预测策略训练对初中生英语阅读能力影响的实验研究

发布时间：2021-08-30 17:30

　　图式理论认为阅读是读者与文本交互的过程,是读者基于图式（语言图式、内容图式和形式图式）作出预测、进行检验、证实、修正或否定预测的反复过程。然而,大量数据证明,在实际英语阅读教学中,预测策略并未受到教师与学生的足够重视,学生缺乏预测的意识与技能,不懂得借助标题、图表、中心句、衔接词、体裁、背景知识等线索对文章主题和结构等进行预测。本实验研究拟通过预测策略训练以检验预测策略是否能提高学生的英语阅读理解水平以及预测策略训练是如何促进学生对策略的使用。研究的对象来自东莞一初中七年级的120名学生,实验组和控制组各60人。实验周期为18周。研究工具包括问卷和阅读测试。实验前,对所有的研究对象进行前测以检测两个组学生是否处于同一阅读水平。同时,使用问卷对学生的阅读策略的使用情况进行调查。在实验过程中,实验组在图式理论和阅读模式的指导下,采用预测策略训练,而在控制组采用传统的教学方式。策略训练之后,对研究对象进行后测和问卷调查。笔者采用定量分析和定性分析相结合的方法,对测验和问卷调查进行分析和比较。实验数据结果显示,经过一学期的策略训练,实验组和控制组学生在阅读成绩和预测能力均出现了显著差异。结果证... 

【文章来源】：广州大学广东省

【文章页数】：99 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Objectives
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Definitions of Prediction
        2.1.2 Definitions of Reading Proficiency
    2.2 Previous Research on Predicting Strategy
        2.2.1 Relationship between Predicting Strategy and Reading Proficiency
        2.2.2 Predicting Strategy Training in Language Teaching
        2.2.3 Application of the Predicting Strategy to Reading
    2.3 Summary
        2.3.1 Implications from Previous Researches
        2.3.2 Gap in Previous Researches
Chapter Three Guiding Theory and Models
    3.1 Schema Theory
        3.1.1 Definitions and Development of Schema Theory
        3.1.2 The Classification of Schema
    3.2 Models of Reading Comprehension
        3.2.1 Bottom-up Model
        3.2.2 Top-down Model
        3.2.3 Interactive Model
    3.3 Application of Schema Theory and Reading Models to the Study
        3.3.1 Predicting Strategy Training Based on Schema Theory
        3.3.2 Predicting Strategy Training Based on Reading Models
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Variables
    4.4 Instruments
        4.4.1 Questionnaires
        4.4.2 Pre-test and Post-test of Reading
    4.5 Research Procedures
        4.5.1 Preliminary Investigation and Evaluation
        4.5.2 Treatment in Experimental Group
        4.5.3 Reading Instruction in Control Class
        4.5.4 Sample Teaching with Reading Predicting Training in Experimental Class
        4.5.5 Post-experiment Investigation and Evaluation
    4.6 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of the Questionnaires
        5.1.2 Results of the Tests
    5.2 Discussion
        5.2.1 Discussion on the Indicators for Question One
        5.2.2 Discussion on the Indicators for Question Two
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
        6.2.1 The necessity of applying predicting strategy to English reading
        6.2.2 Well-designed predicting strategy training in reading
        6.2.3 Evaluation on students’ use of reading strategies
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendixes


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