动态语境分析阅读模式的一项实验研究

发布时间：2023-03-24 01:20

　　阅读作为一个复杂的认知过程涉及读者与语篇之间的交互。阅读理解能力,尤其是在特定语境中理解语篇的能力尤为重要。显而易见,对某一语篇的理解需要特定的语境,语言不仅反映语境,也能够构建语境。语境影响着对语篇的理解,语境越充实,对语篇的理解就越容易。有诸多因素制约着对语篇的正确理解,脱离语境的语篇理解会出现问题。为了提高阅读中的语篇理解能力,有必要掌握基本的阅读技巧和阅读模式。而且,语境作为语用学中的一个重要概念在英语阅读中发挥的重要作用不容忽视。语境因素直接影响着读者对于语篇的理解程度,是提高学生英语阅读能力的关键因素。 Sperber和Wilson从认知心理学的角度,突破传统的静态语境观,用认知的方法解释语言。依据关联理论,语境是动态的,在真实的交际过程中,说话人可以构建和控制语境,听话人能够选择和延伸语境。Verschueren从交际的角度研究语境。依据顺应论,语境是在语言使用的过程中或者在动态交际的过程中构建的。在此过程中,语言使用者能够积极主动地控制语境,直到交际结束。基于关联理论和顺应理论,笔者提出“动态语境分析阅读模式”,并通过教学实验验证该模式的有效性。 为此,笔者进行了教学实...

【文章页数】：129 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter I Introduction
    1.1 Aim of the Present Study
    1.2 Significance of the Present Study
    1.3 Organization of the Thesis
Chapter II Literature Review
    2.1 Researches on Reading Teaching
    2.2 Researches on Context
        2.2.1 Static Study of Context
        2.2.2 Dynamic Study of Context
    2.3 Researches on Context in Reading
    2.4 Summary
Chapter III Theoretical Foundations
    3.1 Interactive Reading Model
    3.2 Relevance Theory
        3.2.1 Notion of Relevance
            3.2.1.1 Definition and Degree of Relevance
            3.2.1.2 Principle of Relevance
        3.2.2 Notion of Cognitive Context
            3.2.2.1 Cognitive Environment and Mutual Manifestness
            3.2.2.2 Contextual Assumptions and Contextual Effects
        3.2.3 Dynamics of Context
    3.3 Adaptation Theory
        3.3.1 Making Linguistic Choices
        3.3.2 Notion of Context
            3.3.2.1 Ingredients of communicative context
            3.3.2.2 Ingredients of Linguistic Context
            3.3.2.3 Generation of Context
        3.3.3 Notion of Adaptation
        3.3.4 Dynamics of Adaptability
    3.4 A Critical Evaluation of the Existing Literature
        3.4.1 Dynamic Properties of Context in Reading
        3.4.2 Relevance Based Model of Reading
        3.4.3 Adaptation Based Model of Reading
    3.5 A Proposed Reading Model of Dynamic Context Analysis
        3.5.1 Ingredients of Dynamic Context Analysis Reading Model
        3.5.2 Teachers and Students’ Roles in Dynamic Context Analysis Readi Model
        3.5.3 Means of Constructing Dynamic Context Analysis in Reading
Chapter IV An Experimental Study of Reading Model of Dynamic Context Analysis
    4.1 Research Design
        4.1.1 Subjects
        4.1.2 Instruments
            4.1.2.1 Questionnaire
            4.1.2.2 Reading Comprehension Tests
            4.1.2.3 Reading Speed Tests
            4.1.2.4 SPSS Software
    4.2 Procedures
        4.2.1 Questionnaire
        4.2.2 The Pre-test of Reading Comprehension
        4.2.3 Teaching Practice
        4.2.4 The post-test of Reading Comprehension
        4.2.5 Reading Speed Tests
        4.2.6 Data Collection and Analysis
        4.2.7 A Sample Lesson
    4.3 Results and Discussion
        4.3.1 Results of Questionnaires
        4.3.2 Results of Reading Comprehension Pre-test
        4.3.3 Results of Reading Comprehension Post-test
        4.3.4 Results of Reading Speed tests
Chapter V Conclusion
    5.1 Major Findings of the Present Study
    5.2 Contributions of the Present Study
    5.3 Limitations and Directions for Further Studies Appendices
Appendix 1 Story of Ms Tong (Sample Lesson: teaching material)
Appendix 2 Reading Comprehension Pre-test
Appendix 3 Reading Comprehension Post-test
Appendix 4 Questionnaire
Appendix 5 Frequencies of the Questionnaire
Appendix 6 The Results of Experimental Group from the Reading Comprehension Pre- and Post-test
Appendix 7 The Results of Control Group from the Reading Comprehension Pre-test Post-test
Appendix 8 The Results of the Experimental Group and Control Group from the Readi 5peed Tests
Bibliography



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