问题引导和文本凸显训练对高中英语阅读影响的行动研究

发布时间：2018-01-27 12:17

本文关键词： 问题引导文本凸显英语阅读训练行动研究　出处：《五邑大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读能力被认为是语言学习者,尤其是高中学生最基本的技能之一。然而,初步的调查表明绝大部分学生在英语阅读理解上存在较大困难,特别是在获取文章的主旨大意、猜测生词、推理判断和理解作者观点态度。就此笔者做了大量文献检索和调查,发现高中学生缺乏一定的语篇阅读策略是造成以上问题的主要原因。在语篇分析理论、支架理论和注意假设理论的基础上,笔者开展了一项以问题引导和文本凸显的英语阅读训练行动,试图从体裁、结构、上下文和衔接四个方面培养高中学生的语篇阅读策略和逐步提高高中学生的英语阅读能力。本次行动研究的参与者是新会实验中学高二年级的45名学生,阅读教材为普通高中课程标准实验教科书英语5和英语6。研究历时一学期,共实施三轮教学行动,具体如下:开学前3周,笔者通过前测、问卷调查和访谈来确认问题,制定本阶段的行动方案,实施第一轮行动(第四周至第六周)。本轮行动结束后,笔者通过测验、访谈等实证数据来进行教学反思、改进行动方案,并实施第二轮行动(第九周至第十一周)。如此,至第三轮行动(第十四周至第十七周)结束,笔者对学生进行后测、问卷调查和访谈,并收集、分析数据和撰写行动报告。笔者采用定量分析和定性分析相结合的方法对测验、问卷调查和访谈数据进行分析,并以此实证数据来反思教学和改进教学行动。其中描述性统计用来确定学生训练前后阅读能力的现状和语篇阅读策略意识的改变,配对样本T检验用来找出学生训练前后阅读能力和语篇阅读策略使用的显著性。行动研究结果表明问题引导和文本凸显训练对高中学生的语篇阅读意识有着积极的影响,学生在阅读中使用语篇策略的频率显著提高,尤其是从文章体裁、结构和段落间关系分析文章、从上下文推测单词词义和从衔接手段理解文章真正含义等策略。其次,测验结果表明问题引导下的文本凸显训练在一定程度上提高学生的阅读能力,尤其是获取文章的主旨大意、猜测生词、推理判断和理解作者观点态度等能力。与此同时,本次阅读培训也增强了高中学生对阅读理解的认识和学习英语的自信心。
[Abstract]:Reading ability is considered to be one of the most basic skills for language learners, especially high school students. However, a preliminary survey shows that most of the students have great difficulties in English reading comprehension. Especially in the acquisition of the main idea of the article, guess new words, reasoning, judgment and understanding of the author's attitude. The author has done a lot of literature retrieval and investigation. It is found that the lack of certain reading strategies is the main cause of the above problems, based on discourse analysis theory, scaffold theory and attention hypothesis theory. The author carries out a problem-oriented and text-oriented English reading training to try to form a genre and structure. In this study, the participants of this action study are 45 senior middle school students from Xinhui Experimental Middle School and 45 senior middle school students from Xinhui Experimental Middle School, who are involved in the development of discourse reading strategies and the gradual improvement of high school students' English reading ability in the four aspects of context and cohesion. Reading textbooks are English 5 and English 6.The study lasted for one semester and carried out three teaching actions, as follows: 3 weeks before the start of school, the author passed the pre-test. Questionnaires and interviews were conducted to identify the problems, formulate the action plan for this stage, and implement the first round of action (week 4 to week 6th). After the end of this round, the author passed the test. Empirical data, such as interviews, were used to reflect on teaching, improve the action plan, and implement the second round of action (9th to 11th weeks). Thus, the third round (14th to 17th weeks) ended. The author carries on the post-test, the questionnaire survey and the interview to the student, and collects, analyzes the data and writes the action report. The author adopts the method of combining quantitative analysis and qualitative analysis to test. The questionnaire and interview data were analyzed. The descriptive statistics are used to determine the present situation of students' reading ability before and after training and the change of discourse reading strategy consciousness. The paired sample T test was used to find out the significance of reading ability and the use of discourse reading strategies before and after training. The results of action study showed that question guidance and text highlighting training had a positive effect on high school students' discourse reading awareness. The impact. The frequency of using discourse strategies in reading is significantly increased, especially in terms of genre, structure and the relationship between paragraphs. Second, the test results show that the text highlighting training under the guidance of the question can improve the students' reading ability to a certain extent. Especially to obtain the main idea of the article, guess new words, reasoning, judgment and understanding of the author's views and attitudes. At the same time. The reading training also enhanced high school students' understanding of reading and confidence in learning English.
【学位授予单位】：五邑大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】