生词密度与主题熟悉度对高中英语阅读理解的影响

发布时间：2018-06-01 18:35

本文选题：生词密度 + 主题熟悉度　；参考：《闽南师范大学》2017年硕士论文

【摘要】：阅读是获取信息和语言学习的重要工具,在高中英语教学中占有重要的地位。本文以图式理论为基础认为在高中英语阅读理解过程中仅凭语言知识是不够的,还需要将文章中的信息与背景知识结合起来。过去几十年,众多学者发现背景知识和词汇是影响阅读理解的重要因素,然而却忽略了将生词密度与主题熟悉度相结合而研究。本研究以漳州某中学高二年级的120名学生为实验对象,以主题熟悉度问卷、阅读测试与自由回忆测试为研究工具,以高考全国统一考试中精选的四篇基于不同主题的文章为测试材料,采用多因素2×3混合因子设计,将测试材料分为六份,即生词密度2%,5%,10%三个水平和主题熟悉与主题不熟悉两个层面组合而成的6份阅读测试卷,并围绕两个研究问题:1、生词密度和主题熟悉度分别对高中英语阅读理解有无显著影响?2、生词密度与主题熟悉度之间有无交互影响?如果有,影响程度如何?本研究运用SPSS21.0软件对数据进行描述性统计分析、双因素方差分析以及简单效应检验。研究发现不管是在阅读测试还是在自由回忆测试中,生词密度和主题熟悉度的显著水平均为0.000,表明二者均对阅读理解产生显著影响,并在方差分析主效应图中得到验证。而两者的交互作用显著水平为0.000和交互作用图表明二者之间存在显著的交互效应,并从简单效应结果分析图中得到验证。但从图中可以看出发生交互作用时两者具体变化略微不同:在阅读测试中,生词密度的三个水平在主题熟悉度的两个层面的影响趋势不一致,当学生阅读不熟悉主题的文章时,成绩不太受生词密度的影响,而阅读熟悉主题的文章时,生词密度越大,成绩越低,生词密度越小,成绩越高。主题熟悉度的两个层面在生词密度的三个水平影响趋势也不一致,在生词密度10%上没有明显差异,而在另外两个水平上有明显差异。在自由回忆测试中,生词密度的三个水平在主题熟悉度的两个层面的影响趋势也不一致,与阅读测试结果一致,但是趋势明显平缓一些。主题熟悉度的两个层面在生词密度的三个水平影响趋势也不一致,在生词密度的三个水平上均有明显差异,与阅读测试结果不一致。根据上述实验结果,笔者指出了其对高中英语阅读教与学的建议,如:教师在选用阅读材料时需同时考虑生词密度与主题熟悉度对阅读理解的影响。本研究虽然存在不足,但是由于该领域研究涉及较少,本文不仅拓宽了研究对象,而且通过使用自由回忆测试这一研究工具,发现学生在理解文章中的具体情况,为教师的教学提供参考。
[Abstract]:Reading is an important tool for obtaining information and language learning, and plays an important role in English teaching in senior high school. Based on schema theory, this paper argues that it is not enough to rely on language knowledge in the process of reading comprehension in senior high school, and it is also necessary to combine the information in the article with the background knowledge. In the past few decades, many scholars have found that background knowledge and vocabulary are important factors in reading comprehension, but they have neglected to study the combination of new word density and topic familiarity. In this study, 120 senior middle school students in a middle school in Zhangzhou were chosen as the experimental subjects, and the subject familiarity questionnaire, reading test and free recall test were used as the research tools. Four articles based on different subjects selected in the national unified examination of the college entrance examination were used as test materials, and the test materials were divided into six parts by using a multi-factor 2 脳 3 mixed factor design. That is, the density of new words is 2 / 5 / 10%, which is composed of three levels and two levels of familiarity and unfamiliarity with the subject. And around two research questions: 1, whether the density of new words and the degree of topic familiarity have significant influence on English reading comprehension in senior high school, and whether there is any interaction between the density of new words and the degree of familiarity of topic? If so, to what extent? In this study, descriptive statistical analysis, two factor variance analysis and simple effect test were carried out with SPSS21.0 software. The study found that the significant level of word density and subject familiarity was 0.000 in both reading test and free recall test, indicating that both of them had significant effects on reading comprehension, and were validated in ANOVA principal effect map. The significant level of interaction between them is 0.000 and the interaction diagram shows that there is a significant interaction effect between them, which is verified by the simple effect analysis diagram. However, it can be seen from the diagram that the specific changes are slightly different when the interaction occurs: in the reading test, the influence of the three levels of new word density on the two levels of topic familiarity is inconsistent, and when students are reading articles that are not familiar with the topic, Results are not affected by the density of new words, but when reading articles familiar with the topic, the greater the density of new words, the lower the score, the smaller the density of new words, the higher the score. The influence trend of the two levels of topic familiarity on the three levels of new word density is also inconsistent, there is no significant difference in the density of new words at 10%, but there are obvious differences in the other two levels. In the free recall test, the influence trend of the three levels of new word density on the two levels of topic familiarity was also inconsistent, which was consistent with the reading test results, but the trend was more gentle. The influence trend of the two levels of topic familiarity on the three levels of the new word density is also inconsistent, and there are obvious differences in the three levels of the new word density, which are inconsistent with the reading test results. Based on the above experimental results, the author points out his suggestions on English reading teaching and learning in senior high school. For example, teachers should consider the influence of new word density and topic familiarity on reading comprehension when selecting reading materials. Although there are some shortcomings in this study, because of the lack of research in this field, this paper not only widens the research object, but also finds out that the students understand the specific situation of the article by using the free recall test as a research tool. To provide a reference for the teaching of teachers.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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