大学生对英语阅读教学中图式理论应用的感知与期望研究

发布时间：2024-05-12 08:04

　　本论文以浙江工商大学150位非英语专业大一学生为研究对象,以鲁姆哈特(Rumelhart)等人的图式理论为基础,以一份调查问卷为研究工具,以读前活动、读中活动、读后活动及语言图式、内容图示、形式图式为维度,研究大学生对大学英语阅读课堂中英语教师教学活动的感知与期望。 该研究的意义：1)丰富了图式理论在英语阅读教学中的研究;2)老师使大学英语教师通过学生的感知来更好地了解自己的英语阅读教学,了解学生需求,与学生共同探讨如何能使其更好地阅读。 主要研究结果包括：1)从英语阅读教学阶段来看,学生普遍认为教师更注重采用读前活动；学生对读后活动和读前活动的期望相当。2)从三种图式分类来看,学生认为在整个阅读过程中,英语教师普遍注重采用与语言图式相关的教学活动。其中教师在读前和读后相对注重采用与语言图式相关的教学活动,在读中相对注重采用与内容图式相关的教学活动；在整个阅读过程及读前、读中和读后三个阶段中,学生对与语言图式相关活动的期望最高,对与内容图式和形式图式相关的教学活动也有较高期望。 基于上述研究结果,本文提出的教学建议：1)从英语阅读教学阶段来看,大学英语教师应在重视读前活动的基础上,注重...

【文章页数】：79 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
List of Figures and Tables
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Schema Theory
        2.1.1 Development of Schema
        2.1.2 Classification of Schema
            2.1.2.1 Linguistic Schema
            2.1.2.2 Content Schema
            2.1.2.3 Formal Schema
    2.2 Reading Comprehension
        2.2.1 Definition of Reading
        2.2.2 Process of Reading
        2.2.3 Models of Reading
    2.3 Schema and Reading Comprehension
        2.3.1 Foreign Research on Applying Schema Theory to English Reading
        2.3.2 Domestic Research on Applying Schema Theory to English Reading
Chapter Three Theoretical Framework
    3.1 Schema and Three Reading Phases in Reading Process
    3.2 Pre-reading Activities to Activate and Construct Schema
        3.2.1 Previewing
        3.2.2 Semantic Mapping
        3.2.3 Questioning
    3.3 While-reading Activities to Instantiate Schema
        3.3.1 Skimming, Scanning and Detailed Reading
        3.3.2 Interpreting Discourse Markers
    3.4 Post-reading Activities to Consolidate, Modify and Reconstruct Schema
        3.4.1 Questioning
        3.4.2 Discussion
        3.4.3 Summarizing
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
    4.4 Data Collection and Procedures
Chapter Five Results and Discussion
    5.1 General Perceptions and Expectations of Teachers' Teaching Activities
        5.1.1 Students' Perceptions of Teachers' Teaching Activities
        5.1.2 Students' Expectations of Teachers' Teaching Activities
        5.1.3 Summary
    5.2 Students' Perceptions and Expectations of Teachers' Teaching Activities in Pre-reading Phase
        5.2.1 Students' Perceptions of Teachers' Teaching Activities
        5.2.2 Students' Expectations of Teachers' Teaching Activities
        5.2.3 Summary
    5.3 Students' Perceptions and Expectations of Teachers' Teaching Activities in While-reading Phase
        5.3.1 Students' Perceptions of Teachers' Teaching Activities
        5.3.2 Students' Expectations of Teachers' Teaching Activities
        5.3.3 Summary
    5.4 Students' Perceptions and Expectations of Teachers' Teaching Activities in Post-reading Phase
        5.4.1 Students' Perceptions of Teachers' Teaching Activities
        5.4.2 Students' Expectations of Teachers' Teach ing Activities
        5.4.3 Summary
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications of the Study
    6.3 Limitations of the Study and Suggestions for Further Research
References
Appendix 1 大学英语阅读课堂教学调查问卷
Appendix 2 Born to Win
Acknowledgements



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