基于框架的“话题”训练对初中生英语信息转述能力影响的实验研究
发布时间：2021-04-04 22:59
转述是一种重要的英语学习策略。基于广州中考基于计算机的英语听说测试包括信息转述,它要求学生通过听录音记录相关信息来转述听力文本。通过对Ziem（2014）框架理论的框架要素“填料”、“填充槽”和“默认值”理解,将其与信息转述进行匹配:存储在记忆的话题知识就像填料,可以选择相关的话题知识来匹配填充槽从而进行转述,而转述的内在逻辑在框架视域中被称为默认值。一旦学生掌握某个话题的框架要素,他们将能更好第转述信息。因此,本研究的目的是将框架理论运用于基与话题的信息转述训练中,试图寻找以下两个问题的答案:（1）基于框架的话题转述训练能否提高学生对听力文本的理解?（2）基于框架的话题转述训练能否提高学生的转述内容的完整性、准确性和流利性?本研究的受试来自广东实验中学附属天河学校初三的两个普通班,随机分为实验班（N=40）,和对照班（N=40）。实验持续了6周,14节课围绕不同主题进行了干预训练。在训练前,两个组都进行1个半月的信息转述微技能训练。实验过程中,对照班中采用常见的转述教学,即大声朗读单词,再通过单词听写来巩固,接着听短文再转述。在实验班,教师先出示主题,接着引导学生进行头脑风暴写下单词...
【文章来源】：广州大学广东省
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 The Purposes of the Research
1.3 Significance of the Research
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts
2.1.1 Retelling
2.1.2 Retelling in Computer-based Listening and Speaking Test of Guangzhou
2.1.3 Topic-based Teaching
2.2 Previous Studies on Topic-based Teaching at Home and Abroad
2.3 Related Researches on Frame Theory and Its Application
2.4 Research Gap
Chapter Three Theoretical Framework
3.1 The Development of Definitions of Frame Theory
3.2 Contents of Frame Theory
3.2.1 Frame Elements
3.2.2 Frame Description
3.2.3 Frame and Sub-frame
3.3 Applying Frame Theory to Information Retelling
Chapter Four Methodology
4.1 Research Questions and Research Hypotheses
4.2 Participants
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Pre-test and Post-test
4.3.3 Interview
4.4 Procedures
4.4.1 Before the Experiment
4.4.2 Intervention
4.4.3 After the Experiment
4.5 Data Collection and Analysis
4.5.1 Data Collection
4.5.2 Data Analysis
Chapter Five Results and Discussion
5.1 Results of the Study
5.1.1 Results for Research Hypothesis 1
5.1.2 Results for Research Hypothesis 2
5.2 Discussion
5.2.1 The Effect of Frame-based Topic Training on the Participants’ Understanding of the Retelling Passage
5.2.2 The Effect of Frame-based Topic Training on the Participants' Retelling Performance
5.2.3 Summary
Chapter Six Conclusion
6.1 Major Findings of the Study
6.2 Suggestions for Retelling Teaching and Learning
6.3 Limitations
6.4 Recommendations for Further Research
References
Appendix 1 Scoring Scale
Appendix 2 Pre-test Paper
Appendix 3 Post-test Paper
Appendix 4 An Example of Information Retelling in EC
Appendix 5 The List of 14 Lessons in Retelling Training
Appendix 6 Sample Notes of Retelling Micro Skills Training
Appendix 7 Pre-questionnaire
Appendix 8 Post-questionnaire
Appendix 9 Interview Questions
【参考文献】：
期刊论文
[1]论转述式信息传递口语测试的形式与原理[J]. 张莹,马琪. 白城师范学院学报. 2016(12)
[2]基于分层的“以写促说”主题式教学模式对提高高职生英语口语能力的作用探究[J]. 范岳宏,李慧. 兰州教育学院学报. 2016(06)
[3]英语学科核心素养的实质内涵[J]. 程晓堂,赵思奇. 课程.教材.教法. 2016(05)
[4]框架理论在新闻传播领域的研究与应用[J]. 李海波. 红河学院学报. 2013(04)
[5]基于主题式英语口语教学的行动研究[J]. 关红峻. 长春教育学院学报. 2013(11)
