En—ishmajors’metacognitiveabilityinout-of-classreading．FromIhegraph，wecanseestudentsdonothaVeadefiniteplanforreadingbecauseonly6％ofthemtrytOfinishreadinginstagesandrations．MorethanaIhirdofthem(37％)justreadwheneVeftheyfeelinterested．Aquitebignumberofstudents(29％)readmaterialwithoutintentiontofinishit．网㈠U}一№一甲。如鲫∞蚰∞舯加o㈨璺匕．1．L叩暑：鲫伯∞的如加∞m0 东北师范大学硕士学位论文1009080706050403020lOO5．Averagetimeofreadingperweek(Mean1．55)A||Percent72口一一一cDL——⋯一盟LjhalfanhouronehourtwohoursthreehoursfourhoursandmoreItem5isabouthowlongstudentsdeVotetoreadingonaVerageperweek．Thesurprisingthingis72％OfthestudentsreadforlessthananhoureVeryweek．Only12percentreadfbronehourorlessthantwohourS．Themeanfigure(1．55)tellsusthatmoststudentsreadtoolittleafterclass．ReadingforthreeandmorethanthreehOursbelongtominoritygroup．1009080706．Noticingnewwordsandphrasesinreading(Mean3．04)605040：j020l()0一[]⋯一^PercenLo口B24C——dOD21E7A．neverB．rarelyC．sometimesD．oftenE．alwaysltem6involvesawarenessofconsciOusinputOrtake-in．NoticingactiVatesleamingpotential，but40％ornearlyhalfofthestudentsonlysometimesnoticenewwordsandphraseswhentheyaredoingreadingafterclass．Theme锄figure(3．04)alsoexplainsthispoint．Studentssometimesnoticewordsandphrases，comparedwithotherresults，theyrelativelydomoreinthisitem．37ABCDE一】]岳口三一 东北师范大学硕士学位论文7．Lookingupnewwordsinadictionarywhilereading(Mean2．57)100—9080}70；6050{40‘30201疆～口～O⋯～oo～A瞳幽e幔1lB12A．neverB．rarelyC．sometimesD．oftenE．alwaysThegraphofItem7tellsusalmOsthalfOfthestudentsrarelylOokupnewwords．Only29％ofthestudentssometimesdoso．nemeanfigIlre(2．57)tellsusthatnon—EnglishmajorsarenotVerydiligentinusingdictionaries．Orwecansaytheyarenotfrequentdictionaryusers．Ontheotherhand，theyareclosetosometimesinusingdictionaries．Thismeansstudentslookupnecessarywordswhentheyd0readingafterclass．1009080706050408．Usingreadingtechniques(Mean2．50)302010厂]广]0Il广—1ABCDE{Percent173533124A．neverB．rarelvC．sometimesD．oftenE．alwaysltem8istoreVealwhetherstudentsusereadingtechniquesthattheirteachershaVetaughtthem．Themeanfigure2．50tellsusthatdonOtoftenusereadingtechniques．Thefrequencyisbetweenrarelyandsometimes．38 东北师范大学硕士学位论文100908070605040302010OPercentA379．Makingnoteswhilereading(Mean1．85)E0A．neverB．rarelyC．sometimesD．oftenE．alwaysItem9talksaboutwhethernon-Englishmajorsmakenoteswhiledoingout-of．classreading．Theresultislikesnowslidjngwhichalmostgoestothebottom．T1lemeanfigure1．85tellsusthatstudentsalmOstneVeroratleastrarelymakenoteswhichreading．1009080706050403010．Writingreadingreportsorreflectivecomments(Mean20lOOPercentA71A．neverB．rarelyC．sometimesD．oftenE．alwaysItem10isaboutwhethernon—En酉ishmajorswritereadingreponsorreflectivecomments．ThemeanfigureislowerthanthatofItem9．StudentssimplyalmostneverdOfenectivewritingafterreading，whichisclearlyexplainedbythemeanvalue：1．38．39]匿隧剔～ 东北师范大学硕士学位论文11．Finishingreadingassignmentswhentheteacherdoesnotcheck(Mean2．85)I(】()908070605040302()100．PercentA．neverB．rarelyC．sometimesD．oftenE．alwaysItem1helpstoknowwhetherstudentsareactiVeinsteadofbeingpassiVeintheirreadingintennsofreadingassignments．Thedataresult(meanValue2．85)showsthattheratingisVeryclosetoCwhichmeansstudentssometimesfinishthejrreadingassignmentswhentheirteachersdonotcheckthem．ThisteUsusthatstudentsarenotactiveinout．of二classreadingandstilldepends0nteachers’contr01．12．Thebiggestdifficultyinout—of—classreadingA．1ackofinterestingmaterialsB．toodifficulttOunderstandC．nointerestinreadingD．notimeE．1ackofself—disciplineThefinalitemaddresseswhatisthebiggestprobIemthathindersstudents’Out-of二classreading．Theranging90esinthisway：E-B—C—D—A．ThefirsttwOchoicesoccupy62％altogether，with1ackofself-disciplineashighas30％．Thesecondchoicefbrthebiggestproblemisaboutmaterialwhichistoodi币cultlounderstand(27％)．Blockofunderstandingde—motiVatesleamers．HoweVer，self-discipljnecanencouragestudentstOoVercomedifficulties．Fromthiswecanseestudents’lackofself二disciplineisalsowhatljesbehindchoiceBabouttoodifficultmaterials． 东北师范大学硕士学位论文4．2S总udentinterviewreSuItsnisscctionisadescriptionoftheresults肋minterviewswith67non·Englishmajorstudentsat№nhe鹊t№曲alUniversity．ThedescriPtioncombinesallinterviewsdoneindjffercntwaySandstyles，whichispresentedaccordingtoques“Ontypes．Stmcturcdinterviewswereca玎iedoutsatisfactorny，锄dittumedoutthatunst兀lcturedoneshadmanyoVerlappingpanswithstmcturcdone．Thespecjalfeatureofunstmcturedinterviewsisthatstudentsmainlytalkaboutrcadinginterests姐dlackofself_contr01．Throu曲outstnlcturedaIldunst九ldurcdinterviewsnewquestionswcreasked柚dnewinfo皿ationwasObtained．ForthesakeofdearPresentation，newquesti伽sandinfb珊atjonwillbeattachedt0relatedstnlcIuredones．AIs0，inOrder10keeplanguageconsistentinthemaintextofthepaper，theinterviewquestjonshavebeentmnslatedintoEn出ish．Thereisanothcrpointthatnecdstobementioned．Stlldems’雎sponsestothequeStionsw．1lbeexpressedmainlyinprescn¨ense．QuestiOn1：WhatmaterIaIsdOyOureadafhIrcIass?Students’rcsponses：TheymaiⅡlyreadmzyEnglishReadingedition．Theysometimesbuy21“ccnturynewspaperstorcad，butoft∞theyc锄otfillish．T11ey争aduaIlystopbuyingth锄．AsfoTtheirtextbooks，thcydonotfeclintcIestedtoreadthem．Theydo￡ET-4authentjctestexerci∞sandmodal0nes，buttheyeithercannotdoaIotofthemOrOnlydothembefb佗tal(ingCElr．4“ams．N泖Questi仰A：whydoyouliketor船dCrazyEng-ish?Students’r髂ponses：(、r肛yEn羽ishmaterialareiIItefcstingandma“ngthemfeelgood．T11earticlesinCrazyEn百isharenotlon吕s0theyc卸finishreadingoneofthemiIlashorttime．舢sothereisChinesetTanslation．Whentheydon’tunderstand，theyc蛐refertoChinese．