基于真实性的中学英语泛读材料研究
发布时间：2018-09-19 10:34
【摘要】：阅读历来被认为是可理解性输入的主要来源之一,它在二语习得中发挥着重要的作用。而真实的阅读材料能给学习者提供真实的语言环境,让其接触到最地道的目的语文化,这是非真实性材料不能给予的。然而,纵观当今国内高中英语阅读教材,大都是为适应第二语言学习而设计的改编过的材料,无不缺乏真实性、趣味性。本项研究从克拉申的语言输入理论入手,结合泛读理论和真实性理论,拟通过在高中英语泛读教学中分别使用真实和非真实材料阅读训练的对比来验证三个假设：(1)真实性材料在中学英语课堂中是否具有可实施性；(2)阅读真实性材料能否有效地激发学习动机,增强学习兴趣；(3)通过真实性材料的阅读能否提高阅读理解水平。本实验研究的被试是来自52名高二年级英语水平为中等偏上的学生,随机分为实验组和控制组。在为期十周的实验过程中,课内外,作者控制了自变量即阅读材料,实验组被试只阅读真实性材料,而控制组被试只阅读非真实性材料。实验过程中,作者从前测、后测和访谈中收集数据,并从学生读书报告中获取有价值信息。实验前两组被试的英语水平无明显差异,但经过十周的阅读训练,结果显示：实验组被试的阅读兴趣和阅读动机增强了,并且阅读理解能力也有增强,从而验证并支持了上述的三个假设。作者相信：此项研究在中学英语泛读教学中,具有一定的理论价值和实践意义。
[Abstract]:Reading has always been regarded as one of the main sources of comprehensible input, which plays an important role in second language acquisition. Real reading materials can provide learners with a real language environment and expose them to the most authentic target language culture, which can not be given by non-authentic materials. However, throughout the domestic senior high school English reading textbooks, most of the materials designed to adapt to second language learning are lack of authenticity and interest. This study begins with Krashen's theory of language input and combines the theory of extensive reading with the theory of authenticity. This paper intends to verify three hypotheses by comparing the use of real and non-real reading training in high school English extensive reading teaching: (1) whether the authentic material is implementable in the middle school English classroom; (2) whether the reading authenticity material can effectively stimulate the learning motivation and enhance the learning interest; (3) whether the reading of the authentic material can improve the reading comprehension level. The subjects of this study were 52 middle-grade English students who were randomly divided into experimental group and control group. During the 10-week experiment, the author controlled the independent variable, that is, the reading material, while the experimental group only read the authentic material, while the control group only read the non-authentic material. In the course of the experiment, the author collected data from previous tests, post-tests and interviews, and obtained valuable information from the students' reading reports. There was no significant difference in English proficiency between the two groups before the experiment. However, after 10 weeks of reading training, the results showed that the reading interest and motivation of the subjects in the experimental group were increased, and the reading comprehension ability was also enhanced. The above three hypotheses are validated and supported. The author believes that this study has certain theoretical and practical significance in English extensive reading teaching in middle schools.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2249889
[Abstract]:Reading has always been regarded as one of the main sources of comprehensible input, which plays an important role in second language acquisition. Real reading materials can provide learners with a real language environment and expose them to the most authentic target language culture, which can not be given by non-authentic materials. However, throughout the domestic senior high school English reading textbooks, most of the materials designed to adapt to second language learning are lack of authenticity and interest. This study begins with Krashen's theory of language input and combines the theory of extensive reading with the theory of authenticity. This paper intends to verify three hypotheses by comparing the use of real and non-real reading training in high school English extensive reading teaching: (1) whether the authentic material is implementable in the middle school English classroom; (2) whether the reading authenticity material can effectively stimulate the learning motivation and enhance the learning interest; (3) whether the reading of the authentic material can improve the reading comprehension level. The subjects of this study were 52 middle-grade English students who were randomly divided into experimental group and control group. During the 10-week experiment, the author controlled the independent variable, that is, the reading material, while the experimental group only read the authentic material, while the control group only read the non-authentic material. In the course of the experiment, the author collected data from previous tests, post-tests and interviews, and obtained valuable information from the students' reading reports. There was no significant difference in English proficiency between the two groups before the experiment. However, after 10 weeks of reading training, the results showed that the reading interest and motivation of the subjects in the experimental group were increased, and the reading comprehension ability was also enhanced. The above three hypotheses are validated and supported. The author believes that this study has certain theoretical and practical significance in English extensive reading teaching in middle schools.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前2条
1 高翔;语言输入理论的认知分析[J];外语与外语教学;2005年06期
2 阮全英;论真实材料在外语课堂教学中的应用[J];西安建筑科技大学学报(社会科学版);2004年02期
相关硕士学位论文 前1条
1 彭锦秀;高中英语泛读教学对学习者阅读动机的影响[D];首都师范大学;2004年
，本文编号：2249889
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2249889.html
