英文多项注释对记叙文和说明文阅读理解的影响

发布时间：2018-02-07 10:21

  本文关键词： 无注释 英文多项注释 叙事文 说明文 阅读理解　出处：《湖南大学》2015年硕士论文　论文类型：学位论文

【摘要】：基于可理解性输入理论和心理模型的文本理解理论,本文通过实证研究探讨无注释,英文多项注释对高中生记叙文和说明文阅读理解的影响。到目前为止,由于国内外缺乏对英文多项注释在不同文本类型的研究,因此开展本研究是很有必要的。这项研究选取了南宁四十一中高一的两个平行班,共计60人作为研究对象。该项研究包括两个实验组,分别是记叙文和说明文无注释组,记叙文和说明文英文多项注释组。使用社科统计软件包SPSS 17.0来对后测结果进行分析,最终得出以下结论：1.比较无注释和多项注释在叙事文阅读理解的影响,英文多项注释组比无注释组在记叙文测试中取得更高的分数。换句话说,在记叙文中英文多项注释更能促进学习者的阅读理解能力。2.当比较无注释和英文多项注释对说明文的影响时,英文多项注释组比无注释组在说明文测试中取得更高的分数。在说明文中英文多项注释更能促进学习者的阅读理解能力。3.在相同注释和相同受试者的条件下,英文多项注释对记叙文阅读理解能力的提高比在说明文中更加显著,因为参与者在叙事文本中做得更好。本研究结果表明,英文多项注释的使用能促进高中生记叙文和说明文阅读理解能力,相比之下对记叙文的影响比对说明文的影响更显著。本研究为文本注释,文本类型,和阅读理解的研究提供了进一步的证据,并为阅读理解教学和教材设计提供了一些教学启示。
[Abstract]:Based on the text comprehension theory of comprehensible input theory and psychological model, this paper explores the influence of unannotated, multi-annotation on the reading comprehension of narrative and narrative text in senior high school students through empirical research. Due to the lack of research on different text types of many English annotations at home and abroad, it is necessary to carry out this study. This study selects two parallel classes in Nanning No. 40 Senior one Middle School. The study consisted of two experimental groups: narrative and narrative unannotated group, narrative and narrative English multi-annotation group. Social science statistical software package SPSS 17.0 was used to analyze the post-test results. Finally, we draw the following conclusion: 1.Compared with the influence of unannotated and multi-annotation in narrative reading comprehension, English multi-annotation group scored higher in narrative test than non-annotated group. In other words, In narrative Chinese and English multi-annotation can promote learners' reading comprehension ability. 2. When comparing the influence of non-annotation and English multi-annotation on the narrative text, The English multi-annotation group got higher scores in the narrative text test than the non-annotated group. In the narrative text, multi-annotation in both Chinese and English can promote the learners' reading comprehension. 3. Under the condition of the same annotation and the same subjects, The improvement in reading comprehension of narrative texts is more significant in English notes than in narrative texts, because participants do better in narrative texts. The use of multiple notes in English can promote the reading comprehension of narrative and narrative text in senior high school students, and the effect on narrative text is more significant than that on narrative text. And the research of reading comprehension provides further evidence, and provides some enlightenments for reading comprehension teaching and teaching material design.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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中国期刊全文数据库 前1条

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本文编号：1494149