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'No time for that!' : a study of teaching reading and reading strategies to English language learners in lower secondary school in Norway

机译:“没有时间了!” :对挪威初中英语学习者的阅读和阅读策略教学的研究

摘要

The main goal of this thesis is to investigate the extent to which Norwegian teachers of English use reading strategies in lower secondary school. It follows up my findings in an earlier pilot study of the reading habits and skills of Norwegian pupils studying English (Vignjevic 2010). This time, I wanted to look into the subject of reading from the teacher‟s point of view. Based on previous research and the reports after PISA surveys, I started with the assumption that reading instruction at lower secondary level is largely neglected. The method applied is a qualitative and quantitative survey among 30 teachers of English, carried out at 11 lower secondary schools in different parts of Norway. I made a web-based questionnaire with items about the professional backgrounds of the teachers, their instruction of reading strategies, and to a certain degree their attitudes towards reading as one of the skills they are supposed to develop in their students. The data were summarized by the programme and analyzed and interpreted by me. The survey confirmed a second assumption of mine: that most teachers depend mainly on the English textbooks they use with their pupils in the classroom for their choice of reading materials. Consequently, I went on to carry out an analysis of these textbooks, focusing on the texts selected, reading methods and strategies applied and the types of reading exercises included. The findings show that although the teachers consider reading an important skill, the pupils do not get enough practice using different reading strategies to improve their ability to learn from their reading. It also became clear that pupils need to learn to use a more varied repertoire of reading strategies in order to meet the requirements of the English LK06 syllabus. My findings in the textbook analysis show that most of the textbooks hinder teachers from working with reading strategies and from choosing extensive reading as a method for improving pupils‟ reading skills. The connections between these two investigations are shown in the rest of the thesis. Though the findings cannot be generalized to all pupils and teachers at lower secondary level in Norway, I argue that they provide a useful picture of the current situation with regard to the use of reading strategies in English classes at this level.
机译:本文的主要目的是调查挪威初中英语教师在多大程度上使用阅读策略。这是我在早期的挪威学习英语学生的阅读习惯和技能试点研究中发现的结果(Vignjevic,2010年)。这次,我想从老师的角度研究阅读主题。根据以前的研究和PISA调查后的报告,我以一个假设为前提,即在很大程度上忽略了初中阶段的阅读指导。所采用的方法是在挪威不同地区的11所初中对30名英语教师进行的定性和定量调查。我制作了一个基于网络的问卷,内容涉及教师的专业背景,他们的阅读策略指导,以及在一定程度上他们对阅读的态度,这是他们应该在学生中发展的技能之一。程序对数据进行了汇总,并由我进行了分析和解释。该调查证实了我的第二个假设:大多数教师主要依靠他们与教室中的学生一起使用的英语教科书来选择阅读材料。因此,我继续对这些教科书进行了分析,重点关注所选教科书,阅读方法和所采用的策略以及所包括的阅读练习的类型。研究结果表明,尽管教师认为阅读是一项重要技能,但学生们并没有通过使用不同的阅读策略来提高他们从阅读中学到的能力,而没有得到足够的练习。同样很清楚的是,为了满足英语LK06教学大纲的要求,学生们需要学习使用更多样化的阅读策略。我在教科书分析中的发现表明,大多数教科书阻碍了教师采用阅读策略,也无法选择广泛阅读作为提高学生阅读技能的方法。其余的研究表明了这两个研究之间的联系。尽管研究结果不能推广到挪威所有初中的学生和教师,但我认为他们可以提供有关当前水平在英语水平下使用阅读策略方面的有用情况。

著录项

  • 作者

    Vignjevic Iva Klara;

  • 作者单位
  • 年度 2012
  • 总页数
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类

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