NewQuestjonB：CanyoucontmlyduneIf．．mmr船djⅡgChine∞Ve瞄ions行倦t?Students’responses：TheythinktheycarI，butsomeofthemalsoadmitthattheyVeryOftcnrcadChjnesetranslationpanswhentheyareeagert0knowtheendofthestor)r锄dimpatienttoreadEn百ish．41 东北师范大学硕士学位论文QuestiOn2：HOwdOyOuthInkafchOOsingmateriaIsaccordingtoothers’recommendatIOn?Students’responses：Sometcachersdonotgivethemaconcretelistofbooksforthemtoread．Someteacherdo，buttheyd0nOtfeelinteresIedtOreadthemOrnotsuitabletotheirlanguagelevel．Somestudemsalsomentionthattheyfcelreadingbooksrecommendedbyteachersislikedoinghomework．TheywanttOhaVeasenseOf∞ntrolinchoosingwhattOfead．QuestiOn3：CanyoudoaIatOfreadingreguIarly7¨nOt，why々Students’response：MoststudcntshavcsaidthattheycarInotalthou曲theyknowitisimportanttOrcadalot．F0rthercasonswhytheycaIInot，theiranswersarethesame醛tlleresponsesjnthelastquestionoftllequestionnaire．11leyfirstemphasizethattheyhaveimercstinorpassionforEnglishreading．SomeofthemmentjonthattheyeVendonotlikeChinesereading．TheycomplainquitealotherethattheydOnothaVeenoughtime．Theyhavetotal(emanycou墙esinordertogetenougtIcredits．neyarcbusy90ingtodifferentdasses．Also，therearemanyactiVitiestlleyneedtoattend．Theirbusyschedulehinderslheirreading．SomestudentseVenmentionthatttleyl【Ilowtheydonotreadmuch．ButtheyhadnotrealizedthatuntiltheywererequiredtOcOmpletethequestiOnnairesandthinkdbouttheir0ut-of_classorextensivercadiIlg．Theythinkthercarereasonswhytheydonotrcadmuch，butiftheyhaVeself-disciplinetlIeycandOregularreadingafterdassNewQuestjon：DoyouneedheIpiⅡself-discipliⅡe?students’responses：Theyneedhelportheyneedtobepressuredfromtheirteachers．Studentsmentj咖thatregIll盯柚deffectivecheckingcangIlaranteemostofthestudentstOdOreadingaflerclass．Question4：DoyouusereadIngtechniquessuchasskImmingandscannIng?42 东北师范大学硕士学位论文Students’r℃sponses：T11eydonotusethemoften．T1leymajnlydobOnom·upreading．T1leyfeelthatthosetcchniquesarcnotVeryhelpfulintheirreading．Thisisespeciallysowhentheydoreadingexercises．AlOt0fquestionsareaboutdetailedquestions．Skim巾ingorscanning巾akethemeithermissspecificpointsorfailtounderstandmaterialsasawhole．QuestiOn5：DoyOunOticenewwOrdsorphrases?Ifnot，why7Students’rcsponses：SomeofttIemdo；S0medonot．111erearetworeasons、他ytheydonotnoticcnew、柏rds．Oneisthattheyreadt00little．Theyhavenochanceto舀yenoticctonewwOrdsandphrases．The0mer”asonisthattheyfeeIfhlstratedwhenmeetingmallynewwords．T1leydonotknowwhichwordsshouldbegiVennotice．Questjon6：WhatareyourexperIenceandfee¨ngsaboutIookingupthedlctlona帕Students’responses：AlotofthemhaVeexpcriencedtryingtolookupaUor勰much髂theycouldwhentheywerereading，butlatert量leyhadto舀Veup．TheyfeelVeryfmst珀tcdabout100kingupthediction盯y．TheyhavetodosooftenwhilereadingthatttleyhaVenom00dtocontinuetheirreading．L00“ngupadictionaryt00舶quentlydisturbsflOwofrc耐Img．NewQuestion：Howaboutusjngane—djctionary?Students’responses：Someteache俗teUthemthatusinge-dictionaTyisⅡot900dbe∞1l∞somedefiniti仰s盯enotcomplete皿dpapefdictionaryc卸provjdealotof900dex锄ples．Someteacherssaytheycanusee·dictjonary．Theproblemise-di“onaryisnotdumble，someofwhichcanOnlyl弱t0neycaLAlmostalloflhemsaythatmeytendtOu∞e—dictionarybecause“ishandy趾dtimc-saVing．Oue砒Ion7：DOyoumaken叭eswh¨ereadIngOrw小ereading怕pOrbandrefIectI垤cOmmentsa矗err的ding?Students’responses：TheyalmostdOnotdoanywritingaboutreading．Therearetwomainrcasonswhytheydonotdo∞．0neisthattheyeVenc卸notkeepOnfeading．WritingisIikeanotherburden．neotherrcasonisthatsomestudentsdonOtthiIIl【itisnecessarytodosomcwritingaboutreading．Theyc姐stⅢimpr0Vetheirfeadjng咖prehensionwithOut 东北师范大学硕士学位论文makingnotesofwritingrepOrts．Question8：HowdOyoudealwithdifficuItreadIngmateriaIs?Studems’rcsponses：Therearefourtypesofresponses．0neisthattheyjust舀veup．T_llesecondjslhallhey仃ytofindChjnesclr柚sⅢon．somesaylhatlheyaskfofhelpffomclassmatesaIldteachers．Afcwsaythattheydonotcare锄dtheycanke印Onrcading．NewQuestion：DoyouthjnkitisoK订youdonotunde巧tand∞mepoinborpartofmemate—aly¨artmding?Students’re叩onses：T1leythjnkitisOK．T11eycantoleratewithwhattheydon’tundcrstand，buttheyfeeIabitupsetbe∞useafulJundersCandingisquitenccessaryfordoI培readingexercises．FromstudentS’talking，jtcallbeseenthatstudentshavcahabjtofdealingwithreadingmalerialsintensively_Ouest．On9：Wh砒pmbIemsarethe陀inOu№f_cIassread．ng，Students’resplonses：Theythinkthebiggcstproblemistherearenolm柚ymaterialswhicharcbothintcrcstingaIldofhi曲quality．TheyalsocomplainthattherearenotmanygoodEnglishbool【sforrcadingintheirSchoollibrary．T1le0therprOblemtheymentionisthattheycannotkeepon．Theirreadjngiseitherdisturbed0rdelayedandmenforgotten．SomeofthemdOnotthinktheirtcachersOftenrcmindthemofthejmponanceOfrcadingalot．neydonotthiIll【teache碍’chcc“ngisfi册enou曲．QuestiOn1O：Whatsu99estionsdOyOuhaVeforteachers?Students’responses：ManystudentssaytlleydonolhaVeanysuggestions．SOmestudentsproVidesomesuggestjonswhichcanbesummarizedintotwopoints．FirSt，theyhopeteacherScallrecommendwhatbooksofothermaterialstoread．Second，meythinkteachersc柚dosomethingtoguide卸dmonitortheir0ut一0f．classreadingregIIlarly．FiⅡally’mostofthcstudentssayout-of．classreadingistheirownresponsjbly．Tbacherscanhelp，butcheycannotrclyoⅡteacherSOnly． 东北师范大学硕士学位论文4．3‘reacherInterviewreSuItSTheinterviewswithteacherswercdonein酽oups，eachtimewitlltw0teachers柚dtheresearcheLTeache陪at(bllegeForei印LanguagcDepanmentwereVerysupponiVeandcoopemtiVe．TheyhaveexpressedaSfIIllyastheycould．SomeofthemcvencalledttIercsearcher锄daddedmorct0someofthequestionsoftheinterviewIThef0110wingisaobjectivedescriptionofwhatttleteachersrespondedattheinteⅣiews．