朗读时长对初中生英语学习成绩的影响

发布时间：2019-05-24 17:36

【摘要】：目的:本研究通过分析英语朗读及其不同时间长度对初中生英语学习成绩的影响,探究朗读时长对英语学习成绩的促进作用,从而为初中英语教学提供参考。方法:本研究就朗读时长对提高初中生英语成绩的作用,通过以湖南省石门县磐石中学八年级上学期学生为研究对象进行干预研究,根据统计数据,并运用描述统计分析、配对样本t检验、方差分析等统计方法对朗读的作用进行研究,并比较三种时长的朗读干预对于提高学生英语成绩的作用大小。结果:本研究发现对照组无朗读干预的情况下前后测成绩没有显著差异,而实验组有朗读干预的前后测成绩差异均为极显著;且朗读干预效果大小依次为朗读时长20分钟、30分钟、10分钟,进一步通过方差分析得出朗读时长20分钟和朗读时长10分钟的干预效果有显著差异,而朗读时长30分钟与朗读时长10分钟以及与朗读时长20分钟之间的差异均不显著。同时研究发现差生对朗读时长的需求相比优生相对较长。结论:研究说明坚持每天朗读对英语学习成绩有促进作用,每天坚持20分钟到30分钟对初中生的英语水平促进作用比较明显,特别是对差生。因此英语教师应该重视教学中的英语朗读,转变学生“朗读不重要”的观点。教育主管部门积极提倡英语的朗读教学,给出行政指导意见,设立专门的朗读课。
[Abstract]:Objective: by analyzing the influence of English reading aloud and its different time length on junior high school students' English learning achievement, this study explores the promoting effect of reading length on English learning achievement, so as to provide reference for junior middle school English teaching. Methods: in this study, the effect of reading length on improving the English performance of junior high school students was studied by taking the students in the eighth grade of Panshi Middle School in Shimen County, Hunan Province as the research object. According to the statistical data, the descriptive statistical analysis was used. The role of reading aloud was studied by matched sample t test and variance analysis, and the effects of three long reading interventions on improving students' English performance were compared. Results: there was no significant difference in pre-and post-test results in the control group without reading aloud intervention, but there was significant difference in the pre-and post-test results in the experimental group without reading aloud intervention. The effect of reading aloud was 20 minutes, 30 minutes and 10 minutes, respectively. through the analysis of variance, it was found that there was a significant difference between the length of reading aloud and the length of reading aloud in the order of 20 minutes, 30 minutes and 10 minutes. the results showed that there was a significant difference in the intervention effect between the length of reading aloud and the length of reading aloud. There was no significant difference between the length of reading aloud for 30 minutes and the length of reading aloud for 10 minutes and the length of reading aloud for 20 minutes. At the same time, it is found that the demand for long reading time of poor students is relatively longer than that of eugenics. Conclusion: the study shows that reading aloud every day can promote English learning performance, and 20 to 30 minutes a day can promote the English proficiency of junior high school students, especially for poor students. Therefore, English teachers should pay attention to English reading aloud in teaching and change students' view that reading aloud is not important. The competent department of education actively advocates the teaching of English reading aloud, gives administrative guidance and sets up special reading classes.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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