从阅读策略训练看阅读成绩和学习风格偏好的变化

Pub Date : 2018-09-26 DOI:10.32601/EJAL.464121

M. Abi, Şevki Kömür

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引用次数: 2

摘要

本研究旨在探讨阅读策略教学对学生语言学习风格偏好和阅读水平的可能影响。来自土耳其一所高中三个不同班级（一个治疗组和两个对照组）的62名11年级学生参加了这项为期八周的实验研究。在本研究的范围内，Cohen、Oxford和Chi（2005）开发的学习风格调查（LSS）、Mokhtari和Sheorey（2002）开发的阅读策略调查（SORS）和关键英语测试（KET）分别应用于阅读策略教学前后的目标群体。对从这三种仪器获得的数据进行了比较。结果表明，阅读策略训练可能会影响学生的语言学习风格偏好，可能会导致学生更加综合和依赖领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training

This study aimed at investigating possible effects of reading strategy instruction on students’ language learning style preferences and their reading proficiency levels. A total of 62 11th grade students from three different classes (one treatment and two control groups) of a Turkish high school took part in this experimental study which lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS) developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the target groups both before and after reading strategy instruction. The data obtained from these three instruments were compared. Results demonstrated that reading strategy training may have an effect on students’ language learning style preferences, possibly leading students to be more synthesizing and field dependent.

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