Likethedescriptjonoflhestudents’interviewresult，thefollowingprcsentationisdonemainlyinpresenttcnseandtheChinesequ酷tiOnsaretranslatedjnt0English．Question1：DoyoufeeIsurprisedthatnon-EngIishmajorgtudents’readIngtImea矗erclassjsabouthaIfanhOur7WhatmakesthemunabIetOdoaIotofout_OkIassreading?Tcachers’佗sponses：舢mostalltheteachersdonotfceIsurprisedata11．neyknowtlleirstudentsdonotdOalotofrcadiIlg．TheyexpTcsstIleirconcemthathowstIldentsimproVc山eirEn西ishwitllsolittlercading．Asfbrwhystudentsrcadsolitlle，theythinktheproblemsgOwitlltheirmotivatjon，interestaIldself．c0Ⅱtr01．Students’flltIIrcisprc—decided．11leywillgotocoumiesorthecountrysidetobeprimary0rmiddleschoolteache塔．En—ishisnotvefylIsefultotlleminfutu佗．11lisdc—motivationa矗-ectstheifinterest柚dcommitment．Tbache塔meDtionmanytimesthatstudentsarelazy．Their1aziIIe蟠isthemainreasOnwhytheyc锄otdoa10tofregIIlar0ut—Of．claSsreading．0uestion2：Whatmakesstudentsnottousereadingtechniquessucha8skjnlmingandscannjng々Tcachers’豫sponses：neyallhavetauglltortraincdstudentshowtousereadingtechniques．Somementionthatthe打studentsalfeadyhewtheminuleirhigllsch001．mirhighschoolteache噶oftenemphasizedsuchskills．Tcachers’leachinga11dtrajningcanIIotgII删teethattheywilIusethosetechniques．studeILtsneedtobeactivetotrytousethetedmiques．Thiscomesbacktothepojntofstudents’motivation锄dself-discipljne．AIlothcrre镐onwhystudcntsdonotusercadingtechniquesisthatttleirEn百ishleVelisnot900denouglltouseIhem．ThethirdreasonistllatstudentswanttohaveashortcutfortheirleamiIlg．Suchexpectatjondeviatcsthemf如m【herightpathofEn掣ishleamjng．Finally，teache巧cnlphasizethatteclllliquemasteryIiesinalotofreading． 东北师范大学硕士学位论文Quesaon3：WhatisyOurexperienceinandwhatdoyOuthinkabOutgIVingstuden协readIngassignmems?TcacherS’responses：Tcachers百Vestudentsreadingassi印ments，butnotreglllarly’butthercaret、VOproblemswitlIthat．FirStofall，thereisnotimetodosomethingaboutout—of_classrcadingbecausetheyhavetofinishthejrtcachingtasksfirst，evenforwhichtimejsnotenOugh．Second，itisnoteaSytochecktheirrcadinghomewOrk．Provjdinganswerscannotmakesurestudentswillread．Someteache话trytotestVocabularyinreadingmaterials，butitmeaIlsalOtofwOrk，andeVenbydOingsO，stillthercarestudentswhodonOtfinishtheirreadingafterclass．Theyalsoexpressthejrconcemtllatevaluatjona11dproInoti咖systematcollegedoesnotencouragemorc∞mm“ment孤ddcvotion．QuestIOn4：Wh砒prOblemsaretherein甜uden协’out-of-cIassreadlng?Whicha悖砒udents’probIem，andwhicha悖nOt?Teachers’陀sponses：Hercagainteacherstalkaboutstudents’motiVatioD趾dself．discjplinc．T1leythinkthatteachersshOuldremindstudentsfhquentlyoftheimpOnantofalotofreading．Iftheydonotdoso，tha“steacherS’pmblem．1'eachersshouldalso百Vestudems豁si91lments．Iftheydonotdos0，thatisteachers’problem．Butifstudentsd0notd0cheirhomework，thatisstudents’problem．ArIotherpmblemori舀natedfmmstudents’middleschoolleamingwhcntheycouldrclyonteachers．At∞llege，theyneedtobeindependentandautonomous．1Woproblemswhicha”notstudents’areabout∞llegeEngljshteachingprinciple卸dcoursedesi印．ReadingisnotgiVenenou曲attentj∞andemph嬲isincollegeEngIishteachiIlg．(=oursedesigndoesnot百Vemuchroomforteache墙todeVelopstudents’extensivereading．1飞erearelimitedhoursofteaching，andteachingismainlyaboutintensivercading．QuestiOn5：whatsuggestlonsdoyouhaVeaboutteachIngInkrmsOfOut-Of．cIassr∞ding?Tcachers’rcsponses：Firstofall，thereshouldbeextensive”adingclasses．Se∞nd，teache体caIlgllide锄dmonitorstudents’readingafterdassbydesi驴ingsometnsl(s蛆dadoptinge币cientchecHngsystem．CheckingcanbegiVinganswersaIldletpee巧Fadetheirwork．Itc柚aIsobeassigningstudentstowritesummaries肌dreadingrepons．ReadingmaterialscanbegiVentostudentsbydeletingquestjonpan．IncIassteachercallgiVethemdeletcdquestionsforthemtoansweLWhateVer'teacherssaythattheyneedt0dO 东北师范大学硕士学位论文somethinginclasstomakesllrestudentsd0rcadingafterdass．4．4SummaryB弱edOnthedata仃omquestio肌aircs锄dinteⅣie、Ⅳs，themainresultsinsummaryaresixfold．．·First，studentsdOlittlereadingaftercl弱s．Theirreading锄oumissurprisingjnsuf!ficient．·second，trainingofreadingsl【iIls孤dstrate舀esjuststayatdedaratiVestage．studentsdonothaveopponunitiest0developreadingstfate百esands“llsbecauset|leydonotdoalotofreading．·1hird，thebiggestprdbleminstudents’eyesisdi筋culty0rin啪prehensibilityinreadingmaterialsandself-discipljne．’Ibteachers，students’bjggestpr_obIems缸eself-dete肌ination0rself二discipIine．·Founll，studentS’out-of-classreadingisiⅡnuencedbyintensiVercadinghabit'inawaythattheycannOtd0ext锄siverea曲lgwhichismajnlyformeaIling锄d坤quirestoleranoewithambiguities．·Fifth，readingmaterialinavailabilityaIldapp唧riatenessisabigconcem．·Finally，bOthstudents锄dteachersthinkttlatexte皿alguida皿ce锄ddiscipline矗omteacheIsareⅡecded．1nhispanhasdiscussedresearchrcsultsbased呻cate90riesofresearchinstmmentsfifst，札dthenasumm盯yofmain化sults缸cpresented．1IIthenextpan，thepaperwilldointerpretationandcvaluationofdatai110rdertoworkoutcontrjbutingideas’suggcstionsandrecommendatioⅡwhichc蛐beusedinalaI翟蓐rpopulatjon． 东北师范大学硕士学位论文5．DiSCuSSionstudentsdOnOtdomuchreading．(bntrarily，theydolittlereading，whichpmVjdesn0chancesforotherreadingactivitiesandprocessingtawardskillandstrategydevelopment．students’out—of_classrcadingis卸autOnOmousdomaiⅡ，butjn￡bisdomaintherearepmblemsthatneedconsiderationandsolution．Students’autonOmOusIeamingdoesnotexcludeteachers’guidancc，supportaIldeVendjscipline．whenstIldentsarenotautonomousenough，ofwhentheyareintheproccss0freachjngfullautOnomy’teachersstillshouldplayfuncti0Ⅱsinmaximizjng0ut—of-classreadingforreadingdevel叩mentandautonomousimDrov锄ent．