语境线索策略在高中英语阅读中的应用研究

发布时间：2018-04-05 07:36

本文选题：词汇推理　切入点：二语水平　出处：《湖南师范大学》2016年硕士论文

【摘要】：词汇推理是学习者语言使用过程中处理非熟悉生词的策略之一,而对于词汇推理中最常用策略之一的语境线索对语篇意义的理解和语篇记忆表征的构建起着重要作用。语境线索策略分为语境和背景知识两大块。本研究探索高中生在英语阅读中的词汇推理过程,目的在于发现不同层次的高中生在语境线索使用上的差异,以及语篇语境线索对高中生的阅读理解能力的影响。具体地说,本研究试图回答以下两个问题:(1)不同水平高中学生在语境线索策略的使用上存在什么差异?(2)使用语境线索策略对高中生的阅读理解能力有什么影响?本研究属于描述性和探索性研究,目的在于探索二语词汇推理过程中不同高中生在语境线索策略使用上的差异性和使用语境线索策略对高中生阅读理解能力的影响。研究被试是60名来自沅江四中305和306两个班中的高二学生。在不同时间段给予被试者三个不同的测试。测试一VLT(Vocabulary Levels Test)是选出四个层次的高中生,每个层次15人,测试二The Reading Passages和the Lexical Inferencing Task(answer sheet)对所选60名被试进行测试,得出学生使用语境和背景知识这两块的成绩来分析解决第一个问题。测试三为RCT(Reading Comprehension Test),先根据60名被试的测试二的成绩分为3组,使用语境人数组、使用背景知识组和同时使用语境和背景知识组,每组8人,共24人进行RCT测试,得出的成绩来分析解决第二个问题。试卷中的四篇阅读材料和一篇完型填空,均选自《英语周报》。测试二和测试三要求被试首先读懂阅读文章大意,然后进行推测文中不熟悉词的意义或者做多项选择题。本研究采用测试量表形式进行测试,三次测试分别为VLT,The Reading Passages和RCT。用SPSS Statistics V21作为统计分析数据工具。具体地说,第一个问题采用卡方分析。第二个问题采用独立样本T检验方法,分两步,第一步做正态性和方差齐性,第二步做均值比较,以及相关性分析。研究结果表明,一方面,不同层次的高中学生在词汇推理过程中语境线索策略的使用上有显著差异,低层次学习者使用语境少,背景知识多,而高层次学习者使用语境多,背景知识少。这种差异有可能是因为不同层次的学习者在对词汇的认知和熟悉度上存在差异。另一方面,语境线索即语境和世界知识对高中生阅读理解能力的提高有积极的影响,使用语境组和背景知识组的学生在阅读能力上都有所提高。本研究对阅读教学有如下启示。1)老师可以更具体了解学生的语境线索猜词情况,从而更有效提高阅读课的教学质量。2)学生本身在老师的教学指导下,相对提高阅读速度和准确率。
[Abstract]:Lexical reasoning is one of the strategies used by learners to deal with unfamiliar words in the process of language use, and contextual cues, one of the most commonly used strategies in lexical reasoning, play an important role in the comprehension of textual meaning and the construction of textual memory representation.Contextual clue strategy is divided into two parts: context and background knowledge.This study explores the lexical reasoning process of senior high school students in English reading with the aim of finding out the differences in the use of contextual cues among senior high school students at different levels and the influence of textual contextual cues on their reading comprehension ability.Specifically, this study attempts to answer the following two questions: 1) what are the differences in the use of contextual cues among senior high school students at different levels? (2) how does the use of contextual cues affect high school students' reading comprehension?This study is a descriptive and exploratory study aimed at exploring the differences in the use of contextual cues among different senior high school students in the process of L2 lexical reasoning and the influence of using contextual cues on reading comprehension of senior high school students.The subjects were 60 sophomores from Grade 305 and Class 306 of Yuanjiang fourth Middle School.The subjects were given three different tests at different times.One VLT(Vocabulary Levels test was to select four levels of high school students, 15 at each level. Test 2 The Reading Passages and the Lexical Inferencing Task(answer test were used to test 60 subjects.Students use context and background knowledge to analyze and solve the first problem.The third test was RCT(Reading Comprehension test, which was divided into three groups according to the results of test 2 of 60 subjects: using contextual group, using background knowledge group and using context and background knowledge group, each group of 8 people, a total of 24 people to carry out RCT test.The results of the analysis to solve the second problem.Four readings and one cloze were selected from the English Weekly.Tests 2 and 3 required the subjects to read the main idea of the passage, and then to speculate that the text was unfamiliar with the meaning of the word or to do multiple choice questions.In this study, VLTL, the Reading Passages and RCT were tested in the form of a test scale.SPSS Statistics V21 is used as statistical analysis data tool.Specifically, the first problem is chi-square analysis.The second problem adopts the independent sample T test method, which is divided into two steps: the first step is normality and the homogeneity of variance, the second step is mean comparison, and the correlation analysis.The results show that, on the one hand, there are significant differences in the use of contextual clue strategies in the process of lexical reasoning among senior high school students at different levels. Low level learners use less context, have more background knowledge, and high-level learners use more context.Little background knowledge.This difference may be due to differences in vocabulary cognition and familiarity among learners at different levels.On the other hand, context cues, i.e. context and world knowledge, have a positive effect on the improvement of high school students' reading comprehension ability, and the students using context group and background knowledge group have improved their reading ability.This research has the following enlightenment to the reading teaching. 1) the teacher can understand the students' contextual cues and guess words more concretely, so as to improve the teaching quality of reading class more effectively. 2) the students themselves are under the guidance of the teacher.Relatively improve reading speed and accuracy.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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