框架语义学视角下训练初三学生英语信息转述能力的实验研究

发布时间：2018-03-29 00:24

本文选题：框架语义学　切入点：信息转述　出处：《广州大学》2017年硕士论文

【摘要】：英语作为一门运用广泛的语言已成为各个国家交流学习的重要工具,在我国也被越来越广泛地运用。然而,我国现阶段的初中英语教学中,我们发现初中生的口语表达能力薄弱,这已成为他们学好英语的最大障碍。如今,如何提高初中生的口语交际能力成为了一线英语老师面临的重要课题。广州地区的中考,从2008年开始实施“人机对话”的口语考试模式,对学生的口语水平提出了更高要求。2016年广州市中考英语实施改革,出现“听说考试”这一新的口语能力的考察方式。其中“信息转述”这种新题型,其分值占英语听说考试中总成绩的20%之多,这意味着口语教学应该更重视口语的实际运用能力。一些学者、教师在教学实践中,根据框架语义学的基本原理开展听力、阅读、写作等方面的英语教学,取得了很好的教学效果。目前,虽然也有人将框架语义学的基本原理运用于英语口语教学,但在“计算机辅助听说测试”的背景下,将此理论运用于初三学生英语信息转述教学中的相关研究还尚未发现。因此,本文作者从框架语义学的视角指导开展“信息转述”教学,阐述初三学生在信息转述时出现的问题及原因,进而阐明提高学生英语信息转述能力的必要性并提出有效方法。通过本实验,作者试图探索以下两个问题:1.基于框架语义学理论的信息转述教学是否有利于帮助学生复述完整的内容要点?2.基于框架的信息转述教学能否提高学生表述的流利度?作者通过对自己所教的初三两个平行班进行为期12周的实验,对比前后测数据、分析问卷数据等资料,作者发现:1.在实验中,教师通过不断的激发学生的背景知识,培养学生的框架意识,激活、丰富学生已有的认知框架,有利于学生复述内容要点,且复述内容具有完整性;2.框架知识越熟悉,即背景知识越丰富,学生表达时就越自信,越流利。因此,作者认为,从框架理论视角开展信息转述教学,能帮助学生在完成计算机辅助的听说测试的信息转述部分时,转述内容更完整,表达更流利。教师可以尝试使用框架语义学理论来指导相关教学。
[Abstract]:As a widely used language, English has become an important tool for communication and learning in various countries, and has been used more and more widely in our country. We find that the junior high school students' oral expression ability is weak, which has become the biggest obstacle for them to learn English well. Nowadays, how to improve the junior high school students' oral communication ability has become an important task facing the first-line English teachers. Since 2008, the "man-machine dialogue" oral test model has been implemented, which puts forward higher requirements for students' oral English proficiency. "listening and speaking test" has emerged as a new way of investigating oral ability. Among them, "information reporting", a new type of question, has a score of as much as 20% of the total scores in the English listening and speaking examination. This means that oral English teaching should pay more attention to the practical application of oral English. In teaching practice, some scholars and teachers carry out listening, reading, writing and other aspects of English teaching according to the basic principles of frame semantics. At present, some people apply the basic principles of frame semantics to oral English teaching, but in the context of "Computer-Aided listening and speaking Test", The application of this theory to the teaching of English information reporting for junior high school students has not yet been discovered. Therefore, the author of this paper directs the teaching of "information reporting" from the perspective of frame semantics. This paper expounds the problems and causes of the third grade students' information reporting, and then expounds the necessity of improving the students' English information reporting ability and puts forward some effective methods. The author tries to explore the following two questions: 1. Does the teaching of information reporting based on frame semantics help students to retell the whole content? 2. Can framework-based teaching of information reporting improve students' fluency in expression? Through a 12-week experiment on two parallel classes in the third grade of junior high school, the author compares the data before and after the test, analyzes the data of the questionnaire, and finds out that in the experiment, the teacher constantly stimulates the students' background knowledge. Cultivating students' frame consciousness, activating and enriching students' existing cognitive framework is helpful for students to retell the main points of the content, and the retelling content has integrity. The more familiar the frame knowledge is, that is, the richer the background knowledge, the more confident the students will express themselves. Therefore, the author believes that teaching information reporting from a framework theory perspective can help students complete the information reporting section of computer-assisted listening and speaking tests. Express more fluently. Teachers can try to use frame semantics to guide related teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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