词汇衔接理论在初三英语阅读教学中的应用研究

发布时间：2018-01-29 06:05

本文关键词： 词汇衔接语篇的衔接初中英语阅读应用研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近三十多年来,在英语阅读教学领域,词汇衔接理论作为语篇衔接理论的分支备受大家的关注。词汇衔接理论认为学生通过查找词汇衔接的方式,理解词与词之间、句与句之间及段落与段落之间的语义关系并提高阅读能力。韩礼德和哈桑提出词汇衔接是语义的联系；霍依认为词汇重复模式是语篇衔接的最主要的方式。本研究以韩礼德和哈桑的词汇衔接理论为基础,以霍依的词汇重复模式为理论框架,尝试将词汇衔接理论应用于初三英语阅读教学中,验证词汇衔接理论是否对提高初三学生英语阅读能力有效；笔者还通过问卷调查及访谈,观察初三学生阅读态度的变化及教师教学方式的变化,进一步研究词汇衔接理论怎样提高初三学生的阅读能力和教师的教学水平。本研究选取了我教的初三两个自然班为实验班和控制班,以初三期中测试成绩为前测,两个班级各分数段的人数及英语均分基本一致；以期末考试的成绩为后测。本人通过对收集的数据进行描述性分析及配对检验统计分析发现：实验班学生的阅读成绩明显高于控制班学生2分。实验班的阅读成绩与控制班的阅读成绩Sig.为0.003,小于0.005有显著性的差异；在阅读理解能力的考查方面,实验班和控制班在简单的细节、简单的主旨上没有明显的差异,但在复杂的推理及主题的综合上实验班正确率明显高于控制班15%。本研究通过对实验班的学生进行问卷调查及访谈,发现实验班的学生对于词汇衔接提高学生的阅读能力持肯定态度的有79%。他们还认为在阅读中增加了语篇意识,对复杂的推理和主题的综合很有把握。本研究还对本校的教师进行问卷调查及访谈,发现70%的教师认为英语阅读中需要词汇衔接的讲解,词汇衔接理论对提高阅读教学有效。通过词汇衔接应用到阅读教学笔者教学水平得到提高。本研究将词汇衔接理论应用于初三英语阅读教学,证实词汇衔接理论应用于阅读教学中能够提高学生的英语阅读理解水平。这为今后改进初中英语阅读教学、提高初中生阅读能力提供新的思路。
[Abstract]:For more than 30 years, lexical cohesion theory, as a branch of discourse cohesion theory, has attracted much attention in the field of English reading teaching. Understanding the semantic relationship between words, sentences and paragraphs, and improving reading ability. Halliday and Hasan put forward that lexical cohesion is a semantic link; This study is based on Halliday and Hasan's theory of lexical cohesion and takes Hoy's pattern of lexical repetition as the theoretical framework. This paper attempts to apply lexical cohesion theory to the teaching of English reading in grade three to verify whether the theory of lexical cohesion is effective in improving students' English reading ability. The author also through questionnaires and interviews to observe the third grade students' reading attitude changes and teachers' teaching style changes. Further study the vocabulary cohesion theory how to improve the students' reading ability and teachers' teaching level. This study selects the two natural classes as the experimental class and the control class. Taking the grade of the third term test as the pre-test, the number of students in each grade and the average score of English in the two classes were basically the same. The final examination results were taken as the post-test. Through the descriptive analysis of the collected data and the statistical analysis of the paired test, I found that:. The reading scores of the students in the experimental class were significantly higher than those in the control class. The reading scores of the experimental class and the control class were significantly higher than that of the control class, and the reading scores of the experimental class and the control class were 0.003. There was significant difference under 0.005; There is no significant difference between the experimental class and the control class in terms of simple details and simple gist in the examination of reading comprehension. However, the correct rate of the experimental class is significantly higher than that of the control class in complex reasoning and topic synthesis. This study conducted a questionnaire survey and interviews with the students in the experimental class. It is found that 79 students in the experimental class have a positive attitude towards vocabulary cohesion to improve students' reading ability. They also believe that discourse awareness is increased in reading. This study also conducted a questionnaire survey and interviews among teachers in our school and found that 70% of the teachers believed that lexical cohesion was needed in English reading. Lexical cohesion theory is effective in improving reading teaching. The author's teaching level is improved by applying lexical cohesion to reading teaching. The present study applies lexical cohesion theory to English reading teaching in junior high school. It is proved that the application of lexical cohesion theory in reading teaching can improve students' reading comprehension, which provides a new idea for improving junior high school English reading teaching and improving junior high school students' reading ability.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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