语用推理之关联理论在初中英语阅读理解中的实践研究

发布时间：2018-06-11 22:09

本文选题：关联理论 + 阅读教学　；参考：《山西师范大学》2017年硕士论文

【摘要】：英语阅读能力是发展其他语言技能的基础和前提,是英语教学的重要方面。《英语新课程标准》明确规定:初中英语教学要侧重培养学生的阅读能力。在我国深化教育改革与发展的大背景下,研究初中英语阅读教学具有一定的理论和实践意义。在关联理论被引入国内后,一些学者尝试用关联理论指导初中英语阅读教学,然而,目前将关联理论运用到实际英语阅读教学的案例研究还不是很多,因此笔者试图从关联理论的角度出发,以关联理论为理论框架,旨在探讨关联理论策略的运用对学生英语理解能力有怎样的影响,以及如何在阅读理解过程中运用关联理论策略,从而透过话语的字面意义分析推导语境话语的真正含义。笔者选定运城市新绛县新纺学校八年级两个班共82名学生作为研究对象,进行关联理论策略阅读实验。实验主要使用了问卷调查、测试、采访和分析比较等研究工具和方法,完成包括实验前、策略培训及实验后三个阶段为期16周的关联理论教学实验。实验前笔者首先对参加实验的82名学生的阅读策略使用情况和阅读理解水平进行了调查和测试。而后对实验班学生进行为期16周的英语阅读推理能力策略培训,再对实验班和对照班的学生进行实验后阅读水平测试。并从实验班中抽取12名学生进行逐个访谈。经过对以上问卷调查结果、实验前后阅读测试数据结果、个别访谈的分析得出结论:在英语阅读中通过关联理论策略训练可以提高初中生的英语阅读能力。主要包括:关联理论指导下的阅读模式可以提高学生的阅读效率和阅读质量;关联理论指导下的阅读模式对学生的阅读分数有积极的正相关作用;经过关联理论指导学生的阅读能力得到了提高。实验验证了笔者所作出的通过关联理论提高初中生阅读能力的假设。对实验结果的定量和定性分析也表明通过关联理论策略提高初中生阅读能力的研究具有可行性、有效性,研究可用于英语阅读课堂教学。本研究对初中生英语阅读教学的教与学阅读测试等方面都带来重要启示,初步建立了一种适合初中学生学习和实践英语阅读的策略和方法,同时希望能为他人的研究提供帮助。
[Abstract]:English reading ability is the basis and premise of developing other language skills and an important aspect of English teaching. Under the background of deepening educational reform and development in China, it is of theoretical and practical significance to study English reading teaching in junior high school. After relevance theory is introduced into China, some scholars try to use relevance theory to guide junior high school English reading teaching. However, there are not many case studies on relevance theory applied to practical English reading teaching at present. Therefore, from the perspective of relevance theory, the author attempts to explore the impact of the use of relevance theory strategies on students' English comprehension ability, taking relevance theory as the theoretical framework. And how to use relevance theory in the process of reading comprehension so as to analyze the real meaning of contextual discourse through the literal meaning of discourse. The author selected 82 students from two classes of Grade 8 of Jiangxian New spinning School in Yuncheng as the research object and carried out the reading experiment of relevance Theory Strategy. The experiment mainly uses the research tools and methods of questionnaire, test, interview and analysis and comparison. The experiment consists of three stages: before experiment, strategy training and experiment. The experiment consists of three stages: before experiment, strategy training and experiment, which lasts for 16 weeks. Before the experiment, the author investigated and tested the reading strategies and reading comprehension of 82 students. Then the students in the experimental class were trained in English reading reasoning ability for 16 weeks, and then the students in the experimental class and the control class were tested on their reading ability after the experiment. Twelve students from the experimental class were interviewed one by one. Based on the results of the questionnaire survey, the results of the reading test before and after the experiment, and the analysis of individual interviews, it is concluded that the training of relevance theory strategies in English reading can improve junior high school students' English reading ability. The reading patterns under the guidance of relevance theory can improve students' reading efficiency and reading quality, and the reading patterns under the guidance of relevance theory have positive correlation effect on students' reading scores. The reading ability of students guided by relevance theory has been improved. The experiment verifies the assumption made by the author to improve the reading ability of junior high school students through relevance theory. The quantitative and qualitative analysis of the experimental results also shows that the research on improving junior high school students' reading ability by relevance theory strategies is feasible and effective. The research can be used in English reading classroom teaching. This study has brought important enlightenment to junior high school students in teaching and learning reading tests, and has preliminarily established a strategy and method suitable for junior middle school students to learn and practice English reading, hoping to provide help for others' research.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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