语境理论在高中英语完形填空中的应用研究

发布时间：2018-01-06 19:13

本文关键词：语境理论在高中英语完形填空中的应用研究　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：完形填空作为一种受欢迎的测试题型,能够较客观的反映学生的综合语言能力。随着新课程的改革,完形填空这一题型越来越灵活多变,它不但检验学生对单词、短语以及语法等基础知识的掌握而且还注重对语境意识的考察。大多数研究者认为语境在理解文本精确的意义上扮演着重要的角色,是语言使用中必不可少的因素,并且任何文章都必须依赖其特定的语境来加以理解。然而,大多数学生却缺乏利用语境线索去分析完形填空的能力。因此,学生们普遍认为完形填空题很难从而陷入了低分的瓶颈。本文将语境理论应用到完形填空的教学中,并希望这项研究能够找到更有效的教学方法帮助学生提高完形填空的学习策略和成绩,改进完形填空费时多得分少的局面。本论文提出以下研究问题:1.将语境理论应用到完形填空中能否提高学生在英语完形填空中的学习策略的使用情况?2.将语境理论应用到完形填空中能否提高学生英语完形填空的成绩?作者在辽宁省实验中学进行了为期16周的教学实验研究,一共有104名学生参与本次研究。作者通过分析他们的上学期期末测试结果选取了两个水平相当的班级分别作为实验班(EC)和控制班(CC)。实验班将语境教学法应用到英语完形填空的教学中,教学包括语言语境和非语言语境的讲授。控制班则采用传统的语法翻译法来讲授英语完形填空。整个实验采取定量分析的方法(问卷和考试)和定性分析方法(访谈),并采用SPSS19.0对实验数据进行统计和分析,用数据来证明之前所提出的研究问题。研究结果表明语境理论在高中英语完形填空教学中可以提高学生的完形填空的学习策略。受到新的教学方法的影响,实验班和控制班在完型填空学习策略上产生了差异。主要体现在认知策略和情感策略两个方面变化明显,而元认知策略的变化却较小。语境教学后学生的完形填空成绩有了很大的提高。由此可见,语境理论有益于英语完形填空的教和学。然而本次研究依然存在一些缺点,应该在未来的研究中注意。
[Abstract]:The cloze test is a popular test method can objectively reflect students' comprehensive language ability. With the new curriculum reform, the cloze test is more and more flexible, it can not only test students on words, phrases and grammar to master the basic knowledge but also pay attention to the study of context awareness. Most of the studies that context plays an important role in the understanding of text in a precise sense, is essential factors in language use, and any article must depend on the particular context to be understood. However, most of the students lack the ability to analyze the cloze test by using context clues. Therefore, students generally think of cloze test it is difficult to and thus fall into the bottleneck of low points. In this paper, applying context theory to cloze teaching, and it is hoped that this study can find more effective teaching. Method to help students improve their learning strategies and cloze test scores, cloze test are less time-consuming improved situation. This thesis proposes the following research questions: 1. applying context theory to cloze can improve the use of students in learning strategies in English Cloze? 2. context theory to cloze test can improve students English Cloze scores? A teaching experiment was carried out in a 16 week study in the experimental middle school in Liaoning Province, a total of 104 students participated in this study. The author through the analysis of their final term test results from two equivalent classes as the experimental group (EC) and control group (CC) the experimental class context teaching method applied to English Cloze teaching, including the teaching of linguistic context and non linguistic context. The control class uses the traditional grammar translation method to The teaching of English Cloze Test. The whole experiment with the method of quantitative analysis (test and questionnaire) and qualitative analysis (interview), and using SPSS19.0 and statistical analysis of experimental data, study the problem with data to prove the proposed before. The results show that the context theory in high school English teaching cloze test can improve students. The Gestalt learning strategies. Influenced by the new teaching method, the experimental class and the control class have a difference in cloze. Learning strategies are mainly embodied in two aspects of cognitive and affective strategies change significantly, while the changes of metacognitive strategies are small. The context teaching students after the cloze test scores have greatly improved. Thus, the context theory is helpful to English Cloze teaching and learning. However, the study still has some shortcomings, should pay attention to in the future study.

【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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