认知风格与阅读策略视角下阅读成绩研究.pdf

认知风格与阅读策略视角下阅读成绩研究.pdf

Abstract isnot an toolforstudents’futureand Englishreadingability onlyimport work, learning butalsoan to and itiscrucialfor to approachreason,analysisknowledge,SO experts research the methodof this methodisnot teaching improvingability.Modemteaching limitedtothe accumulationof onthe and teachingexperiences.However,basedexperience hasestablished andscientific and reason,it systematic epistemologymethodology, an theoreticalframework.Inthefieldof a presentingimproved Englishreading,such frameworkis frominsideand inner andthe developed outside,namely,thecognitivestyle outer studiesthefieldonthese learningstrategy.Thispaper just twotheoretical supports. This atfirstreviewstherelevantstudiesof and paper cognitive style learningstrategy lists the of and defmition,classification generally.Thepapersystematically cognitivestyle andtheir withacademic their and own learningstrategy relationship perform relationship. In aimsatthe forward cognitivestyle,mystudy reflective—impulsivecognitivestyle by put 1 and 964 researchwithSolomon’Sself-tested then Kagan develops style questionnaire,and the between analyzerelationshipresearchresultand readingperformance.Inreading the structureof strategy,thepaperadoptscognitive meta-cognitive andsocial/affective forward and refersto Chamot,and strategy strategyput byO’Malley the to a this the for and previousquestionnaire questionnairestudy analyze design oftheresultand reviewsthe relationship readingperformance.Inaddition,thestudy study of onthe and the Englishleaming cognitivestyle leamingstrategyincludingleaming research and and and strategy mainlyinvolving sex,major strategyperformance,strategy social thenthe reviewsthe ofthe non-major,andstrategy.Andpaper study learning in theinfluencetheaffective strategyadoptedreadingcomprehensionmainlyincluding by and of andits with strategyinvolvingcomparison analysisreadinganxiety relationship the theonehand.thewritercan the readingperformance.Throughreview,on deepen ofrelevant framew

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