英语阅读策略实证研究

　　《英语阅读策略实证研究》汇聚了中外英语教学专家多年的研究成果，是作者经过20多年教学实证研究，不断总结而写出的指导性著作，力求为英语学习者提供一条通过使用英语阅读策略提高英语阅读能力和英语考试成绩的新途径。《英语阅读策略实证研究》在阐述英语阅读策略和实用方法的基础上，分三大部分从不同角度对英语阅读策略进行了实证研究，旨在对从事英语阅读教学的教师和具有中级英语阅读水平的第二语言学习者全面掌握英语阅读策略起指导性作用。

　　张东昌，北京联合大学师范学院语言文化系教授，现任系主任.英国高级访问学者，并获英国谢菲尔德翰兰姆大学应用语言学研究生硕士学位。从事大学英语教学、英语专业教学和教学研究三十余年，主要研究方向为二语习得和应用语言学：出版有《CHANNELENGLISH》、《商务英语实用教程》、《实用商务英语教程》、《研究生英语写作》、《英语听力教程》等国家级英语教材及专著共二十余部；在外语类核心期刊《外语界》、《山东外语教学》等国内刊物发表学术论文三十余篇。潘巍巍，北京联合大学师范学院语言文化系英语讲师.毕业于北京外国语大学英语语言文学硕士，曾获“优秀奥运工作者”称号。从事英语专业教学研究近五年，主要研究方向为第二语言习得与句法：发表《论英汉委婉语的掩饰功能》、《英美文化价值对比》、《论高等职业教育的双证制》、《以社会需求为目标的高职现代型教学探究》等学术论文：为中国电力出版社编写美国文学系列《蝴蝶梦》等丛书；作为未来教育编委会成员，为外研社编写英语等级考试教程两部。

Part I Reading Strategies Employed by Readers Answering Multiple-Choice Questions
Chapter One Introduction
1.1 Definition 0f Reading Stategy
1.2 Reading Strategies inSecond Language Reading
1.3 Reading Process
1.4 Objectives
1.5 Rationale of Experiment
1.6 Educfition Setting
Chapter Two Literature,Review
2.1 Reading Strategy Use
2.2 Research Using Thinking-Out-Loud Protocols and Interviews
Chapter Three Methodology
3.1 Participants
3.2 Materials
3.3 Procedures
3.4 Data Analysis
Chapter Four Results
4.1 Ranking of Forty Reading Strategies and Strategies for Answering Multiple-Choice Questions
4.2 The Comparisons of the Total Number of Strategies Used/the Total Number of Different Strategies Used and the Scores on Both Reading Contexts
4.3 Relationships between the Scores and the Total of Strategies/the Total of Different:Strategies on Both Reading Contexts
4.4 Case Studies of Four Participants' Strategy Use
Chapter Five Analysis and Discussion of the Results
Chapter Six Summary; Conciusionand Recommendations
Appendix
Part II A Study of Foreign Language Reading
Strategies Use and Gender Differences in Reading Strategies Used by ESL Chinese Students
Chapter One Introduction
1.1 Definition and Classification
1.2 Comprehension Strategies in L2 Reading
1.3 The Reader and the Reading Process
1.4 Objectives
1.5 Rationale of Experiment
1.6 Educational Setting
Chapter Two Literature Review
2.1 Decoding
2.2 Research Using Thinking-Out-Loud Protocols Interviews and Retellings
Chapter Three Methodology
3.1 Selection of the Subjects
3.2 Materials
3.3 Procedures, Tests and Statistical Analyses
3.4 Limitations
Chapter Four Results
4.1 Variation in Use of Individual Strategies by Gender
4,2 Interview Data Analysis
4.3 Retellings and Multiple-Choice Test Analysi
Chapter Five Analysis and Discussion of the Results
Chapter Six Summary and Conclusion
Part III Testing the Effects =of Output on the Strategy of Noticing Hypothesis and SLA
Chapter One Introduction
Chapter Two Literature Review
2.1 Focus on Form
2.2 Noticing Hypothesis
2.3 PedagogicalApproaches to Promote Learners Noticing of Form
2.4 Previous Studies on Input Enhancement
2.5 Previous Studies on Output in SLA
Chapter Three A Description of the Present Study
3.1 Research Hypothesis
3.2 Study Methodology
Chapter Four Data Presentation and Analysis
4.1 Analysis
4.2 Results
Chapter Five Discussion
Chapter Six Conclusion
6.1 Summary
6.2 Pedagogical.Implications
6.3 Limitation
Appendix
Part IV Study on the Individual Differences in the Use of English Reading Strategies
Chapter One Introduction
ChapterTwo Literature Review
2.1 A Survey of Reading Researches
2.2 Reading Strategy Use
2.3 The Current Study
Chapter Three Research Methods
3.1 Objectives
3.2 Subjects
3.3 Materials
3.4 Instruments
3.5 Research Procedures
Chapter Four Data Analysis
Chapter Five Results and Diseussion
5.1 A General Evaluation about Scores and Strategies Use
5.2 Oral Interview
Chapter Six Implietitions
Chapter Seven Conclusion
Part V Factors Influencing Reading Abilities of Middle School Students and Counter-MeaSure
Chapter One Introduction
Chapter Two Literature Review
2.1 International Studies on English Reading
2.2 The Study of English Reading in China
2.3 Definition of Reading Comprehension
Chapter Three Research
3.1 Subjects
3.2 Instruments
3.3 Design of the Questionnaire
3.4 Data Analysis and Findings of the Survey
Chapter Four Results
4.1 Students' Psychological Factors
4.2 Reading Strategy Factors
4.3 Linguistic Knowledge Factors
4.4 Reading Habits Factors
Chapter Five Suggested Counter-Measures
5.1 CultiVate Students'Interest:in Reading
5.2 Enhance Student's Language Knowledge
5.3 Extensive Background Knowledge
5.4 The Use of Reading-Skills and Strategies
5.5 Teachers' Adjustment of Teaching Strategies
Chapter Six Conclusion
6.1 Major Findirigs of the Study
6.2 Limitation of the Study
Appendix