5．1TbacherauthOrityandIearnerautOnOmyAccordingto、ⅣiddowsoⅡ(1999：187-191)，thercarctworelatedissueswhich缸eprominenljJlteachingaIIdresearch：theyarcleamerautonomyandteacherauthor“y．Therclationshjpbetweenthetwoelementsiswelldiscussedbyhim，whjchisVeryinsightfultOstudents’out·of-cla鹤leaming．Thercfo|e，alot0fhiswordsarcquotedhereforbeingdirectandconvincing．F0rnomatterhawweViewpedagogy’∞mattcrwhomuchinjtiatiVewebelieVeshouJdbeallowedtotheIeameLthet船cber鸥en”i印aⅡtI肌stsurelyretainanIIndimiⅡishedauthority．Theinc咒a辩inleamer_cente『edactivityandc0Ⅱabomtiveworkinthecl勰smomdoesnotmeanthatthetcacherbecomesle豁authorjtative．HeorsllesIillhastocontdveIhercqui陀denablingc0Ⅱditio璐forkaming，stiIlhast0m∞ilor柚dguideproJ"ess．(wjddow∞n1999：189)TheaboVequotationteIlusthatteachers’autllorityaJwaysfunctionsandshoulddosOnomatterwhatch卸geshaveoccurredinlangIlageteaching．neteacher’sjobistoprovide∞nditionsandguide，monitor柚denablestudentsintheprocessOfleamingnOmatterhowmuchroomstudemscalIhavefortheifindependencc．Fi肋¨y，awordab0吡tle锄crautono巾y．Tbis100has砥岫sactjonalaⅡdintcracIional勰pects．Asfaraslhetran鞠ction“鼬pedisconcemcdtbeleamer(apprenant)rca¨yonlyexerci辩autonomywilhinthelimjts∞tbytcacberautllo—ty．11lele删erisnevefTea¨yindependent，itisthcl【ind0fdependencywhjchchaIlges．(wjddawson1999：189)WiddowsondoesnotthinkleamersarerealIyindependent．Theydependonteachersintheirlearningortlleifind印endencehasljmitationscOmjngfrOmteachers．H0wleamers 东北师范大学硕士学位论文dependonteachersunde喀OeschaⅡges．ButtheirautonomyisnOtwithoutlimit．Adisti埘：60nisc0Imnonlymadebe如他enmenaturalcontcmsofleamingwhichaIlowformeexercjscofindeDendenceandⅡ圮coDtrivedcontcxtsofinstmctjonwhichenfbrceconsIraiⅡts⋯．Sotheid∞of‘越nlral’leaming器beingaprocessofuntrammeleddiscoveryorself_djrecIedquest辩e脚come10bcmisleading．TheplDce铸isalwaysdirected．TheissueisnotwheIherornOtiIsbouldbesubiectcdtodirection，becau辩italwaysis，but、vhatkindofdirec‘ioⅡismostideolo酎callyd髓iIableandmostpedago西caⅡyemctive．(widdow∞n1999：189—1卿Somepe叩lemaythirlI【thatinnalumlcontextorinOut·0f．dassleaming，leamersmayexeTcisethcir叫tonomywithnOcontml疔omteachers．Ac00rdingtoWiddowson，however’naturalcontext卸dout—of-c1船sleaming缸ealsounderthegIlid锄ceaIlddirectionssetbyextemalaumority．0Iflce，gllidancc柚ddiTectionsmaytakedi骶rentfoms，butthcy缸ealwaysthercmonitoringstudents’autonomy．widdowson’soPinions1laVeevidence卸dsuppon缸粕research∞practiccinautonomousleaming．ⅡMeiying(2002)，DingYhwen柚dzcngweIIllua(2005)，Du柚zili(2006)’zllaoHoⅡg(2006)aIldPanNi，HuangGuo劬g姐dzlIaIlg)【ia(2006)havedonercsearchoncollegestudents’out-of-dassrcading，theirrcsultshavc∞ethingin∞mmoI卜qtudentsdoIittlercadingafterclaSs．Ji柚gQi玎野in(2006)suggeststcache陪shOuldstepinstIIdents’autonomousleamingandexercisc甜tllOrityt0guamnteetheexistenccofleam抽g．Therefbrc，studentsneededtobedjsciplinedcxtemally柚dteacher叽thorityshouldbeexcisedinle锄ers’autonomousleaming．5．2AwarenessraisingandfrequentmotiVatingBeliefs缸的attitIldeandactionstakentole啪afbrejP皿lan霉mage．Ifleame巧Ihink咒adingisimponantoreVenmoreimponantthanotherarcasinl锄guageleanlin岛t|Ieywillbemorccommittcdtoreadjn爵Therefore，students’删arene龉needstobemisedintwo硒pects．OneisabouttheimportanceOfalOtofrcading：the0theristoalertthemthattheydOnotreadmuchofevenaljttle．hlaway，quantitativefadismOre∞nvincinEIhandescriptivewOrds．StudentsmaynotrcalizetheyarcreadingaliItle．WhentheVseetheconcretizcdfigure，theywjUthinkitisaprobIem卸dtrytosolvelhep∞bl锄船istIIecaseaboutnon-Englishmaiors’out-of_classreadin2afterclass．Atinterviews，somestudentsmentionedthattheyhadnotrcalizcdtheVwercreadingsolinleuntilthevwcre雏kedtothinkabout“咖sciousIV．Thus，weneedtoraisestudents’awarenessbvrcmindingfmmtimetotime(schmidt1995)．Suchrcmindingcanbedonebygi“ngIecture·stylestatemems，usingmet印hors，tellinginst兀lctjVestoriesor百vingex锄ple，etc． 东北师范大学硕士学位论文Apan仃omraisingstudents’awareness，teacherSshOuldbemotivatOrst0suppon趴dencouragethemtopefseVere(coady2001)．Out—of-classreadingisalongpfocess，muchlongermanwemayhaVeeVeranticipatedandduringthepn溅ss，dif!I}iI：ultiesordiSturbance啪makestudentsgo盐tfayorevenstepo置Soweneedt0befeadytogivetimelVsup口0nandencoumgementffequentlysOthatt11eirself．detemlinationcanbes仃en毋henedonafrequentoreVendailybasis．Agoodteacheraccompaniesstudents’everystepintheprocess．Wedonotandshouldnotcarryourstudcn“nthepfocess'butwecanoversee，push，suppOrtaIldencouragethemtogofo刑盯d．Tcachers’frequentsupportmotivatesstudentsandcandecidehowbi卫onestepjsandhOwfartheycanpr0部『ess5．3BeyOnddeClaratiVestrategytrainingBasedoninterview，teachersatNonheastNo皿alUniversityhavedonestrate2VtrainingfrequentlyilItheirteaching．strate酉esorreadingstrate翻esarenotunfamiliartostudents．Butthereisaphenomenonthatstrategytrainingstaysatdecl缸ativelevelwhjchisOnlythefirststepinskiIlorstIategydevelopment(cook2000，whoquotedAnderson)．Thatisteachershaveintroduceddif!fbrentskillsandstrate2ies，butp珀cciceindassjsolllVadropinav弱tseaOffcadingskillimprOvementandstmtegyempowe加Dent．DeclarativestaEeismle-basedorfactoriented．Le卿ersaregivenlmowled2eaboutskills柚dstrate西cs蛆dtheybegintoprocessthemintheirminds．EIutinordertojntemaljzeskills柚dstrate百es，le姗ersneedtomoVeontostage2wherctheyapplyrulcsorl【IlowledgcinpracticeOractllaluse．nisstageisratherlongbecauseinte丌laIizationofnlles，skillsalldstrate百esmeans“reorg卸izationofthinl【in岛processing，lotofexposureandatremendous锄伽ntofpradice'’(Rubin&Th伽pson2004：9)．