[6]知识框架理论下商务英语初级口译训练策略研究[J]. 曾玥. 湖北函授大学学报. 2012(08)
[7]知识框架在以内容为依托教学中的作用[J]. 李晓媛. 北京第二外国语学院学报. 2012(02)
[8]框架理论说略[J]. 张建丽,孙启耀. 广州大学学报(社会科学版). 2011(10)
[9]如何开展初中英语话题教学[J]. 麦志明. 中学英语之友(下旬). 2011(10)
[10]框架语义学对二语词汇教学的启示[J]. 汪立荣. 外语研究. 2011(03)
本文编号：3118649
【文章来源】：广州大学广东省
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 The Purposes of the Research
1.3 Significance of the Research
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Related Concepts
2.1.1 Retelling
2.1.2 Retelling in Computer-based Listening and Speaking Test of Guangzhou
2.1.3 Topic-based Teaching
2.2 Previous Studies on Topic-based Teaching at Home and Abroad
2.3 Related Researches on Frame Theory and Its Application
2.4 Research Gap
Chapter Three Theoretical Framework
3.1 The Development of Definitions of Frame Theory
3.2 Contents of Frame Theory
3.2.1 Frame Elements
3.2.2 Frame Description
3.2.3 Frame and Sub-frame
3.3 Applying Frame Theory to Information Retelling
Chapter Four Methodology
4.1 Research Questions and Research Hypotheses
4.2 Participants
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Pre-test and Post-test
4.3.3 Interview
4.4 Procedures
4.4.1 Before the Experiment
4.4.2 Intervention
4.4.3 After the Experiment
4.5 Data Collection and Analysis
4.5.1 Data Collection
4.5.2 Data Analysis
Chapter Five Results and Discussion
5.1 Results of the Study
5.1.1 Results for Research Hypothesis 1
5.1.2 Results for Research Hypothesis 2
5.2 Discussion
5.2.1 The Effect of Frame-based Topic Training on the Participants’ Understanding of the Retelling Passage
5.2.2 The Effect of Frame-based Topic Training on the Participants' Retelling Performance
5.2.3 Summary
Chapter Six Conclusion
6.1 Major Findings of the Study
6.2 Suggestions for Retelling Teaching and Learning
6.3 Limitations
6.4 Recommendations for Further Research
References
Appendix 1 Scoring Scale
Appendix 2 Pre-test Paper
Appendix 3 Post-test Paper
Appendix 4 An Example of Information Retelling in EC
Appendix 5 The List of 14 Lessons in Retelling Training
Appendix 6 Sample Notes of Retelling Micro Skills Training
Appendix 7 Pre-questionnaire
Appendix 8 Post-questionnaire
Appendix 9 Interview Questions
【参考文献】：
期刊论文
[1]论转述式信息传递口语测试的形式与原理[J]. 张莹,马琪. 白城师范学院学报. 2016(12)
[2]基于分层的“以写促说”主题式教学模式对提高高职生英语口语能力的作用探究[J]. 范岳宏,李慧. 兰州教育学院学报. 2016(06)
[3]英语学科核心素养的实质内涵[J]. 程晓堂,赵思奇. 课程.教材.教法. 2016(05)
[4]框架理论在新闻传播领域的研究与应用[J]. 李海波. 红河学院学报. 2013(04)
[5]基于主题式英语口语教学的行动研究[J]. 关红峻. 长春教育学院学报. 2013(11)
[6]知识框架理论下商务英语初级口译训练策略研究[J]. 曾玥. 湖北函授大学学报. 2012(08)
[7]知识框架在以内容为依托教学中的作用[J]. 李晓媛. 北京第二外国语学院学报. 2012(02)
[8]框架理论说略[J]. 张建丽,孙启耀. 广州大学学报(社会科学版). 2011(10)
[9]如何开展初中英语话题教学[J]. 麦志明. 中学英语之友(下旬). 2011(10)
[10]框架语义学对二语词汇教学的启示[J]. 汪立荣. 外语研究. 2011(03)
本文编号：3118649
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