输入假说视角下的“信息差”任务在大学英语阅读教学中的应用研究

发布时间：2018-04-20 11:49

本文选题：信息差任务 + 输入假说　；参考：《吉林大学》2017年硕士论文

【摘要】：随着全球化的进程,各国之间的往来越来越频繁,同时英语也在各个领域中成为最常使用的语言。由于英语的影响巨大,英语教学也比以往更为被重视。英语学习中,阅读是最常见且最重要的输入形式之一。中国的学者和教授们一直以来致力于提高学生的英语阅读能力,克拉申的二语习得,尤其是其中的输入假说在此方面功不可没。该假说强调语言的使用是通过大量的可理解输入之后自然形成的,也就是说可理解输入是习得语言的关键。因此,教师应当抓住这个关键去设计英语阅读教学。实际上,中国也有很多教师在此方面做了尝试,去寻找比传统的英语阅读教学法更有效的教学方法。随之,交际教学法在中国备受关注。交际教学法强调为学生提供能够真正使用目标语的交际活动,而在设计这些活动时,运用信息差任务会使其事半功倍。值得注意的是,在全国教学改革的关键期,我国的英语阅读教学比任何时候都需要把信息差任务应用于其中。因此,这篇论文以克拉申的输入假说为理论基础进行了一次实验研究,把信息差运用于中国大学英语阅读教学之中。本研究尝试探索信息差任务在大学英语阅读教学中的具体应用,并提出三个研究问题:(1)实验前大学生对英语阅读的态度和阅读能力方面有什么特点?(2)实验后在这两方面有什么变化?(3)信息差任务对此变化起到了什么作用?为了说明本研究的重要性,作者先在第一章阐述了研究背景和意义。阅读是语言习得的主要输入形式也是语言的重要技能之一。然而在中国的英语课堂中很少为学生提供使用目标语的环境,因而课堂上的阅读是被动的。因此,英语老师有必要把信息差运用于英语阅读教学之中,去激发学生们对英语阅读的兴趣,提高他们的阅读能力,并进一步提高他们的英语交际能力。本研究的意义在于两个方面:理论意义和实践意义。前者在于评价信息差在大学英语阅读中的运用,而后者在于提出更全面、具体的教学过程。第二章中作者通过文献研究法概述了国内外对信息差与阅读教学的研究现状。信息差来源于交际教学法,而交际教学法强调语言的交际功能。以往的研究表明阅读是一个互动的活动,是读者与作者间的交流也是读者的已有知识与书面信息的互动。因此把信息差运用到英语阅读教学是具有实际意义的。在此章节中,还提到了国内大学英语阅读教学的现状。首先,大多数大学英语阅读课依然以词汇和语法为中心。词汇仍然被视为理解文章的重要因素。其次,大多数大学的英语课堂还是以教师为中心。教师是主要执行者而且不管是师生之间还是同学之前,课堂上几乎没有任何交流。第三章介绍了理论框架。本文运用克拉申的输入假说为主要理论框架。此理论提出二语习得中输入有如下特点:首先输入必需是可理解性的。其次,输入必须有足够的量。而且,输入不需要遵循语法顺序。最后,输入需要有趣并有关联性。此章节还介绍了信息差及信息差原理和任务。信息差时刻存在于我们的日常交流中,然而语言教学中的信息差任务需要计划周详。只有精心设计的任务才能为学生提供使用目标语的真实环境。在填补信息差的过程中学生通过交流信息习得语言。在克拉申的输入假说与信息差原理理论研究的基础下,作者尝试把信息差运用于大学英语的阅读教学之中。第四章是本次实验的研究方法。实验包含实验班和控制班,两个班均来自同一个学校和同一个专业。实验班的英语阅读课运用了信息差任务,而控制班运用了传统阅读教学法。实验前后都进行了问卷调查和阅读理解测试去了解实验前大学生对于英语阅读的态度和英语阅读能力和实验之后发生的变化,并通过分析、比较进一步探索信息差任务对这些变化起的作用。实验工具除了英语阅读测试题还包含两种问卷调查。第一种是了解大学生对英语阅读的态度而第二种是探讨大学生对信息差的接受度。实验班的英语阅读教学过程中,老师主要以拼版阅读法、错格填充法、观点差活动等形式设计信息差任务,不同形式的任务用不同的分组方式去完成。开始前,老师先围绕话题进行讨论或背景知识讲解,确保学生的现有水平“i”是相同的。加之,对话题的了解会提高学生的信心,降低焦虑,能使学生更积极地投入到任务之中。控制班的教学过程中,老师遵循教科书的结构框架,先阅读文章,通过回答问题去理解内容,讲解重点句子、短语及句型,最后做一些练习题去考察学生对语言知识点的掌握。第五章是对此研究的数据分析和讨论。作者分析比较了实验前后的英语阅读测试结果。数据显示一学期的英语阅读教学之后实验班的学生比控制班的学生取得了更明显的进步。这表明英语阅读教学中的信息差任务对提高学生的阅读能力起了关键的作用。在大学生对于英语阅读的态度上,实验前,实验班和控制班的学生对英语阅读的态度是相似的,大多数认为理解阅读材料意味着知道其中的单词与句子。而且他们中大多数人对英语阅读呈现消极的态度,相反他们还认为英语阅读很重要。这种现象正好说明需要有一种新的阅读教学法去激发学生对英语阅读的兴趣。实验后的问卷调查结果可以证明信息差任务在此方面的显著效果。实验后问卷调查的数据显示学生们对于信息差任务的接受度很高。这是因为信息差任务能够为学生提供活跃的交际环境。在此环境中所有学生可以积极参与到其中,通过交流信息去完成任务。在信息差运用之下的语言学习是主动的并且同时语言习得也自然而然的。于是在最后一章作者得到了结论-信息差在大学英语阅读教学中的运用对提高学生阅读能力起到了积极的作用,而且对语言习得也有着深远的影响。
[Abstract]:With the process of globalization, intercourse between countries is becoming more frequent and English has become the most commonly used language in all fields. Because of the great influence of English, English teaching has been paid more attention than ever. Reading is one of the most common and important input forms in English learning. Chinese scholars and professors have always been used in English learning. In order to improve students' English reading ability, Krashen's two language acquisition, especially the input hypothesis in this area, emphasizes that the use of language is naturally formed after a large amount of comprehensible input, that is to say that comprehensible input is the key to the acquisition of speech. In fact, there are many teachers in China who have tried in this field to find more effective teaching methods than traditional English reading teaching methods. Accordingly, communicative teaching method has attracted much attention in China. Communicative teaching method emphasizes the communication activities that can really use target language for students, and the design of these activities is in the design of these activities. It is worth noting that in the key period of the national teaching reform, the English Reading Teaching in our country needs to apply the information difference task to it more than any time in the key period of the national teaching reform. Therefore, this paper has carried out an experimental study based on Krashen's input hypothesis as the theoretical basis. In the teaching of English reading in Chinese universities, this study tries to explore the specific application of information difference task in the teaching of College English reading, and puts forward three research questions: (1) what are the characteristics of the attitude and reading ability of the college students before the experiment? (2) what are the changes in these two aspects after the experiment? (3) the information difference task has changed In order to illustrate the importance of this study, in order to illustrate the importance of this study, the author first elaborated the research background and significance in the first chapter. Reading is the main input form of language acquisition and one of the important skills of language. However, in the English class in China, the students rarely provide the environment for the use of the slogan, so the reading in the classroom is passive. Therefore, it is necessary for English teachers to apply the information to English reading teaching, to stimulate students' interest in English reading, to improve their reading ability and to improve their English communicative competence. The significance of this study lies in two aspects: theoretical and practical significance. The former is the evaluation of information difference in College English In the second chapter, the author summarizes the research status of information difference and reading teaching at home and abroad through literature research. The information