SuchastagewhichiscalledprOceduraloneinwhichIeamersneedtohaveopportunitiestopracticc，tomake∞nnectionsbetweenmindandactjon，andbetwe锄inputandoutput．Therefbre，Onlytelljngstudentswhatisnotenough(Ca兀℃ll1998)．、^，cneedtomovethemtoexperiencercading卸ddeVelopskillsorstmte百esbyusingthemmassiVelyuntiltheycan∞metotu玎ingp州uctionstageatwhjchautOmatjcuseisachjeVedbaSed0nembeddedimuitiveorsubconscious上【Ilowledgc．Insummary'studentSshoulddoa10toffeadjngafterclasst0dcvelopsl【ills卸dstrate舀es．5．4COgnitiVeattitudeandmaterialseleCtiOnAsmentionedaboveIherc盯cMoattjtudes：co印itiVeanda圩cctive(Baker1988)．wecannotexpectalIrcadjngoreVenmostrcadingmaterialsareinteresting．AnyjmportantleamingcaIlnotbecomfonable．SostudentsshoulddeveloptheirinterestaIldpositiveattitudebased0ncognjtiVefeasoningthatisreadjngistheirresponsibiljtyandthattheydorcadingforqualityliVjng．Af：f．cctiVefeeIingsarestillimportant，butasyoungadunleanlers， 东北师范大学硕士学位论文theirchoiceandactionsshouldnotbecontrolIedbymeiremotions．W宅cannotexpecttohavea10t0finterestingmaterialsbecausetheenvironmentoflanglIagele锄jngforOur1eamersisthatofaforei印langIlagc．Thereis∞tmuchmaterial．M卸yofthercadillgmaterialsinb∞l岱toresandlibrarjesareclassroom—intendedmaterialsortestorientedones．T1lerefbreweneedtOencouragcstudcnts’rcasonabIechoiceaIldself-deteminatjoninmaterialselection．However'therejsstillroomto“constmctOpponunitiesforstudentstochoosematefialsthatwillenablethemtoreadla堆eamOuntsOfmaterjalwithsuccessfulcomprchension”rCoadv2001：234)．students缸eactuallycapableofchoosingwhatintereststhem．Thereforc．everve饪ortshouIdbemadetoenablcthemtOsclectwhatthevwanttorcad．Tcache倡canassistthemillchoosingappmpriatetextsforextensjvereadingbyrecommendingbooklistsincategoriesofdiffjcultyleVels，themes，topicsandgenresothatstudentscanfindtextsthatareintc咒stingorusefhl．5．5EncOuragingdelayedgratificatiOnAsmentiOnedabove，jtcannotbeexpectedthatreadin譬isalwaysinteresting．Butintercstisrcallyimportantwhichcanmakereadcrw卸ttOread柚dperseverejnreading．However’rcadinEdoesnothavetobearousedimmediatelyOrdircctly．Therearetwo“ndsof掣atifications：immediate锄ddelayedgfatifjcation．IlIImediatc胂tificationO“alrssimultaneouslywjthwhatapeIS∞isdoin2．Butdelayed2，atificationisⅡotljkethis．Ale锄ermaVevenfeelupsetwhenheOrsheisdoingatask，butdoingthetaskandovefsometime，positiveresullssuch硒rcwardandachievementappeafwhichmakestheleamerfcelproudor鼢tjsfied．pnthattime，byco皿ectiIlgresultwithprocess，heorsheknOwswhatbrin鼬abouthis0rhersuccess．This，intum，makeshimorherwillinglOdOsilnil缸tasl‘sandwhiIedoing∞，heorshedoesIlotfeelbadbecauseheorsheh硒experiencedsuchproccsswhichwillfinallyleadto争atificatjonalthou曲delayed．SiIlcethereisnotmuchroomfbrmaterialchoicc．studemsaref矗cedwitheitherdifficultoruninterestingmaterials，thenwhynotstanattacl(ingdi圩icultmaterialsasjnCbady’s(20011vinuouscircIetakenfmmNunall(1982)．Studcntsjusttrytorcadmore，and盯aduallvtllevcanundefstandbetterandreadf弱t．Thiscangivethemde】aved霉，atifjcationwhichmdkesthemeen{ovrcadingandrcadmorc，tllusthisvirtuouscircle窖oesonand彻．Soinstcadofconlplainjnglimitedenvi“)I珊ent0rconditjonOrdifEicultV；teachershelpstudentstObuckledownandbreakthechainofaviciOuscircleandmakeitavjnuousone．FbrdeVelOpingaVjnuouschain，students’self-dete咖inationandself_disciplineplayimponantfunctions．Herecomesagaintheideaofself．disciplinewhjchismoreimponantthaninterestandcanaI_0useinterestbutinadelayedmanner．HoweveLencouragingstudentstohaveaqualityOfself-discipljnedocsnotme锄thereisnOneedforteachersto51 东北师范大学硕士学位论文help．Actually'teache体shouldexerciseextemalcontrolwhenstudentslackself_(Dn仃01fordelayedgmtificationtocome．Whatkinds0fmeasuresshouldbetakentodiscjplineleamersisdiscmssedinthenextpaIt．5．6ExternaIdiscip¨netechniquesExtemaldiscjplinecomest0thescencwhenstudentslackself_discipljne．HowtoexerciseextemaldisciplineistechniqueOrientated．T1lef0110wingisalistOftechniques，whichisnotcomprchensiVebutamodestattempt．Firstofall，teachersassi印readinghomeworkforstudentstodoafterclass．TbacherScangjvestudentsprintedhandouts，or雏si印books，magazines柚dnewspaperstoread．nereadingmatedalscallbechoscnbytheteacherorb髂edonstudents’choice．1ftheteacherdoesnotcheckreading弱signments，studentstendnottoreadthem．SOcheckingisnccessaⅨOme州isc，readingassignmentismeaningless．Inthe10ngmll'weevenIoseourpositiveorresponsibleimage舔teachers．Checkingassi印mentcanbechallen百ngtoo．pLskingstudentstohandinandchecktheiranswerisbeyondpOssibility勰teachersarebusywithteaching柚drcsearching．HoweVerifwe0nlygivethem扑swerkeys，studentswillrcferto卸swerkeysbythemselVes，and黟aduallytheymaynotrcad．SoitisbettertogiVethemmaterialswithoutanswerkeys．AnOtherwayofchecl【ingcaIlbeaskstudentstowrjtedowntheirfaVoritesentenccsOrexDfessi0僻．Checkingshouldbercgular醛well．WeneedtoassignreadinghomeworkwhichisnotsohugcsOthattheyc锄0tfinishinashorttime，thenwehavetocheckitlongtimelater．1'11iscanmakeprocrastinati∞tohappenuntilfinallytheymaygiVeupfinjshreadinghomeworkwhentheI鹤tminutccomes．SoweneedtocheckrcguIarlyand丘equentlysothalstIldentscandealwithillsmaUbitsbutinac彻sistentmanner．1bstjngonout—of-cIassrcadingmaterialisagoodwaytomakesurcthatstudentsdothe亿ading．Ifconti眦oustests缸epartoftheirfinalscorcs，studentsusu“lypayattentiontosuchhomework．HowtOtestthemdependsonhowyouwaIItyourstudentstoreadthematerial．Ifyouwantthemt0readalot，扑dstudentsdonothavetoundefst锄deveryttlin吕youcanMitetestsfocusjngongenemltllings．Tes“ng啪bcdoneinfb珊sofmultiplechoicc，TmeOrFalseandgappedfilling．Thethrcefo肌s盯eeasytocheck，whichisrealistjcforbusyteachingsituatjon．