衔接与连贯理论在高中英语完型填空教学中的应用

发布时间：2018-02-03 13:38

本文关键词： 连接与连贯理论英语完形填空英语教学　出处：《渤海大学》2015年硕士论文　论文类型：学位论文

【摘要】：众所周知,完形填空是一种用于考察学生综合能力的测试题型。然而,在这种综合性测验中,很多学生经常感觉力不从心。究其原因,他们往往只分析空项所在的句子,从传统语法的角度去选择,而不是从整体出发去分析各个语言单位之间的内在关系。因此,学生的语篇综合能力未能得到改善,这个题型的有效性受到质疑。为此,笔者认为,很有必要去寻找一种依据于权威理论设计而成的有效的教学方法应用于完形填空教学中用来提高学生的语篇综合能力。衔接与连贯理论是语篇研究的核心理论,语篇的构成必须靠衔接与连贯之间的相互作用。衔接与连贯理论与完型填空的设计依据有一定的相关性。为了提供有效实用的完形填空教学方法,本论文尝试将衔接与连贯理论运用于高中英语完型填空的教学中。实验的三个研究问题如下:1.基于衔接与连贯理论的教学方法,能够提升学生做完形填空的策略吗?2.衔接与连贯理论的教学方法比以往的教学方法更能有效地提高学生的完形填空成绩吗?3.应用了衔接与连贯理论进行完型填空教学后,班级内哪个层次学生(高、中、低)的完型水平提高的最为显著?本研究采用了定量和定性分析的方法。作者选择锦州市第一高级中学高二年级的学生作为本次实验的研究主体,两个班级学生的英语完型填空成绩基本相当。在为期四个月的实验过程当中,对学生进行了问卷调查、访谈、完形填空试题的前测和后测。其中,完形填空的前后测试卷均来自高考真题(辽宁2012和2010)。实验后,运用SPSS 17.0对相应的数据进行对比分析。实验的结果表明:1.新的教学方法有利于提升学生应用衔接与连贯策略解决完形填空问题的能力。2.基于衔接与连贯理论的教学方法,比以往的教学方法更能有效地提高学生的完形填空成绩。3.经过这一段时间的训练,班级内中等学生的完型水平提高最为显著。本研究在实施中仍然存在着一些不足,有待我们进一步探究。但毫无疑问的是,在英语完形填空的教学中,教师应该注重培养学生运用衔接与连贯理论的解题意识。
[Abstract]:As we all know, cloze is a kind of test which is used to test the students' comprehensive ability. However, in this comprehensive test, many students often feel unable to do it. They tend to analyze only the sentences in which the empty items are located and choose from the perspective of traditional grammar rather than from the perspective of the whole to analyze the internal relations between the various linguistic units. The validity of this question type has been questioned because the students' comprehensive competence in discourse has not been improved. It is necessary to find an effective teaching method based on authoritative theory to improve students' comprehensive competence in cloze teaching. Cohesion and coherence are the core theories of discourse research. The formation of a text must depend on the interaction between cohesion and coherence. The theory of cohesion and coherence has a certain correlation with the design basis of cloze filling. In order to provide an effective and practical teaching method of cloze filling. This thesis attempts to apply cohesion and coherence theory to the teaching of cloze in senior high school. The three experimental questions are as follows: 1.The teaching method based on cohesion and coherence theory. Can you improve students' strategies for cloze filling? 2. Can the teaching method of cohesion and coherence improve students' cloze achievement more effectively than previous teaching methods? 3. After applying cohesion and coherence theory to cloze teaching, which level of students (high, middle, low) in the class can improve the Gestalt level most significantly? This study adopts quantitative and qualitative analysis methods. The author chooses the students of Grade two of Jinzhou No. 1 Senior Middle School as the main body of this experiment. The scores of English cloze filling in the two classes are basically the same. In the course of the four-month experiment, the students were investigated, interviewed, and the pre-test and post-test of cloze test were carried out. The test papers before and after cloze were collected from the real questions of the college entrance examination (Liaoning 2012 and 2010). SPSS 17.0 is used to compare and analyze the corresponding data. The experimental results show that:. 1. The new teaching method is helpful to improve the students' ability to solve cloze problem with cohesion and coherence strategies. 2. The teaching method based on cohesion and coherence theory. It is more effective than the previous teaching methods to improve the students' cloze score. 3. After this period of training. The Gestalt level of the middle school students in the class is the most significant. There are still some shortcomings in the implementation of this study, which need to be further explored. However, there is no doubt that in the teaching of cloze, there is no doubt that it is in the teaching of cloze. Teachers should pay attention to cultivating students' awareness of solving problems in the application of cohesion and coherence theory.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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