高校英语教师学术阅读策略量表研究

Abstract

本文以前期一项质性研究的结果发现为基础，编制调查问卷，以测量高校英语教师学术阅读策略的使用情况。通过因子分析和内在信度分析来检验问卷量表的结构效度和信度。结果表明该量表具有较好的结构效度和内在信度。提取出的三个因子分别命名为“认知和元认知混合策略”、“记忆策略”以及“计划管理策略”。同时，发现教师学术阅读策略的使用呈现出复杂多样、交叉融合的特点。研究结果对于教师学术阅读策略使用的测量和阅读策略意识的提高有一定参考价值。 Based on the findings of a previous qualitative study, this paper firstly displays an academic reading strategy questionnaire which can be used to examine the general tendency of academic reading strategy use by English teachers at colleges and universities. It then explores the construction validity and internal reliability of the tentative scale in this questionnaire by means of factor analysis and internal reliability analysis. It is found that this scale has a satisfactory validity and reliability. Three factors are extracted, namely, “cognitive and meta-cognitive mixed strategies”, “memory strategies”, as well as “planning and managing strategies”. It is also found that the academic reading strategy use by English teachers is a complicated and integrated process. The findings of the study are of some value to the measurement of academic reading strategy use and to the improvement of teachers’ reading strategy awareness.