Tcache体canarrangestudentstodosomeactivitiesinclassbasedontheirout-of-classrcading．TheseactiVities伽bemakingaspeechtal“ngaboutwhattheyhaVeread，or 东北师范大学硕士学位论文theirfaVoritebooks．Studentscan、Vorkinpairs，ingroupsOrinplenarywaytodiscussandsharetIleirreadings．TherccatlbemallyothereffectjVeways．Ttlereservojrofideascomesf如mexperjence，rcflectioⅡ，booI【s卸dsharingwithothefteachers． 东北师范大学硕士学位论文6．COncIusiOnThepaperhastriedtoinvestigatewhatishappeninginstudents’0ut-OFclassreadinginlhecontextofNonheastNo皿aUnivefsity．Questionshavebeen鹤kedaboutnon．En司ishmajors’readiⅡEaftcrclass．Oneofthequestionsisabouthowmuchstudentsdotheirout．of．classreading．Theanswerhasbeenhypothesizedthatstudentsdonotdoenou曲readjng．Researchresultshaveprovedthehypothesizedanswefisri曲t，butwhatissurprisingisthatnon-En翻ishmajorsdoljttlereading．Forotllerquestions，theresearchhas鼬nenanswerswhicharcimplicativet0leanljngandteaching．Thepaper丘rstofallllastalkedaboutthenatureOfreading．Sucharcviewisneededtosupponwhyout-0f-classrcadingisimportantaIldwhyitiswonhbejngrese缸chedon．nenaturcofreadingtellsusthatrcadingisacomplexpmccsswhichinvolVesmanysub-processingsandelements．Firsl，thepaperh勰generalizedwhatrcadingisandwhatreadingcomprehensionis，孤dthenthepaperhasmovedont0discusspurposesforreadin岛他adingskills卸dstrategies，whatfluentande￡ficientreadingme柚s，processingcompOnentsOfreadjnganddi岛：renlmodelsOfrcadiIlg．ThiscOmprehensiverevjewleadst0thethemethatout-of_classfeadingplayanessentialroleinrcadin2improvementbecauseitmal【esmassiVeexposuretoprintpossible，developslingIIisticproficiencywhichisneededjnrcadin舀pmmocesauComaticprOcessingwhichispossessedbyfluentrcaders，exparIdschemataanddevelopregularreadinghabits．Finally，intheljteraturereview’thepaperhaspresentedwhataf!l-cctsef!f．cc“Veout-of_d弱sreading．Sixfactorshavebeendiscussed．T11efir葛tfactorisincomprehensiblematerialswhichmakereadingdi所cultandmaystoprcaders仃Omreading．Apartfmmincomprehensjblematerials，readers’beliefs卸dattitudescanafI．cctwhetherandhowrcadersapproachreadin昏Nextcomesmotivationandself-detenllination．Self-dete邢inatiOnisdjscussedprominen“ybecauseOfthenaturcOfout—of-classrcading．Anerthis，thepaperhasfOcusedonfIlnctjonalreadingstrategjes．Students’lackofusingthemorusingwron酎yaffcctsrcadjngnegatively-FinaIly'thePaperhastalkedab叫twhatautonomyisandwhatteachers’gIlid锄ce卸dauthoritymeaIlandthejrfunctjOnsinout一0f_cl勰srcading．Autonomyactualizespotentia】ity柚dmaximjzesout-of-claSsreadin舀柚dtcacherS’guidanceandauthoritygIIaraIIteemassjvereading．AniIlvestigationhasbeeⅡdonewith164studen￡sand21teachersinvoIved．ThefcsearchrcsultsasmentionedabOveareabjtsurprising．1nsummarv，studentsdonotdoweninOut．of-classreadingorwecansaytheydonotd0muchfeadingsotheyevendonothavechancestoexperiencefLlrtherprocessesinrcadin2．InOrderto∞lvetheproblem，reasOnshavebeenexplorcd，whicharcinaccordancewithfactorsthata矗IcctslargeamountsOfreadingdiscussedinthelitemturereviewpan．F0rdealjngwiththeresultswhichafenotsatjsfactory'someprinciples锄dmeasureshavebeenexplainedinsixpans．Tbeyare 东北师范大学硕士学位论文exercisjngdualfIlnctionsofteacherauthorityandle锄cr卸tonomy，misingstudents’awarenessinlargeamountsOfreadjngandmotivatingstudents竹equcntlys0thatstudentsc趾rcadandhaVectl柚cestomovebeyonddeclarativestageofs仃ategytrainingtodcveIoptheirskillsandstrategjesinexperiencingreading．Sinceattitudeisimportantandstudentshavedi螂cultyinmaterialselection，weneedtoencouragestudentstomakedecisionsbasedonrcasons柚dsensibleallalysisinsteadofonlV0nhowtheyfeel0rwhether￡heyfcelinterestedornot．Forthis，delayedP，atificatiOnisaveryeffectjveideatoconvinccstudentstOmakeeffonsandhelpthemsustainthejreffbrtsuntilthevcansensetbeirachieVementwhichcaIlmotiVatesthemtoenjoyreadjng．wherc嬲，jntheprocessofdoingso，teachersshouldexercisecontrolanddjsciplineteclllljquestobrcakaviciouschainandbuildavirtuousoneinreading．ThefcarclimitatioⅡstothercsearch．FirStofaIl，only164studemsareinvolved．Therea『emanyothefcollegeanddepanment．Areplicaofmoresubjects湖pletingquestionnairesisneededt0getdataconcemingmorepeopIe．AnOtherliIIlitationisaboutquestionnaire，whichcallnot00vera11．Thisme卸sthercarcalotofotherthingstObestudicdintemsofleame塔’out_0f．class托adjn舀T1leobjectiV∞0fthenextresearchwillbetostudyhowtohelPle锄ersintheirout．0f-classrcadinginte肌sOfwhalmeasurescanbetaken，whatmeasurcarcef!f’ec“ve，whatpmblemsexist皿dhowtosolVetheproblems．OnOeagain，thepaperisanattempttomiseawafenessthatan0ldnotionofreadingalotseemstobene舀ectedoreVendiscarded．Thefcissomercsearchonthis，butcomparedwithotherrcsearchpointsonrcadin舀itisonlyadmpinalake．Itishopedthattheattemptcallmakccontributionstonon—En羽ishmajorS’leanling卸dteaching∞tonlyatNonheastNo珊aUnjVersitybutalsoinala唱ercontextc0啪ingal缸gc。population． 东北师范大学硕士学位论文ReferenCeSAjzen，I．1996．’11ledirectiVejnfluenceofattitudesonbehaVjouLlnP．M·GollwitzerandJ．A．Bargh，(Eds．)，了兹epsyc，lDfDgyq，口c砌以：工西l觑以gcDjg玎矗D甩口，ld，雄of加砌竹细6e^nvfD，(385-403)．New1Ybrk：GuildofdPress．～derson，c．＆urquhan，A．(Eds．)．1984．&础恬mⅡ，D肥泓如n弘口肛．L0ndon：Longman．Alderson，J．C．2000．一础粥西gre口枷g．NewYork：C锄bridgeUniVersiIyPress．Alexander，P．A．＆Jetton，T．L2000．厶阳朋岫加历把时：爿历“，“硪mensf0儿nf口，ld出坩鲫聊删招f∥唧贸f眦．MahwaIl，NJ：LawrenccErlbaum．Anderson，J．R．1995．cDg，l觚坩删曲D魄)，口蒯船加妒ff叩砌船(4med)．NewYork：W．H．FreemaⅡ．AIlderson，N．J．2004．却如，蛔se∞蒯缸开肛昭e脚df略：地H船删dJ们f昭洒．Be巧ing：Forei印LanguagcTeachinga11dResearchPress．Baker，C．1988．Issuesinbilingualism卸dbilingualcducation．aeVedon，Avon：MillilingualMatters．Beck，I．，McKcown，M．，Sinatraq，G&Loxte皿aⅡ，J．1991．Revisingsocjalstudiestextf如matext—p加cessingperSpediVe：EVidenceOfimpr0Vedcomprehensibility．