论农村学生学习风格、英语阅读策略和阅读成绩——以广东省吉隆中学例析.pdfVIP

cognitive strategy use 2.9970; affective/social strategy use 2.6604. This indicates that rural students‟ reading strategy use is at a medium-to-low level. Of the 35 items in the reading strategy questionnaire, 6 items are most highly used while 13 items are the least preferred. Cognitive strategies are the most preferred by the participants comparing with metacognitive and affective/social strategies. (3) Three of the eleven types of learning styles, namely, closure-oriented, visual and auditory styles have significant correlation(p0.01) with overall reading strategy use. However, four types of learning style, which are hands-on, extroverted, intuitive and analytic styles, show no correlation with any reading strategies. Introverted, sequential, open and global types are negatively though insignificantly correlated with the three groups of reading strategies, which means the four types may hinder strategy use to some extent. By analyzing the overall reading strategy use frequency among different levels of learning styles, we found that the more obvious the rural students‟ learning styles are, the more frequently they use reading strategies. Of the eleven types of learning styles, only visual style(r=0.167**) significantly correlates with English reading achievements. Between high- and low-proficiency students, visual style in the eleven types of styles again shows significant difference at .028 level. Visual learning