基于语篇分析的阅读教学对高中生英语阅读理解力的影响

发布时间：2024-05-08 20:22

　　为了提高学生的阅读能力,有很多研究都致力于改善当前的阅读教学方法。以语篇分析为基础的阅读教学重视发展语篇意识,引导学生微观结合宏观的角度去理解语篇。基于张东昌教授等人构建的英语阅读能力体系,本论文致力于验证语篇分析为基础的英语阅读教学对高中生英语阅读理解力的影响。本文研究了三大问题:(1)高中生的语篇知识和阅读理解力的现状如何?(2)语篇分析为基础的英语阅读教学后,高中生的语篇知识和阅读理解力有什么变化?(3)高中生的语篇知识和阅读理解力之间有什么关系?本文研究对象是重庆市铜梁区的某高中的88名高一学生。其中实验班42人,控制班46人。在为期一学期的实验中,两个班的教师,教学材料,教学时长相同,只是在控制班里教师保持传统阅读教学法,实验班则采用以语篇分析为主的方法。实验前后,分别对两个班进行了问卷和试卷测试,以此理解学生的语篇意识和阅读策略的情况,以及阅读理解力的变化。基于SPSS对相关数据的分析,结果显示:(1)实验班学生语篇知识的增长明显高于控制班,语篇分析为主的阅读教学法有助于帮助学生积累语篇知识;(2)实验班学生阅读理解力的提高较控制班更明显,语篇分析为主的阅读教学法对于高中生...

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Layout of the Research
Chapter Two Literature Review
    2.1 Research Review of Discourse at Home and Abroad
        2.1.1 Discourse
        2.1.2 Discourse Analysis
    2.2 Research Review of Reading at Home and Abroad
        2.2.1 Reading
        2.2.2 System of English Reading Ability and Reading Comprehension Ability
    2.3 Review of the Application of Discourse Analysis to Reading Teaching
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2Tests
    3.4 Research Procedures
        3.4.1 The Procedures of Reading Teaching in EC
        3.4.2 The Procedures of Reading Teaching in CC
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Present Situation of Students’Discourse Knowledge and Reading Comprehension Ability
        4.1.1 Present Situation of Students’Discourse Knowledge
            4.1.1.1 Present Situation of Students’Discourse Knowledge in EC and CC
            4.1.1.2 Present Situation of Students’Discourse Knowledge in EC
            4.1.1.3 Present Situation of Students’Discourse Knowledge in CC
        4.1.2 Present Situation of Students’Reading Comprehension Ability
            4.1.2.1 Present Situation of Students’Reading Comprehension Ability in EC and CC
            4.1.2.2 Detailed Present Situation of Students’Reading Comprehension Ability
    4.2 Changes of Students’Discourse Knowledge and Reading Comprehension Ability
        4.2.1 Changes of Students’Discourse Knowledge
            4.2.1.1 Changes of Students’Discourse Knowledge in EC and CC
            4.2.1.2 Changes of Students’Discourse Knowledge in EC
            4.2.1.3 Changes of Students’Discourse Knowledge in CC
        4.2.2 Changes of Students’Reading Comprehension Ability
            4.2.2.1 Changes of Students’Reading Comprehension Ability in EC and CC
            4.2.2.2 Changes of Students’Reading Comprehension Ability in EC
            4.2.2.3 Changes of Students’Reading Comprehension Ability in CC
    4.3 Relationship between Students’Discourse Knowledge and Reading Comprehension Ability
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendix Ⅰ Questionnaire for Students
Appendix Ⅱ A Sample in EC
Appendix Ⅲ A Sample in CC
Appendix Ⅳ Pre-test for Reading Comprehension
Appendix Ⅴ Post-test for Reading Comprehension
Acknowledgements



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