R阳班Hg胁阳砌Q船，陀r晚26J251-276．Benson，P．2005．乃n曲拥g口柑，甜已口厂c^魄’口“f鲫D，缈协肠n弘口秽如口，玎加g．Beijing：Forei印Language1hchjng柚dResearchPr鹪s．Br叭vn，R．，Prcssley'M．，ⅥmMeter’P．＆Schuder’T．1996．Aquasi-experimentalValidation0ft瑚msactionalstrategyinstmdionwithlow·aclIicvingsecond—gradestudents．而Ⅳ朋口?D，￡幽c口f^伽口，脚曲Dfp觑嬲，18·37．Ca盯elI，P．L-1998．c锄rcadings№te百esbesucccssfIlllytau曲t?爿“s加fi口玎黜VfewD，A卵liedL抽弘i5tics，2l，1锄．CaⅡell，P．L，DeVine，J．，andEskey，D．E．1988．Inte呶iVeapproachestosecondlanguagcrcading．Cambridge：CambridgeUniVersityPrcss．Cipielewskj，J．＆Stanovich，＆1992．Prcdicting铲Owthinr船dingabil“yfromchildren’sexposuretoprint．JD“m口f0，Epe，加删招f劭谢尸∽^DfD‘g)；M74—89．Coady，J．2001．L2vocabularyacqujsitionthrougllextensiVereading．1nJ．coady&T．Huckin(Eds．)，．％∞nd缸n∥口ge阳翻6“缸，)，4c胛括砸口H(pp．225—237)．shanghai：ShangllaiForei印L丑nguageEducationPress． 东北师范大学硕士学位论文Cohen，A．D．&、Ⅳcaver’S．J．2006．聊z时一删矗sf阳蛔亨洒一6ns耐f玎曲Ⅵc咖H：爿据Ⅱ曲哪’gHf斑．Be面ing：FOTei印bnguageTeachingandRcsearchP佗ss．C00k，G1989．D如co“聊．0xford：0xfordUⅡiVersjtyPressCook，V2000．工魄潍衙池口蒯se∞蒯k唧裙P口c掣括fffDn．Beijing：Forei印Lallgllagc1bachingandResearchPrcss．C6te，P＆aement，R．1994．1_柚guageattitudes：Aminteract押esitllatedapproach．工n以．g“I印ge口胛dCbm，押“栉￡∞f溉J4，237—251．Covey，S．R．1998．111ehabitsofhiglllyeffectiVepeople．NewYork．Fireside．Day，R．锄dBamford，J．1998．上k纪nsf坩阳口西hg折琥e5P硎d肠啊弘口gec缸豁，口。坍．Cambridge：C砌bridageUlliversityPrcss．Deci，E．&Ryan’R．1985．向打俯耙小口打阳“D甩口nds口萨de圯rmf玎口砌n加|IlHm口玎6elIll口v如r．NewY0rk：Ple肌m．D6myei，乙2005．。Teaching锄dfese甜chingnlotivation．Beijing：Fore硒螂agcTeachingalldResearchPress．Ellis，R．1999．砌Pjm咖D，肥c册d肠，掣d舻口叼H括ff如n．ShaIl曲ai：ShaIlgIlaiF0rci弘L丑ngIlageEducati伽Pfess风rch，C．＆勋sper'G1983．(Eds．)，＆阳姆协加m圯rfⅡng“n驴c伽舢，l泐f蛔．L0ndon：LongIn扑．Gardner’D．＆Millcr，L2002．B缸6如^抽gJP∥切cc跚?m川曲已D，)r幻p，口c“∞．Shangllaj：Sh蛳曲aiFoIei伊hnguagcEducationPress．Gardner，R．C＆hmbcn，W．E．1972．，哇盯妇d船口删研Df胁f而鲫加姗删·肠甩觯昭P如口肌加g．R0wley：NewsburyHouse．Grabe，w_＆Stoller，EL2005．砌西蛔鲫dR昭翻砌伽g胄即d抽g．Beijing：FoTeigIlLangllageTeaching柚dRese缸chPress．Guthrie，J．，wi凹eld，丸，Metsala，J．＆cox，k1999．MotivationalalldcogIlitiVepredicto陪oftextcomprchension卸dreadingam咖nt．＆fe，l旺肛跏础瓣D，疵口幽强丑23l-256．Hazenbur岛S．＆Hulstijn，J．H．1996．DefiningaminimalreceptiVesecond—lallguagevocabularyfornon．nativcluliversitystudents：AIlempi订caljnVescigation．4妒“甜工f疗g“括“cs，J7j145·163．HemaIln，Q1980．A埘tudes柚dsuccessinchildren’sle锄ingofEn翻ishasasecondlanguage：themOtivationalvs．tlleIesultatiVehypothesis．ELrJ口“r船f，34：247—54．1(rashen，S．1982．功e￡删f缸pD历部蠡?括础部口删咖，耙口咖玎5．Harlow：Lnngm锄．L硼bert，W．E．1980．Thesocjalpsychologyoflanguage：AperspectiVeforthe1980s．IIlH． 东北师范大学硕士学位论文Giles，V—P_Robinson＆P．M．smith(Eds．)．￡口，掣口{P：勋c抽，．P‘秽c^D如吕fc口，pe唧ec咖∞(pp．415·24)．Oxford：Pe唱amon．Nagy’w．，He册an，P．'＆ArIderson，R．C．1985．kamingwords肋mcontexIs．只阳d孵Re卵口砌(撕口r七r协2q233—253．Nuttall，C．1982．砌c^垤腮n幽g崩如加口卢圮劬肠H删口驴．NewY0rk：L0ngrn锄．Nuttall，C．1996．z妇曲f，lgM口威馏崩腿伽口，D陀咖肠月删口肛．Oxford：Heinema肌．O’Malley，J．M．＆Chamot，A．U．1990．￡翻M打曙s加矗管协加础c伽dk增“昭已口c舭括诳棚．C锄bridge：C锄bridgeUniVersityPress．P撕s，s．G．，wasik，B．A．，＆TumeLJ．c．1991．11bedevelopmentofstrategicreaders．hIR．Ba玛M．LK锄il，P．Mosenthal＆P．D．Pearson(Eds．)，胁n如口础D，聊枷g船已口砌，V01umnII(pp．609-640)．Mallwah，NJ：hwrenccErlbaum．Richards，J．C．，Platt，J．＆Platt，H．1996．Dfcff伽口砂D，如删口矽加c枷培口脚唧雎耐胁l∥豇缸皤．London：Longman．Riley，P．＆zoppis，C．1985．ThesoundandVideolibrary．hPIRiIey(Ed．)，D括cDH坶Pn九d胁埘抛∽．286·98)．London：LDngrnan．Rubin，J．＆nompson，I．2004．HowtobeamorcsuccessfIIllaIlgIlageIe姗eLBeijing：Forci印LangllageTcachingandResearchPress．Rubin，J．1987．LBanlerstrate舀es：tbeoreticaIassumptions，researchhistoryandtypologyinA．wenden锄dJ．Rubin(Eds．)．￡印朋盯曲设fP∥舒抽肠珂鲥口弘彪口Mmg(pp．15—30)．London：PrentjceHall．Schrnidt’R．1995．月抛椭州鲫d口M删绑胁如肥枷肠刀删口秽妇肌加g．Honolulu：UIliversityofHawaiiPrcss．Silberstein，S．2002．乃咖咖甜口础肼D“嬲拥舰clIl魄舰硪略．Shan曲aj：ShangllaiF0rci印LanguageEducatjonPrcss．Skehan，P．1989．抽挑^妇口f以肥，跏c部m阳∞甩止k删口弘跆口胧跏g．London：EdwardAⅡ101d．Ski皿er'B．F．1938．丑曲4y面r巧o，吕口nfs小s?爿H舀≯er妇咒en细f口n口6^出．NewYbrk：AppletOn-Century·Crofts．Stalll，S．A，Heubach，k，＆C舢ond，B．1997．胁硼砂D硪狮删芒d瑚幽喀拥sfrHcffon(ReadingResearcbRepoTtno．79)．Alhens，GA：NatjonalReadingResearchcentcf．Stem，H．HI1999．肪“P口删叩砌ns加肠HgH口舻加c柚lg．ShaIlgllai：ShangllaiForei印I肋guageEducationPrcss．Strong’M．1984．1Ilte铲atjVemotiVation：causeor佗sultofsuccessfulsecondlanguage5B 东北师范大学硕士学位论文acquisjtion?L口，lg“ⅡgeLeⅡrHfH占，34：1-14．Tan，A＆Nicholson，T．1997．F1舾hcafdsfevisjted：Trainingpoor”aderstorcadwordsfasterimprovesthejrcomprehensionoftexts．如“M口f矿胁∞f缸帆口，脚曲D如宝，；鹕276．288．Tjemey，R．J．&Rcadence，J．C．1999．曰e口幽g舶位f昭j嚣口，耐pr口cffc舀?一cDMp肌出“研(5medn)．B0ston：～lyn＆Bacon．Uf，P．1996．爿∞“糟P觑缸珂删口ge据口c柳九gj丹4c“ce盘nd肪∞，)，．Cambridge：CambridgeUniversityPrcss．Urquhan，S．＆Weir'C．1998．艇口幽g加n5e∞玎dk，l删口ge：p煳Spm出甜口甜刖c舰NewYork：L0n鲫an．Wallacc，C．1992．R阳姗g．Oxfbrd：0xfordUniversityPress．widdows∞，H．G1999．4印e哟D，缸n觯口驴把口曲蛔．shaII曲ai：sh卸gllaiF0rej印bngIIageEducationPress．WiUiams，E．1984．Readinginthelanguageclassr00m．London：Macmillan．Yu，V1993．ExtensiVcreadingprO胂m卜-howcantheybestb∞efjttheteaching柚dlearⅡingofEn舀ish?7：ELSL脚D，fer26(1)，1-9．蔡基刚．2005。大学英语教学若干问题思考[J】，《外语教学与研究》第2期：第83．91页。陈冬纯，2006，试论自主学习在我国大学英语教学中的定位【J】，《外语界》第3期：第32．37页。陈莉萍，2006，第二语言阅读研究对中国英语教育的启示【】】，《外语界》第6期：第31-38页。陈青松、许罗迈，2006．大学英语教学中的网络化外语自主学习c】】，《外语界》第6期：第16-23页。程晓堂、郑敏，2002，《英语学习策略》【M】，北京：外语与教育研究出版社。程卓，2002，从语篇信息解读看阅读技巧【】】，《山东外语教学》第l期：第66．67页。丁艳雯、曾文华，2005，英语专业学生课外阅读问卷调查与思考【J【，《四川教育学院学报》第5期：第73．75页。段自力，2006，英语专业学生课外阅读学习策略调查与后摄自主课外阅读[J】，‘外语界》第3期：第19．23页。范东生，2005，搭建跨文化阅读理解框架的背景与价值观冈素[】】，《外语与翻译》第1期：第46-53页。高鹏、张学忠，2005，人学英语课堂中学习者学习白土性的培养一份自主是课堂教学模式试验．报告【】】，《外语界》第1期：第33—39页。高翔，2005，语言输入理论的认知分析[】】，《外语与外语教学》第6期：第15．17页。 