语篇衔接分析法在高中英语阅读教学中的应用研究
[Abstract]:In recent years, with the acceleration of economic globalization, the importance of English has become increasingly prominent. It has become an important information resource from a simple language communication tool in the past. Reading is also an important means of obtaining information. Therefore, reading has been playing an important role in improving learners'comprehensive language competence. With the further reform of quality education and English reading teaching in senior high schools, the focus of English teaching has shifted to language communication and expression. Reading naturally becomes an important way to achieve this goal. This traditional teaching mode has severed the relationship between the textual components, greatly frustrated the students'enthusiasm for learning English and hindered the improvement of students' reading level. Discourse cohesion analysis is a new teaching method based on the theory of discourse cohesion. Unlike traditional reading teaching, it is based on the understanding of discourse structure and the analysis of the semantic relationship between the linguistic components of discourse to help students learn. Students understand and master cohesive devices, learn to analyze how coherence is achieved within sentences, between sentences and between paragraphs, and develop their ability to accurately understand details around the center of the text after mastering the whole text. Reading teaching aims to explore its effectiveness in improving students'English reading ability, learning interest and learning attitude. 122 students from two classes of the first grade of Bowang Senior Middle School in Kaifeng, Henan Province, were selected as the subjects of this study. The experiment lasted for three months. The author used the method of discourse cohesion analysis in the experimental class and the traditional method of reading teaching in the control class. How does the teaching under the guidance of discourse cohesion analysis affect students'English reading ability? The experimental tools of this study mainly include tests, questionnaires and interviews. The main research process is as follows: First, all the students in the experimental class and the control class are tested and questionnaires are conducted to understand the beginning of the experiment. The first two classes'English reading proficiency and their interest and attitude towards English reading provide effective basis for the following teaching experiments. The second is the teaching experiment. The two classes adopt different teaching methods, the experimental class adopts the method of discourse cohesion analysis, and the control class adopts the traditional teaching method. A second reading test and a questionnaire survey were conducted in both classes at the end of the teaching practice. The purpose of the study was to examine the correlation between students'reading ability, learning interest and attitudes under the guidance of different teaching methods. Twenty students were randomly selected from the experimental class and interviewed. Finally, the data before and after the experiment were compared and analyzed with SPSS software to test the different effects of different teaching methods. Discourse cohesion analysis enhances students'interest in learning English and improves their attitudes toward English reading. 3. Discourse cohesion analysis effectively improves students' reading ability. Of course, there are still some defects in this study, such as single subjects, short time and so on. In addition, the author puts forward some suggestions for the future study in the end, hoping to be helpful to the future study of English reading.
【学位授予单位】:河南大学
【学位级别】:硕士
【学位授予年份】:2016
【分类号】:G633.41
【相似文献】
相关期刊论文 前10条
1 许晋;;手机短信语篇衔接机制分析[J];汉字文化;2006年04期
2 吴立云;;语篇衔接方式及其应用[J];湖南医科大学学报(社会科学版);2008年05期
3 金朋荪;郭彤;;律师用语的英文语篇衔接特征[J];中国电力教育;2008年15期
4 杨春娟;;语篇衔接研究与大学英语阅读教学[J];和田师范专科学校学报;2008年05期
5 洪志琴;姚明发;吴元珍;;语篇衔接方式与主题的关系[J];湖南第一师范学报;2009年03期
6 张艳斌;;语篇衔接与连贯研究综述[J];科技信息;2010年04期
7 党辉;;浅析广告语中的语篇衔接[J];山西农业大学学报(社会科学版);2010年03期
8 史铁强;李锡奎;;试论语篇衔接与连贯的关系[J];中国俄语教学;2010年03期
9 史铁强;俄汉语篇衔接对比[J];中国俄语教学;1997年01期
10 孟玉珍;;例说汉语修辞格的语篇衔接功能[J];现代语文;2006年01期
相关会议论文 前2条
1 黄虹;;语篇衔接与大学英语写作教学[A];福建省外国语文学会2008年年会论文集[C];2008年
2 杨传鸣;;《红楼梦》及其英译本语篇衔接对比——汉英主语省略对比[A];中国英汉语比较研究会第八次全国学术研讨会论文摘要汇编[C];2008年
相关硕士学位论文 前10条
1 于元元;语篇衔接视角下传记类文本的翻译[D];中国海洋大学;2015年
2 杨翠翠;语篇衔接对译文的修复[D];青岛科技大学;2016年
3 杨媛;留学生语篇衔接偏误分析[D];黑龙江大学;2014年
4 瓮姣姣;[D];西安外国语大学;2016年
5 李玲玲;语篇衔接和连贯在同声传译中的应用[D];苏州大学;2016年
6 谢英科;中亚留学生汉语语篇衔接偏误研究[D];新疆师范大学;2016年
7 张丽;马来留学生汉语语篇衔接与连贯偏误分析[D];北京外国语大学;2016年
8 胡敏;A Social History of the English Countryside(第二章)翻译实践报告[D];湘潭大学;2016年
9 刘金金;高中学生英语写作语篇衔接错误分析及教学策略研究[D];湖南科技大学;2016年
10 张瑞芳;语篇衔接分析法在高中英语阅读教学中的应用研究[D];河南大学;2016年
,本文编号:2177042
本文链接:https://www.wllwen.com/zhongdengjiaoyulunwen/2177042.html