词块理论在高中英语阅读教学中的应用研究
发布时间：2023-04-27 04:02
作为一项重要的语言技能,阅读在英语学习中占有重要地位。英语阅读能力的提高不仅能为听说及写作能力的发展打好基础,而且能培养学生的思维、分析和理解能力。根据《普通高中英语课程标准》(2007版)中有关英语阅读能力培养的要求,高中生在英语阅读过程中,不仅要积累大量的阅读词汇,而且要逐步掌握有效的阅读技巧并培养阅读兴趣。更为重要的是学生在阅读过程中要培养用英语获取信息、处理信息、分析问题、解决问题和进行思维的能力。但是,就目前来说,高中生的英语阅读水平与《普通高中英语课程标准》(2007版)中有关英语阅读能力培养的要求还有差距。因此怎样提高高中生的英语阅读能力一直是困扰国内外学者的一道难题。处于研究热点中的词块理论与二语习得相结合的研究为英语阅读教学提供了新的思路。Lewis认为目前高中英语阅读教学的重要内容之一,是培养学习者理解和运用词块的能力(1993:95)。近年来,虽然从事词块应用研究的学者不断增多,实证研究的数量也不断增加,但是对于如何把词块应用到英语教学中,特别是高中英语阅读教学的相关研究则相对不足。笔者依托记忆容量理论和Lewis的词块教学理论,依据高中英语阅读教学的现状,整合了...
【文章页数】：109 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.l Research Background
1.2 The Problems of English Reading Teaching in Senior High School
1.3 Research Purpose and Significance
1.3.1 Research Purpose
1.3.2 Research Significance
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 A Historical Overview of the Studies on English Reading Teaching
2.1.1 Studies on English Reading Teaching abroad
2.1.2 Studies on English Reading Teaching at Home
2.2 Studies on the Application of Lexical Chunk Theory to Reading Teaching in Senior High School
2.2.1 Theoretical Studies
2.2.2 Practical Studies
Chapter 3 Theoretical Basis
3.1 Memory Capacity Theory
3.2 Lewis's Lexical Approach
3.3 Lexical Chunks
3.3.1 Definition of Lexical Chunks
3.3.2 Functions of Lexical Chunks
3.3.3 Features of Lexical Chunks
Chapter 4 Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Tests
4.3.2 Questionnaire
4.3.3 Interview
4.3.4 Data Analysis Tools
4.4 Research Procedure
Chapter 5 The Application of Lexical Chunk Theory to Reading Teaching
5.1 Teaching Design
5.1.1 Introduction Stage
5.1.2 Guidance Stage
5.1.3 Actual Application Stage
5.2 Teaching Cases
5.2.1 Teaching Case at Introduction Stage
5.2.2 Teaching Case at Guidance Stage
Chapter 6 Research Results and Analysis
6.1 Analysis of Vocabulary Test Results
6.1.1 Before Experiment between EC and CC
6.1.2 After Experiment between EC and CC
6.1.3 Before and after Experiment of CC
6.1.4 Before and after Experiment of EC
6.2 Analysis of Reading Speed Test Results
6.2.1 Before Experiment between EC and CC
6.2.2 After Experiment between EC and CC
6.2.3 Before and after Experiment of CC
6.2.4 Before and after Experiment of EC
6.3 Analysis of Questionnaire Results about Students' Reading Interest
6.3.1 Before Experiment
6.3.2 After Experiment
6.4 Analysis of Interview Results about Students' Reading Skills
6.4.1 Before Experiment
6.4.2 After Experiment
Chapter 7 Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Research
7.4 Prospection for Future Research
Bibliography
Appendix
本文编号：3802828
【文章页数】：109 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.l Research Background
1.2 The Problems of English Reading Teaching in Senior High School
1.3 Research Purpose and Significance
1.3.1 Research Purpose
1.3.2 Research Significance
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 A Historical Overview of the Studies on English Reading Teaching
2.1.1 Studies on English Reading Teaching abroad
2.1.2 Studies on English Reading Teaching at Home
2.2 Studies on the Application of Lexical Chunk Theory to Reading Teaching in Senior High School
2.2.1 Theoretical Studies
2.2.2 Practical Studies
Chapter 3 Theoretical Basis
3.1 Memory Capacity Theory
3.2 Lewis's Lexical Approach
3.3 Lexical Chunks
3.3.1 Definition of Lexical Chunks
3.3.2 Functions of Lexical Chunks
3.3.3 Features of Lexical Chunks
Chapter 4 Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Tests
4.3.2 Questionnaire
4.3.3 Interview
4.3.4 Data Analysis Tools
4.4 Research Procedure
Chapter 5 The Application of Lexical Chunk Theory to Reading Teaching
5.1 Teaching Design
5.1.1 Introduction Stage
5.1.2 Guidance Stage
5.1.3 Actual Application Stage
5.2 Teaching Cases
5.2.1 Teaching Case at Introduction Stage
5.2.2 Teaching Case at Guidance Stage
Chapter 6 Research Results and Analysis
6.1 Analysis of Vocabulary Test Results
6.1.1 Before Experiment between EC and CC
6.1.2 After Experiment between EC and CC
6.1.3 Before and after Experiment of CC
6.1.4 Before and after Experiment of EC
6.2 Analysis of Reading Speed Test Results
6.2.1 Before Experiment between EC and CC
6.2.2 After Experiment between EC and CC
6.2.3 Before and after Experiment of CC
6.2.4 Before and after Experiment of EC
6.3 Analysis of Questionnaire Results about Students' Reading Interest
6.3.1 Before Experiment
6.3.2 After Experiment
6.4 Analysis of Interview Results about Students' Reading Skills
6.4.1 Before Experiment
6.4.2 After Experiment
Chapter 7 Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Research
7.4 Prospection for Future Research
Bibliography
Appendix
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