语篇分析视角下的初中英语阅读教学的实验研究

发布时间：2018-05-11 18:53

本文选题：语篇分析 + 阅读教学　；参考：《广州大学》2017年硕士论文

【摘要】：在中学阶段,阅读能力是听说读写四项能力当中最重要的能力之一,关于阅读教学的研究一直倍受国内外专家学者的关注。因此,如何帮助学生高效地理解文章,提高学生根据语境猜测新单词意思的能力,成为英语教学研究的一个重要课题。国内外学者认为,基于语篇分析的英语阅读教学是有效的教学手段。其中衔接理论和语境理论被认为是语篇分析当中最重要的理论,本文基于语篇分析的这两种理论,尝试开展实验研究去探讨在阅读教学中,基于语篇分析的英语阅读教学能否提高初中生英语阅读能力,为了让研究更加具体,作者由此提出下列两个研究问题:1.基于语篇分析的英语阅读教学能否有助于提高初中生的英语阅读能力?2.初中生根据语境猜测新单词意思的能力在基于语篇分析的英语阅读教学中是否能得到提高?作者在广州市白云区的同和中学初一年级选择两个水平相当的自然班共70人作为实验班和控制班。初一8班(35人)为实验班,初一5班(35人)为控制班,实验是从2016年九月到2017年一月,一共展开了为期12周的实验研究。实验的教材是选取自学生的上海牛津出版社七年级上册的英语课本,试验步骤包括前测调查问卷、前测试卷、实验前访谈、课堂教学活动、后测、后测调查问卷和试验后访谈。作者在两个班级教授同样的内容,但采用不同的教学方法,作者在实验班采取基于语篇分析的英语阅读教学方法,在控制班仍然采用传统的教学方法。前测调查问卷和访谈的目的是为了了解学生对于根据上下文猜测生词意思的能力的情况,前测试卷确保两个班英语阅读水平没有明显的差异,后测试卷在教学实验结束后马上在两个班分别进行,目的是测试基于语篇分析的英语阅读教学方法能否提高学生的阅读能力。实验结束后,所有的数据都是用SPSS17.0统计分析出来。分析结果证明了运用语篇分析理论能够提高初中生的阅读理解能力,后测调查问卷进一步证实基于语篇分析的阅读教学能够提高学生根据语境猜测生词意思的能力。最后得出结论,基于语篇分析的英语阅读教学的实验研究是一种有效的英语阅读教学方法。
[Abstract]:In the middle school, reading ability is one of the most important of the four abilities of listening, speaking, reading and writing, and the research on reading teaching has been paid much attention by experts and scholars at home and abroad. Therefore, how to help students understand the text efficiently and improve their ability to guess the meaning of new words according to the context has become an important topic in English teaching. Scholars at home and abroad believe that the teaching of English reading based on discourse analysis is an effective teaching method. Cohesion theory and context theory are considered to be the most important theories in discourse analysis. Based on the two theories of discourse analysis, this paper attempts to carry out an experimental study to explore the teaching of reading. In order to make the study more specific, the author puts forward the following two research questions: 1: 1, whether the teaching of English reading based on discourse analysis can improve the English reading ability of junior high school students. Whether the teaching of English reading based on discourse analysis can help junior high school students to improve their English reading ability? Can junior high school students' ability to guess the meaning of new words according to context be improved in English reading teaching based on discourse analysis? In the first grade of Tonghe Middle School in Baiyun District, Guangzhou City, 70 students from two natural classes of the same level were selected as experimental class and control class. The experiment was conducted for 12 weeks from September 2016 to January 2017. The teaching materials of the experiment are English textbooks from the seventh grade of Shanghai Oxford Publishing House. The experimental steps include pre-test questionnaire, pre-test paper, pre-experiment interview, classroom teaching activities, post-test questionnaire and post-test interview. The author teaches the same content in two classes, but adopts different teaching methods. In the experimental class, the author adopts the teaching method of English reading based on discourse analysis, and the traditional teaching method is still adopted in the control class. The purpose of the pretest questionnaire and interview is to understand the students' ability to guess the meaning of new words according to the context. The pre-test paper ensures that there is no significant difference in English reading level between the two classes. The post-test is conducted in two classes immediately after the teaching experiment. The purpose of this paper is to test whether the teaching method based on discourse analysis can improve the students' reading ability. After the experiment, all the data were analyzed with SPSS17.0 statistics. The results show that the theory of discourse analysis can improve the reading comprehension of junior high school students, and the posttest questionnaire further proves that the reading teaching based on discourse analysis can improve the students' ability to guess the meaning of new words according to the context. Finally, it is concluded that the experimental study of English reading teaching based on discourse analysis is an effective method of English reading 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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