摘要
本研究以高等院校英语专业四级考试(TEM4)和八级考试(TEM8)阅读理解部分试题为研究素材,以一所高校共4214名考生为被试,运用认知诊断测量方法,进行英语专业基础阶段和高级阶段学生阅读能力认知结构的比较研究。通过比较这两个阶段学生的技能认知模式(潜在类型)及其所占比例,发现高级阶段学生的阅读技能聚集度较基础阶段学生的更高,高级阶段学生的阅读技能间关系更紧密。依据由技能认知模式推导出的阅读能力认知结构,发现基础阶段处于核心地位的技能多为涉及显性信息的技能,而高级阶段处于核心地位的技能多为涉及隐性信息及整体篇章的把握技能,英语专业学生从基础阶段到高级阶段的阅读思维的发展是一个从自下而上思维模式发展到交互思维模式的过程。
By adopting the TEM4 and TEM8 reading comprehension items as research materials,cognitive diagnosis measurement methods are applied to a total of 4214 TEM examinees belonging to the same university.A comparative study of the cognitive structure of reading ability between sophomore and senior English major students is conducted.By comparing the cognitive patterns of skill mastery(latent classes)and their proportions between the students at the two stages,It is found that reading skill concentration for seniors is higher than that for sophomores and relationships among reading skills for seniors are closer.According to the cognitive structures of reading ability derived from cognitive patterns of skill mastery,we can conclude that the core skills for sophomores are mostly those involving explicit information,while the core skills for seniors are mostly related to implicit information and overall textual comprehension.It is also discovered that the development of thinking mode in reading from sophomore English majors to senior English majors is a process from the bottom-up thinking mode to the interactive thinking mode.
出处
《西安外国语大学学报》
CSSCI
北大核心
2021年第1期53-58,共6页
Journal of Xi’an International Studies University
基金
国家社会科学基金项目“英语专业本科阶段英语能力结构的认知水平研究”(项目编号:17BYY101)的阶段性研究成果。
关键词
认知诊断
英语专业
阅读技能
认知结构
思维模式
cognitive diagnosis
English major
reading skill
cognitive structure
thinking mode
