基于语篇分析的高中英语阅读教学研究

发布时间：2018-09-12 06:10

【摘要】：阅读是语言学习的主要形式,英语阅读一直是高中英语教学的重点,需要大量的教学时间。对高中阶段的英语学习者来说,阅读教学在他们的英语学习中发挥着重要作用。我国传统的英语阅读教学中,长期存在重词汇和语法,轻语篇和语言运用的现象,学生对英语的学习停留在词、句、语法等语言知识的表层。这种学习难以满足课程标准和高考对语篇阅读的要求。因此,在高中英语阅读教学中引入语篇分析,从而提高学生语篇分析能力,是一个值得探讨的问题。语篇分析理论认为语言的基本单位是语篇。只有了解语篇的结构和功能,尤其是语篇的衔接和连贯,读者才能有效地解读语篇,更好地理解、学习和使用语言。为了验证语篇分析在高中阅读教学的有效性,笔者试图将语篇分析的理念,运用到高中英语阅读教学,设计了“导入-理解-反馈”三步教学步骤,并在教学中加以实施。该设计基于以下假设:(1)与传统阅读教学相比,基于语篇分析的高中英语阅读教学更有利于提高学生的阅读能力;(2)该阅读教学对不同水平学生的阅读能力的影响有显著性差异。为验证以上假设,2016年9月到12月,笔者在福建省漳州市某中学高二文科14班(实验班)和文科7班(对照班)进行了教学实验。实验班采取基于语篇分析的阅读教学,主要从体裁、结构、主旨、语篇衔接和连贯等方面引导学生理解课文,控制班采用传统阅读教学,主要从字词用法、句型分析、语法分析、翻译等方面引导学生理解课文。实验期间进行了4次测试,笔者收集测试结果,并对它们进行分析讨论。实验结果显示,与传统阅读教学相比,基于语篇分析的阅读教学更有利于提高学生的阅读能力,特别在优生培养上,显示了明显的优势。因此,该方法拓宽了阅读教学视野,在一定程度上弥补了阅读教学研究的不足,也有助于改善阅读教学方法,在高中教学中具有一定可行性。
[Abstract]:Reading is the main form of language learning. English reading has always been the focus of high school English teaching, which requires a lot of teaching time. For senior English learners, reading teaching plays an important role in their English learning. In the traditional English reading teaching in China, there has been a long period of emphasis on vocabulary and grammar, light discourse and language use. Students' learning of English stays on the surface of words, sentences, grammar and other language knowledge. This kind of learning is difficult to meet the requirements of curriculum standards and college entrance examination for text reading. Therefore, it is worth exploring to introduce discourse analysis into senior English reading teaching to improve students' ability of discourse analysis. Discourse analysis theory holds that the basic unit of language is text. Only by understanding the structure and function of the text, especially the cohesion and coherence of the text, can the reader effectively interpret the text and better understand, learn and use the language. In order to verify the effectiveness of discourse analysis in senior high school reading teaching, the author attempts to apply the concept of discourse analysis to the teaching of English reading in senior high school, and designs a three-step teaching process of "leading-understand-feedback", which is implemented in the teaching. The design is based on the following assumptions: (1) compared with traditional reading teaching, discourse analysis based English reading teaching is more helpful to improve students' reading ability; (2) there are significant differences in the effect of reading teaching on students' reading ability at different levels. In order to verify the above hypothesis, from September to December 2016, the author carried out teaching experiments in Class 14 (Experimental Class) and Class 7 (Control Class) in a middle school in Zhangzhou, Fujian Province. The experimental class adopts the reading teaching based on discourse analysis, which mainly guides the students to understand the text from the aspects of genre, structure, purport, cohesion and coherence, while the control class adopts traditional reading teaching, mainly from the word usage and sentence pattern analysis. Grammar analysis, translation and other aspects guide students to understand the text. Four tests were conducted during the experiment. The author collected the test results and discussed them. The experimental results show that the reading teaching based on discourse analysis is more helpful to improve the students' reading ability than the traditional reading teaching, especially in the training of excellent students. Therefore, this method broadens the visual field of reading teaching, makes up for the deficiency of reading teaching research to some extent, and also helps to improve the reading teaching method, which is feasible in senior high school teaching.
【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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