初中英语课堂阅读策略的运用与阅读能力的培养

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1、EmploytheReadingStfateglostoFostertheStudents’ReadingAbiIityinMiddleSchoolESLClassroomnatureoftherelationshipbetweenstrategyuseandproficiency，andwaysofmeasuringthisarediscussed．Inthisstudyitwasfoundthattherewassignificantvariationinproficiencyinrelationtoelev

2、enoutofpossiblefiftystrategiesOftheseninewereinthecognitirecategory，oneinthecompensationcategory，andoneintheSOCialcategory．ThearticleconcludedbyquestioningtheappropriatenessofusingtheSILLandproficiencymeasureintandemasawayofestablishingaclearrelationshipbetwe

3、enstrategyuseandproficiency。andsuggesteddirectionsthatmightbepursuedinlanguagelearningstrategyresearch．OnesignificanceofthisstudyisthevalidationofabodyofLLSsandanaccompanyingc18ssificationschemegroundedincognitivetheory．The吐ifferentiationofstrategiesintotwoca

4、tegories，metacognitiveandcognitive(0’BUlleyandChamot1990．)，provedtousefulforcapturingtherangeofcognitiveactivityinlanguagelearning。Thethirdcategory，”soci8l／affective”strategies，wasincludedtodescribelearningthathappenswhenlanguagelearnerscooperatewithclassmate

5、s．questionforclarificationorcontrolone’semotionsandfeelings．Inordertovalidateandfurtherrefinethisclassificationscheme．thisresearchteaminvestigatedtheuseofLLSsbyChinesecollegestudentslearningEnglish．Thepatternsofreportedstrategyusedemonstratesthattheclassifica

6、tionschemeintheearlyESLstudywasalsousefulfordescribingchinesestudents，andcanaddgreaterprecisiontofurtherresearcheffortsinidentifyingandclassifyingLLSs．ChinaisacountrywiththelargestpopulationstudyingEnglishasforeignlanguage(Wen2000)．Butresearchesonlanguagelear

7、ningstrategiesarenotadequate．especiallystudiesonreadingstrategyuseratherrare．^Inongthe1imitedamountofstudies．Veryfewattemptshaveyetbeenmadetoexplorethegoodmiddlestudents’useofLLSsinreadingprocess．Readingisthemainpurposeandthemostimportantskillforseco喇language

8、learning(Carrel1989。LynchandHudson1991)．Itisaveryimportantprocessandatthesametimeaveryimportantproductoflanguagelearning．Soexplorationofgoodstudents’useofreadingstrategiesinL2learningisof