| The goal of English teaching in university is to cultivate undergraduates'abilities of comprehensive application of the English language, and the improvement of reading ability is the fundamental section for the cultivation of comprehensive application ability. Consequently, importance has been increasingly attached to researches into reading by a large majority of investigators. Since independent institutes presently have been crucial components of China's higher education, the paper take independent college as its research object. Studies indicate that reading strategy and cognitive style are the two main factors to influence students'reading abilities, thus the dissertation involving the two factors will bear realistic significance for teachers to improve teaching qualities and for students to promote reading abilities. By investigating 259 non-English majors in Development College of JiLin Agricultural University, the paper aims to examine the following two questions:1. What kinds of reading strategies are the students with different field cognitive styles prefer to employ in reading activities?2. Can the intervention of reading strategies influence the reading abilities of undergraduates with different field cognitive styles?The experiment consists of two steps:Step one:undergraduates'field cognitive styles as well as reading abilities and strategies are surveyed by means of Group Embedded Figures tests, reading comprehension tests and reading strategy questionnaires respectively in order to examine the general situation of employing reading strategies by college students.The results show that compensation strategy is the most frequently used strategy by students which is followed by cognitive, affective, memory, metacognitive and social strategies. Students with different field cognitive styles tend to adopt distinct reading strategies. Additionally, there are obvious differences on the choice of reading strategies by the students of high-score and low-score groups although they hold the same field cognitive styles. Therefore, the conclusion can be drawn that it is necessary to conduct targeted intervention of reading strategies according to students'different field cognitive styles.Step two:experimental and control classes are established to be the subjects of the study, and the latter receive 4-week intervention of reading strategies. To explore the effects of reading strategy intervention, post-tests are carried out in the two classes after the intervention. The author gets the following conclusions:a. Post-tests scores of the experimental class are significantly higher than those of the control class.b. In experimental class, underachievers benefit better than the competent and average students; FIM students benefit better than FD students; FD students benefit better than FI students.The above results show that intervention of reading strategies does influence the reading abilities of college students with different field cognitive styles. That is, it is effective to adopt corresponding teaching of reading strategies with students'different field cognitive styles. |
PDF Full Text Request