Fostering Good Reading Habits in Theory of Cognitive Psychology
Abstract: This study is derived from an investigation on 94 Chinese college undergraduates about their reading habits and the use of different reading strategies. The result shows that 93% of the students read English less than an hour everyday outside the curriculum schedule and 70.5% of students do not have a reading habit after class. Only 15.9% use reflective strategies such as summarizing and questioning. Dewey (1913) used to point out that interest is critical in school learning. In theory of cognitive psychology, reading comprehension is a very complicated mental process that happens both from “top-to-down” and “down-to-top”. Hence, it is suggested that English teachers need to 1) stress the vocabulary acquisition and derivation as well as adapt their teaching of reading strategies corresponding to the need and characteristics of the material contents and students interests; 2) help students practice “visualization” and “post- reading strategy” so as to inspire motivation for reading; 3) cultivate students to set up a bidirectional reading habit as from “text to meaning” and “meaning to text” to improve efficiency of reading.
文章引用: 杜宛宜 , 王 宇 (2014) 基于阅读的认知心理培养良好的英语阅读习惯。 现代语言学， 2， 217-224. doi: 10.12677/ML.2014.24026
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