基于语篇分析理论在高三英语阅读教学中的实证研究
发布时间：2018-12-12 04:09
【摘要】：阅读是获取信息的一项重要渠道。在英语学习中,阅读被广泛认同为提高英语综合能力的一种重要方式。因此,英语阅读教学成为了英语教学中极为重要的一部分。但是传统的英语阅读教学更加关注词汇,短语以及细节的语言点而不是对阅读材料的宏观理解。本项实证研究致力于测量语篇分析理论对提高英语阅读质量的有效性。此研究基于语篇分析中的图式理论与衔接理论对高三英语阅读的有效性进行探索,本项实证研究的作者采取了两个高三班级作为控制班和实验班,实验班包含56个学生,控制班包含57个学生。实验班的学生将在语篇分析的阅读教学下学习为期两个月的阅读教学,每周每个班上一节实验阅读课。本项实证研究的作者使用阅读专项试卷前测和后测揭示了语篇分析阅读教学在帮助实验班学生理解文章主旨大意,猜测词义,推断和指称信息,判断作者行文目的和态度方面有所提高。因此,此项实证研究证实了语篇分析(主要是图式理论与衔接理论部分理论)提高了学生的阅读质量。在英语阅读教学中,注重背景知识,分析宏观结构和注意指称是语篇分析教学的一种有效方式。此项实证研究通过分析背景知识,注重宏观结构和整片文章的信息结构讨论了语篇分析理论在高三英语阅读教学中的运用。
[Abstract]:Reading is an important channel for obtaining information. In English learning, reading is widely recognized as an important way to improve English comprehensive competence. Therefore, English reading teaching has become an extremely important part of English teaching. But traditional English reading teaching pays more attention to the language points of vocabulary, phrases and details than to the macro understanding of reading materials. This empirical study is devoted to measuring the effectiveness of discourse analysis theory in improving English reading quality. Based on the schema theory and cohesion theory in discourse analysis, the present study explores the validity of English reading in Senior three. The author of this empirical study adopts two classes in Senior three as the control class and the experimental class, which consists of 56 students. The control class consists of 57 students. Students in the experimental class will learn two months of reading instruction in discourse analysis, with an experimental reading class each week. The authors of this empirical study, using the pre-test and post-test of the special reading test, reveal that discourse analysis reading teaching helps the students in the experimental class to understand the main idea, guess the meaning of words, infer and refer to information. The purpose and attitude of the writer have been improved. Therefore, this empirical study proves that discourse analysis (mainly schema theory and cohesion theory) improves students' reading quality. In the teaching of English reading, it is an effective way to pay attention to background knowledge, to analyze macro structure and to pay attention to reference. This empirical study discusses the application of discourse analysis theory in senior high school English reading teaching by analyzing background knowledge, focusing on macro structure and the information structure of the whole article.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2373875
[Abstract]:Reading is an important channel for obtaining information. In English learning, reading is widely recognized as an important way to improve English comprehensive competence. Therefore, English reading teaching has become an extremely important part of English teaching. But traditional English reading teaching pays more attention to the language points of vocabulary, phrases and details than to the macro understanding of reading materials. This empirical study is devoted to measuring the effectiveness of discourse analysis theory in improving English reading quality. Based on the schema theory and cohesion theory in discourse analysis, the present study explores the validity of English reading in Senior three. The author of this empirical study adopts two classes in Senior three as the control class and the experimental class, which consists of 56 students. The control class consists of 57 students. Students in the experimental class will learn two months of reading instruction in discourse analysis, with an experimental reading class each week. The authors of this empirical study, using the pre-test and post-test of the special reading test, reveal that discourse analysis reading teaching helps the students in the experimental class to understand the main idea, guess the meaning of words, infer and refer to information. The purpose and attitude of the writer have been improved. Therefore, this empirical study proves that discourse analysis (mainly schema theory and cohesion theory) improves students' reading quality. In the teaching of English reading, it is an effective way to pay attention to background knowledge, to analyze macro structure and to pay attention to reference. This empirical study discusses the application of discourse analysis theory in senior high school English reading teaching by analyzing background knowledge, focusing on macro structure and the information structure of the whole article.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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1 李岳秋;中学生英语阅读习惯调查报告[J];基础教育外语教学研究;2003年12期
相关硕士学位论文 前1条
1 高清凤;将语篇分析引入高中英语课文教学[D];华中师范大学;2006年
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