衔接理论在大学英语阅读教学中的实证研究

发布时间：2018-03-04 21:03

本文选题：衔接理论　切入点：大学英语阅读　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读是大学英语教学的重要组成部分,阅读能力的高低是衡量一个人英语水平的重要尺度。阅读作为语言输入和语言积累的主要来源,直接影响着人们信息收集与吸收的效果与效率,也影响其它能力的进步与提高。20世纪70年代,英国著名语言学家韩礼德和哈桑首次提出了衔接理论。作为语篇分析的重要内容之一,近年来许多国内外学者都对衔接理论进行了研究,使其不断发展。本文基于前人的研究成果将衔接理论应用于大学英语阅读教学,旨在解决以下三个研究问题:(1)衔接理论应用于大学英语阅读教学中是否能够提高学生的阅读成绩?(2)衔接理论在大学英语阅读教学中的应用对学生的阅读能力存在怎样的影响?(3)学生对衔接理论在大学英语阅读教学中的作用有何看法?本研究选取沈阳师范大学非英语专业两个平行班级的大二学生作为研究对象。为了避免其它干扰因素,被试的两个班级英语水平相近,学习环境相近,人数均为40人,由同一位英语老师授课,实验时间为15周。实验班在阅读课上运用衔接理论来教授阅读,对照班运用传统的教学模式进行教学。本研究采用实验法、问卷法和访谈法三种研究方法对研究问题进行探究,并通过SPSS18.0对实验数据进行系统的分析。实验结果如下:(1)相比传统的阅读教学方法,将衔接理论运用到大学英语阅读教学中更能有效的提高学生的英语阅读成绩。(2)衔接理论对于不同类型的阅读问题有不同的影响。作者主要探讨了三种类型的阅读问题:基于语篇的细节题、推理判断题和主旨大意题。学生对于解决这三种阅读题型的能力都有不同程度的提高。学生在基于语篇做出推理判断的阅读题型上表现的最好。(3)学生愿意学习和运用衔接理论并对衔接理论这种新的阅读方法持有肯定的态度。研究结果表明,衔接理论是提高英语阅读成绩和能力的一种有效途径,并为非英语专业大学英语阅读教学提供了一些借鉴和启示。
[Abstract]:Reading is an important part of college English teaching. Reading ability is an important measure of a person's English proficiency. Reading is the main source of language input and language accumulation. It has a direct impact on the effectiveness and efficiency of people's information collection and absorption, as well as on the progress and improvement of other capabilities in 70s of the 20th century. Halliday and Hasan, famous English linguists, put forward cohesion theory for the first time. As an important part of discourse analysis, many scholars at home and abroad have studied cohesion theory in recent years. This paper applies cohesion theory to college English reading teaching based on previous research results. The purpose of this paper is to solve the following three research questions: (1) can the application of cohesion theory to the teaching of college English reading improve students' reading performance? (2) how does the application of cohesion theory in college English reading teaching affect students' reading ability? What are the students' views on the role of cohesion theory in college English reading teaching? In this study, two sophomores of two parallel classes of non-English major in Shenyang normal University were chosen as the subjects. In order to avoid other interference factors, the two classes had similar English level and similar learning environment, and the number of students was 40. The experiment lasted 15 weeks by the same English teacher. The experimental class used cohesion theory to teach reading, while the control class used the traditional teaching mode. Questionnaire and interview are three research methods to explore the research problems, and the experimental data are systematically analyzed by SPSS18.0. The experimental results are as follows: 1) compared with the traditional reading teaching methods, Applying cohesion Theory to College English Reading Teaching can improve students' English reading scores more effectively.) cohesion theory has different effects on different types of reading problems. The author mainly discusses three types of reading. Question: based on the details of the text, The ability of students to solve these three types of reading questions has been improved to varying degrees. Students are the best performers of reading question types based on text reasoning judgment) students are willing to learn and. Using cohesion theory and holding a positive attitude towards the new reading method of cohesion theory. Cohesion theory is an effective way to improve English reading achievement and ability, and provides some reference and enlightenment for non-English major college English reading teaching.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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