图式理论在大学商务英语阅读教学中的应用
发布时间：2021-06-20 10:11
目前我国高等院校开设的商务英语主要课程目标是提高学生的商务英语听、说、读、写、译五个方面,其中商务英语阅读最为重要,也是历来商务英语教学的重点。但是受传统教学法的影响,我国商务英语阅读教学的弊端逐渐暴露。教师过多的讲解阅读材料中的词汇、语法和句型,而不能体现商务英语阅读的特殊性,使学生无法提高其商务英语的应用能力。图式理论是一种心理学理论。图式理论认为,人们在阅读过程中会将之前原有的知识和经验构成一个图式,并将其应用于现有的阅读当中。所以,阅读从本质上来说是将已有的图式与阅读文本相结合的过程。相对于传统教学法,图式理论能够从多个方面提高学生的商务英语阅读能力,一定程度上弥补传统教学法的弊端。首先笔者通过调查文献资料阐述本次研究的理论基础和前人的研究成果。然后运用问卷调查法分析目前商务英语阅读教学的现状。最后通过教学实验和访谈来验证图式理论的有效性。本论文的研究问题如下:（1）通过在实验班的商务英语阅读教学中应用图式理论,学生的商务英语阅读成绩和水平能否得到有效提高?（2）相比于传统的语法翻译教学法,在商务英语阅读教学中应用图式理论能否更有效地提高学生英语阅读的兴趣和自信心?本次研究选用...
【文章来源】：山东师范大学山东省
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Theoretical Basis
2.1.1 Definition of Schema Theory
2.1.2 Classification of Schema and Their Characteristics in Business EnglishReading
2.1.3 Features of Schema
2.1.4 Function of Schema Theory in Business English Reading
2.2 Studies on Application of Schema Theory in English Reading
2.2.1 Studies on Application of Schema Theory in English Reading Abroad
2.2.2 Studies on Application of Schema Theory in English Reading at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Material
3.3.1 Textbook
3.3.2 BEC-Test
3.4 Instruments
3.4.1 Questionnaire
3.4.2 Tests
3.4.3 Interview
3.5 Procedure
3.5.1 Pre-questionnaire
3.5.2 Pre-test
3.5.3 Teaching Procedure in Experimental Class
3.5.4 Teaching Procedure in Control Class
3.5.5 Post-questionnaire
3.5.6 Post-test
3.5.7 Interview
Chapter Four Results and Discussion
4.1 Comparison of Students’ Reading Acheivement and Level of BusinessEnglish in Two Classes
4.1.1 Students’ Business English Reading Scores in Pre-test
4.1.2 Comparison of Students’ Business English Reading Scores inExperimental Class in Pre-test and Post-test
4.1.3 Comparison of Students’ Business English Reading Scores in ControlClass in Pre-test and Post-test
4.1.4 Comparison of Business English Reading scores Between Experimentalclass and Control class in Post-test
4.1.5 Discussion of Students’ Business English Reading Scores in Pre-testand Post-test
4.2 Comparison of Students’ Interests and Confidence Before and After Research
4.2.1 Changes of Students’ Interests and Confidence betweenPre-questionnaire and Post-questionnaire
4.2.2 Students’ Performance of Business English Reading and Their AttitudeTowards Schema Theory in Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitation of the Study and Suggestions for Further Research
Bibliography
Appendix
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Thesiss Published and Research Findings
Acknowledgements
【参考文献】：
期刊论文
[1]文化背景知识与高中英语阅读教学探究[J]. 黄群. 中小学教学研究. 2011(07)
[2]改革开放30年中国基础外语教育的回顾与前景展望[J]. 王蔷. 中小学外语教学(中学篇). 2009(02)
[3]图示理论在第二语言阅读中的作用和对课堂教学的启示(英文)[J]. 董君,宋俊. 内蒙古工业大学学报(社会科学版). 2006(01)
[4]英语阅读教学中激活背景知识的策略[J]. 余怀松,刘骁明. 中小学外语教学(中学篇). 2006(05)
[5]图式理论与英语阅读教学[J]. 马宇. 基础教育外语教学研究. 2004(09)