difference is derived from the communicative approach, while the communicative approach emphasizes the communicative function of the language. The communication between the readers and the author is also the interaction between the readers and the written information. Therefore, it is of practical significance to apply the information difference to the teaching of English reading. In this chapter, the current situation of College English reading is also mentioned in China. First, most of the major English reading classes are still in vocabulary and grammar. The vocabulary is still regarded as an important factor in understanding the article. Secondly, the English classroom in most universities is centered on the teacher. The teacher is the main executor and there is almost no communication in the classroom. The third chapter introduces the theoretical framework. This paper uses Krashen's input hypothesis as the main reason. This theory suggests that input in two language acquisition has the following characteristics: first input must be comprehensible. Secondly, input must have sufficient quantity. Moreover, input does not need to follow grammatical order. Finally, input needs interesting and relevance. This chapter also introduces information difference and information difference principle and task. Information difference exists at the moment. In our daily communication, however, the task of information difference in language teaching needs to be detailed. Only carefully designed tasks can provide the students with the real environment for the use of target language. In the process of filling information difference, middle school students acquire language through exchange of information. The author tries to apply the information difference to the teaching of reading in College English. The fourth chapter is the research method of this experiment. The experiment includes the experimental class and the control class, the two classes all come from the same school and the same major. The English Reading Course in the experimental class uses the information difference task, and the control class uses the traditional reading teaching method. Before the experiment, the experiment is used. Questionnaires and reading comprehension tests are carried out to understand the attitude and English reading ability of the college students before the experiment and the changes in English reading ability and after the experiment. Through the analysis, the effect of information difference task on these changes is further explored. The experiment tool also contains two kinds of questionnaires except the English reading test. The first is to understand the attitude of college students to English reading, and the second is to explore the acceptance of information difference. In the course of teaching English reading in the experimental class, the teachers mainly design information poor tasks in the form of block reading, wrong lattice filling and standpoint poor activities. Before beginning, the teacher first discussed the topic and explained the background knowledge to ensure that the students' current level of "I" was the same. In addition, the understanding of the topic could improve the students' confidence, reduce anxiety and make the students more actively involved in the task. In the course of the control class, the teacher followed the structural frame of the textbook and read the text first. In the chapter, by answering the questions to understand the content, explain the key sentences, phrases and sentence patterns, and finally do some exercises to examine the students' mastery of the language knowledge points. The fifth chapter is the data analysis and discussion of the study. The students in the experimental class have made more obvious progress than those in the control class. This shows that the information difference task in the teaching of English reading plays a key role in improving the students' reading ability. In the attitude of college students to English reading, the students in the experimental class and the control class are similar to the students in the English reading. The understanding of reading materials means knowing the words and sentences. And most of them have a negative attitude towards English reading. On the contrary, they also think that English reading is important. This phenomenon shows that there is a new teaching method to stimulate students' interest in English reading. It can prove the significant effect of the information difference task in this field. After the experiment, the data show that the students have a high acceptance of the information difference task. This is because the information difference task can provide an active communication environment for the students. In this environment, all the students can actively participate in the task through the communication of information. Language learning under the use of information difference is active and language acquisition is also natural. In the last chapter, the author draws the conclusion that the application of information difference in College English reading teaching plays a positive role in improving students' reading ability, and has far-reaching influence on language acquisition.

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】