东北师范大学硕士学位论文龚兵，2006，词汇知识深度对阅读能力的影响[】】，《国外外语教学》第2期：第1_5页。龚嵘，2006，大学英语自主式课堂教学模式中教师角色探微【J】，‘外语界》第2期：第16-22页。顾卫星，2005，英语综合应用能力与白土性学习能力的培养一苏州大学大学英语教学改革试点总结[】】．《外语界》第6期：第61-67页。郝钦海．2005，影响学习者自主的社会文化因素及其启示[】】，《外语界》第6期：第3946页。何晓东，2004，国内自主英语学习研究中的若干问题【JI’《外语界》第4期：第10一14页。何晓东．2005，自主学习中的态度和行为变化：一项纵向研究【j】，《外语界》第6期：第47．54页。黄源深t2006，好的英语是“读”出来的—英语教学谈之一【J】’<外语界》第4期：第63-66页。季明雨，2004，关于英语教师在教学中动机策略运用的调查【J】，<外语界》第6期：第34-40页。贾正传、郭惠燕，2006，第|二语言学习策略系统观[】】，《外语与外语教学》第1期：第22．24页。江庆心，2006，论教师介入学生自主学习的重要性【J】，《外语界》第2期：第lo-15页。金杰，2006，阅读理解教学中的关联原则【J】，《外语与外语教学》第3期：第35．38页。兰昌勤、曾洁，2004，对培养我国外语学习者自主性的思考【J】，‘外语界》第4期：第24—30页。雷霄，2005，大学生学习观念与学习自主性培养[】】，‘外语界》第3期：第68-74页。李昌真，2004，运用归囡理论研究非英语专业学生英语学习行为【J】，《外语界》第6期：第4145页。李静，2006，建设语言自主评估材料，提高语言自主学习能力【J】，《外语界》第3期：第60-65页。李梅英，2002，英语专业学生课外英语阅读情况调查与研究【J】，第2期：第11一13页。李平、章国英，2006，利刚网络环境促进自主英语学习—一_门网络课程的实例研究【Jl，《外语界》第5期：第17．2l页。李瑞芳、张英、程慕胜，2004·清华人学非英语专业学生课外阅读情况调查研究【J】’《外语界》第1期：第3540页。刘伯茹，2004．大学英语泛读中偶然词汇学习效率及对策探讨[J】，《外语界》第1期：第45-50页。刘岗，2005，阅读教学的纠错思维【】】，《外语与外语教学》第3期：第32-34页。刘慧君，2003，自动性和元认知：英美ESL阅读研究中的两个热点问题【】】，《国外外语教学》第l期：第40—“页。刘润清，2006，一个英语老师的自述【J】，《外语界》第2期：第72．80页。刘伟，郭海云，2006．批判性阅读教学模式试验研究【J1，《外语界》第3期：第14-18页。鲁吉，2004．普通高校非英语专业本科生的英语学习策略研究[】】，《山东外语教学》第6期：第38．40页。 东北师范大学硕士学位论文罗立胜、白杰，2005，理‘T：科学生英语课外听力情况调查与研究[】】，《外语与外语教学》第8期：第26．29页。毛立群，2005，汉语、英语与英语阅读能力之间关系的实证研究【】】，《外语与翻译》第3期：第65．68页。莫远国，2004，学习主体的认知差异与第一二语言习得【】1．《国外外语教学》第1期：第1．5页。潘妮、黄国芳、张霞，2006，大学生英语课外阅读情况的调查研究【J】，《中国高等医学教育》第10期：第42出页。戚宏波，2004，浅析东方文化背景卜-f拘学习者自主[】】．《国外外语教学》第1期：第26_30页。王宏芳，2006，元认知与成人外语阅读【】】，《国外外语教学》第4期：第15一19页。王凌、何宁，2001，非英语专业学生英语课外阅读情况调查与研究【】】，《外语界》第4期：第56-59页。．王守仁，2006，以提高我国高等学校教学质量为出发点，推进大学英语教学改革【J】，《外语界》第5期：第撕页。王晓罗、张文忠，2005，国内外语学习动机研究现状分析【】】，‘外语界》第4期：第58-65页。魏耀章，2005，中国英语学习者语法敏感性与阅读理解水平的相关研究[】】，《外语界》第1期：第倘页。文秋芳，1996，‘英语学习策略论》【Ml，上海：上海外语教育出版社。文秋芳、王立非，2004，对外语学习策略有效性研究的质疑【J】，<外语界》第1期：第2-7页。吴诗玉、王同顺，2006，结构建造理论r的外语阅读技能迁移研究【】】，‘外语教学与研究》第2期：第122．128页。夏章洪，2006．高职英语阅读策略训练实验研究【】】，《国外外语教学》第2期：第12．18页。熊丽君，2006，阅读理论和技巧对人学英语阅读教学的启示【】】，《西安外国语学院学报》第1期：第37-41页。徐锦芬、彭仁忠、吴卫平，2004，非英语专业大学生自主学习能力调查与分析【】】，《外语教学与研究》第1期：第64．68页。徐锦芬、占小海，2004．国内外“学习者自主”研究述评【J1，《外语界》第4期：第2-9页。许秀云、曹春春，2003，图式与文化——幽式理论在外语教学中的应用【】】，《天津外国语学院学报》第3期：第72．75页。严文庆，2005，英语报刊与非英语专业硕}研究生课外英语阅读【】】，‘外语界》第1期：第47-49页。杨翠萍、刘鸣放，2005，在大学英语教学中以任务教学为手段实施协作学习策略【】】，《外语界》第3期：第49．54页。杨党玲、李民权，2004，对输入理论的探讨—输入、互动与二语习得之关系【J】，《外语界》第l61 东北师范大学硕士学位论文期：第69_73页。杨华堂，2006，英语教师的中介作用调卉【J】，《外语界》第2期：第23—29页。杨树臣、杨敏，2004-阅读教学中功能语法语篇分析模式的尝试性应用【J】’《外语界》第1期：第41—44页。姚喜明，2002，英语阅读研究概述【】】，《山东外语教学》第5期：第14-18页。袁风识、刘振前、张福勇，2004，英语专业和非英语专业学生学习策略差异研究【J1，《外语界》第5期：第25．32页。张爱，2003，影响阅读理解的因素——对微命题结构的探讨[】】，《天津外国语学院学报》第3期：第68．71页。张立新、李霄翔，2004，中国一两欧学生自主学习能力对比调查研究【J】，《外语界》第4期：第15．23页。张庆余，2004，自我教能与英语学习策略运用的调查研究[】】，<中国外语》第2期：第45舶页。赵红-2006，高职院校非英语专业学生课外阅读情况调查研究【J】，《兰州石化职业技术学院学报》第1期：第3942页。周大军、桂力民，2006，军校学生英语学习策略的调查研究【】】，《国外外语教学》第1期：第24．28页。周遂，2005，图式理论与二语写作[】】，《外语与外语教学》第3期：第21．24页。邹慧民、蔡植瑜，2005，中国人学生外语学习动机倾向——对180名中国大学生的实证研究[】】．《外国语言文学》第2期：第118．123页。邹启明、周瑞琪，2004，英语阅读的目的与篇章处理策略的关系【刀，《现代外语》第4期：第395．401页。 东北师范大学硕士学位论文Appendix1课外英语阅读调查问卷同学们：你们好!请认真填写这份问卷，你们提供的信息将有助于教学与科研。谢谢合作与支持!I．多选题：1．课外阅读的目的A．消遣B．提高阅读能力c．提高词汇量D丰富知识．E完成作业．2．课外英语阅读材料的选择A．杂志B．报纸C．小说D．阅读练习E．其它3．如何选择课外阅读材料A．随意选择、没有目的B．选择有趣的材料c．选择自己喜欢的作品D．根据别人推荐选择阅读材料E．根据自己的实际水平选择阅读材料Ⅱ．单选题：4．课外阅读的计划性A．一次读完阅读材料B．分期定量完成阅读材料c．有时间就阅读，直到读完为止D．有兴趣就阅读，直到读完为止E．想读就读，不管是否读完每周课外英语阅读的平均时间A．半小时B．1小时C．2小时D．3小时是否注意到阅读材料中的新单词和词组A．从不B．偶尔c．有时D．经常阅读中遇到新单词时是否查词典A．从不B．偶尔C．有时D．经常是否运用阅读技巧(如扫读，略读等)A．从不B．偶尔C．有时D．经常阅读中是否做笔记A．从不B．偶尔C．有时D．经常是否写读书报告或读后感A．从不B．偶尔C．有时D．经常在老师不检查的情况下，是否完成阅读作业A．从不B．偶尔C．有时D．经常课外阅读中存在的最大困难A．感兴趣的材料少B．材料难，看不懂C．对阅读缺乏兴趣D．没有时间E．缺乏白控力E．4小时或以上E．总是豇EL乳吼mn：j 东北师范大学硕士学位论文Forstudents：Appendix2访谈问题提纲1．你瀑后都读些什么材料?2．你对通过别人推荐来选择材料的看法如何?3．你能坚持课外大量阅读吗?如果不能，为什么?4．你是否运用阅读技巧，如略读或扫读等?如果不，为什么?5．你阅读时是否注意新单词和词组?如果不，为什么?6．关于查词典，你的体验和感受是什么?7．你是否做读书笔记，写读书报告和读屙感?如果不，为什么?8．你如何处理难的阅读材料?9．关于课外英语阅读，都有哪些问题?10．关于英语课外阅读，你对老师有哪些建议?FOrteachers：1．学生课外阅读平均时间仅半小时左右，你感到吃惊吗?为什么学生不能坚持课后大量阅读?2．是什么原因造成学生很少运用阅读技巧，如略读和扫读等?3．关于留课外阅读作业，你有哪些体验和感受?4．课外英语阅读的问题有哪些，哪些是学生的问题，哪些不是学生的问题?5．关丁．课外英语阅读，你有哪些教学建议? 查!!堕堇奎兰堡主兰堕堡窒一●-—●-—-——-_—___●_____●__________-●●————_——————————_—————_—__-●_—————一一AcknOwIedgementsIamvcry擎atefultomysupeⅣisor，aSsodateprofcssorWANGQiya玎，whohashelpedmc孕eaⅡy．withhergLIidance，encouragementaIldrcsponsibilityIcouId、啪rkontherigh‘tmck，ovcrcomedi彤cIIltiesandd0mypaperwritingcontinuOusly，syst锄atically锄dnon‘pr0Hcrastinately．I棚als0FatefIlltomyothcrsupervisofs，pmfcssorWEIL．mingandassodateprofessorxuⅪaomeiwhoselectures卸d辄ggestionshaveenli曲teⅡedmethroughoutthepPocessofmypapcrw血ing．Mysincercthanl【sarc百ventomycolleagueswhosec00pemtionandc柚didrcsponsesatinterviewshavefo肌edpanofthepaperjnte加sOfrcsultpresenlation锄d柚alysis·1wouIdalsOlikctothaIIl【thestudentsfortheirquestio衄airccompletjon柚dinterviewdata．withouttheirsupponandhelp，lcaJlnotcompletethepapeLFinally，I锄espcdalIytllankfultomyhusbandanddau班er．Myhusband’sIlIlderst卸dingandsupporthavemademeablet0sacrificcsomef拙ilytimetopaperwritin昏Myone．yea卜0lddaugllterhas脚mpanjedmethrou曲outthewholeproccss·Seeingher蜘ilesandeverydaygrowinghasenc咖rag甜metofiIlishwhatIstaned蚰dPrcsentmyfinalproduct-_thetllesis． 非英语专业学生课外阅读调查研究作者：石丽坤学位授予单位：东北师范大学本文读者也读过(6条)1.龙军非英语专业学生英语课外阅读现状调查与分析[学位论文]20072.梁璐璐后摄自主课外阅读对语言学习的影响——对非英语专业学生的实证研究[学位论文]20093.李丽.Lili英语专业学生课外阅读习惯的培养略谈[期刊论文]-牡丹江师范学院学报(哲学社会科学版)2007(1)4.温颖非英语专业大学生课外英语阅读情况调查[学位论文]20085.赵红.ZHAOHong高职院校非英语专业学生课外阅读情况调查研究[期刊论文]-兰州石化职业技术学院学报2006,6(1)6.鄢家利.韩宝成高中生英语课外阅读现状调查与分析[期刊论文]-教育导刊2007(12)本文链接：http://d.g.wanfangdata.com.cn/Thesis_Y1265806.aspx