[6]图式理论和中国外语教学研究的回顾与前瞻[J]. 韦汉,章柏成. 西安外国语学院学报. 2004(03)
[7]我国阅读理论研究的发展[J]. 姚喜明,梅晓宇. 山东外语教学. 2003(06)
[8]图式理论在L2阅读理解中的运用[J]. 崔雅萍. 外语教学. 2002(05)
[9]图式理论与阅读教学[J]. 白靖宇. 山东外语教学. 2000(02)
[10]试论图式理论与阅读教学[J]. 顾晔. 北京第二外国语学院学报. 1998(03)
本文编号：3238998
【文章来源】：山东师范大学山东省
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Theoretical Basis
2.1.1 Definition of Schema Theory
2.1.2 Classification of Schema and Their Characteristics in Business EnglishReading
2.1.3 Features of Schema
2.1.4 Function of Schema Theory in Business English Reading
2.2 Studies on Application of Schema Theory in English Reading
2.2.1 Studies on Application of Schema Theory in English Reading Abroad
2.2.2 Studies on Application of Schema Theory in English Reading at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Material
3.3.1 Textbook
3.3.2 BEC-Test
3.4 Instruments
3.4.1 Questionnaire
3.4.2 Tests
3.4.3 Interview
3.5 Procedure
3.5.1 Pre-questionnaire
3.5.2 Pre-test
3.5.3 Teaching Procedure in Experimental Class
3.5.4 Teaching Procedure in Control Class
3.5.5 Post-questionnaire
3.5.6 Post-test
3.5.7 Interview
Chapter Four Results and Discussion
4.1 Comparison of Students’ Reading Acheivement and Level of BusinessEnglish in Two Classes
4.1.1 Students’ Business English Reading Scores in Pre-test
4.1.2 Comparison of Students’ Business English Reading Scores inExperimental Class in Pre-test and Post-test
4.1.3 Comparison of Students’ Business English Reading Scores in ControlClass in Pre-test and Post-test
4.1.4 Comparison of Business English Reading scores Between Experimentalclass and Control class in Post-test
4.1.5 Discussion of Students’ Business English Reading Scores in Pre-testand Post-test
4.2 Comparison of Students’ Interests and Confidence Before and After Research
4.2.1 Changes of Students’ Interests and Confidence betweenPre-questionnaire and Post-questionnaire
4.2.2 Students’ Performance of Business English Reading and Their AttitudeTowards Schema Theory in Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitation of the Study and Suggestions for Further Research
Bibliography
Appendix
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Thesiss Published and Research Findings
Acknowledgements
【参考文献】：
期刊论文
[1]文化背景知识与高中英语阅读教学探究[J]. 黄群. 中小学教学研究. 2011(07)
[2]改革开放30年中国基础外语教育的回顾与前景展望[J]. 王蔷. 中小学外语教学(中学篇). 2009(02)
[3]图示理论在第二语言阅读中的作用和对课堂教学的启示(英文)[J]. 董君,宋俊. 内蒙古工业大学学报(社会科学版). 2006(01)
[4]英语阅读教学中激活背景知识的策略[J]. 余怀松,刘骁明. 中小学外语教学(中学篇). 2006(05)
[5]图式理论与英语阅读教学[J]. 马宇. 基础教育外语教学研究. 2004(09)
[6]图式理论和中国外语教学研究的回顾与前瞻[J]. 韦汉,章柏成. 西安外国语学院学报. 2004(03)
[7]我国阅读理论研究的发展[J]. 姚喜明,梅晓宇. 山东外语教学. 2003(06)
[8]图式理论在L2阅读理解中的运用[J]. 崔雅萍. 外语教学. 2002(05)
[9]图式理论与阅读教学[J]. 白靖宇. 山东外语教学. 2000(02)
[10]试论图式理论与阅读教学[J]. 顾晔. 北京第二外国语学院学报. 1998(03)
本文编号：3238998
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