副词性关联词语在高中英语教材中的调查与应用研究
发布时间：2019-03-01 11:12
【摘要】：英语教材是实施英语课程标准的重要组成部分,是中学生学习英语的第一手阅读材料。近几年,随着教育的改革与发展,教育市场上出现了不同版本的英语阅读材料,使阅读材料的选择成为一个难题。新世纪英语(上海版)高中英语教材和牛津英语(译林版)高中英语教材是上海市和江苏省使用范围最广的两版教材。然而,从语篇衔接的角度来分析两版教材的研究却很少。而语篇的衔接可以通过文中使用的衔接机制,如副词性关联词语来实现。为缩小研究范围,本论文主要探讨了副词性关联词语在教材中应用情况。本文采用定性和定量研究法对副词性关联词语进行分析。首先,详细分析了副词性关联词语的定义、分类、判断标准及其语义功能。接着,对新世纪英语教材和牛津英语教材中副词性关联词语的使用频率和分布情况分别进行了探讨。本研究的目的在于通过对两版教材的分析,探究两版教材中副词性关联词语应用情况的异同,探讨学生如何从副词性关联词语中提高自己的理解和写作运用能力。研究结果如下:1.两版教材的调查结果显示:1)新世纪英语教材和牛津英语教材中出现了大量的副词性关联词语,其中really,too,then,first,however在教材中占了很大比例。同时,随着年级的上升而逐渐增加。2)新世纪英语教材中副词性关联词语使用频率要比牛津英语教材中的高,但牛津英语教材涵盖的副词性关联词语种类比新世纪英语教材广。3)从语义功能来看,新世纪英语教材偏向于使用表“结果”和“加合”类副词性关联词语,而牛津英语教材中表“断言”和“结果”类的副词性关联词语使用频率较高。2.通过在高中的实证研究发现:1)不同英语教材中副词性关联词语的使用频率会影响学生从翻译中判断语义关系的能力。2)不同英语教材中副词性关联词语的种类分布情况有益于学生写作中使用相应类词的灵活性。3)副词性关联词语在教材中的应用和教学能提高学生的英语阅读理解能力。最后,基于以上研究结果,本文针对英语教学中会出现的问题提供了相应的建议,以期达到课程标准对学习者语言学习能力的要求,引起各界对副词性关联词语的应用和教学实践的重视。
[Abstract]:English textbook is an important part of the implementation of English curriculum standards, and it is the first-hand reading material for middle school students to learn English. In recent years, with the reform and development of education, different versions of English reading materials have appeared in the educational market, which makes the choice of reading materials a difficult problem. The New Century English (Shanghai Edition) High School English textbook and Oxford English (translated English Edition) Senior High School English textbook are the two most widely used textbooks in Shanghai and Jiangsu Province. However, from the perspective of textual cohesion, there is little research on the two editions of textbooks. The cohesion of the text can be achieved by the cohesive mechanism used in the text, such as adverb-related words. In order to narrow the scope of research, this paper mainly discusses the application of adverb-related words in teaching materials. This paper uses qualitative and quantitative methods to analyze adverbial part-of-speech related words. Firstly, the definition, classification, judgment criteria and semantic functions of adverb-related words are analyzed in detail. Then, the frequency and distribution of adverb-related words in the new century English textbooks and Oxford English textbooks are discussed. The purpose of this study is to explore the similarities and differences in the application of adverb-related words in the two editions of textbooks, and to explore how students can improve their understanding and writing ability of adverb-related words through the analysis of the two editions of textbooks. The results of the study are as follows: 1. The survey results of the two editions show that: 1) there are a large number of adverb-related words in the new century English textbooks and Oxford English textbooks, in which really,too,then,first,however accounts for a large proportion of the textbooks. At the same time, with the rise of grades, it gradually increases. 2) the frequency of using adverb-related words in the new century English textbooks is higher than that in Oxford English textbooks. However, Oxford English textbooks cover a wider range of adverb-related words than the new century English textbooks. 3) from the perspective of semantic functions, the new century English textbooks tend to use adverb-related words such as "result" and "additive" in the new century English textbooks. In Oxford English textbooks, the adverb-related words of "assertions" and "results" are used more frequently. An empirical study in senior high school shows that: 1) the frequency of use of adverb-related words in different English textbooks will affect students' ability to judge semantic relations from translation. 2) the use of adverb-related words in different English textbooks will affect the ability of students to judge semantic relations in translation. The distribution of types is beneficial to the flexibility of the use of corresponding words in students' writing. 3) the application and teaching of adverb-related words in teaching materials can improve students' ability to read and understand English. Finally, based on the above research results, this paper puts forward some suggestions for the problems in English teaching, in order to meet the requirements of curriculum standards for learners' language learning ability. All circles attach great importance to the application and teaching practice of adverb-related words.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2018
【分类号】：G633.41
[Abstract]:English textbook is an important part of the implementation of English curriculum standards, and it is the first-hand reading material for middle school students to learn English. In recent years, with the reform and development of education, different versions of English reading materials have appeared in the educational market, which makes the choice of reading materials a difficult problem. The New Century English (Shanghai Edition) High School English textbook and Oxford English (translated English Edition) Senior High School English textbook are the two most widely used textbooks in Shanghai and Jiangsu Province. However, from the perspective of textual cohesion, there is little research on the two editions of textbooks. The cohesion of the text can be achieved by the cohesive mechanism used in the text, such as adverb-related words. In order to narrow the scope of research, this paper mainly discusses the application of adverb-related words in teaching materials. This paper uses qualitative and quantitative methods to analyze adverbial part-of-speech related words. Firstly, the definition, classification, judgment criteria and semantic functions of adverb-related words are analyzed in detail. Then, the frequency and distribution of adverb-related words in the new century English textbooks and Oxford English textbooks are discussed. The purpose of this study is to explore the similarities and differences in the application of adverb-related words in the two editions of textbooks, and to explore how students can improve their understanding and writing ability of adverb-related words through the analysis of the two editions of textbooks. The results of the study are as follows: 1. The survey results of the two editions show that: 1) there are a large number of adverb-related words in the new century English textbooks and Oxford English textbooks, in which really,too,then,first,however accounts for a large proportion of the textbooks. At the same time, with the rise of grades, it gradually increases. 2) the frequency of using adverb-related words in the new century English textbooks is higher than that in Oxford English textbooks. However, Oxford English textbooks cover a wider range of adverb-related words than the new century English textbooks. 3) from the perspective of semantic functions, the new century English textbooks tend to use adverb-related words such as "result" and "additive" in the new century English textbooks. In Oxford English textbooks, the adverb-related words of "assertions" and "results" are used more frequently. An empirical study in senior high school shows that: 1) the frequency of use of adverb-related words in different English textbooks will affect students' ability to judge semantic relations from translation. 2) the use of adverb-related words in different English textbooks will affect the ability of students to judge semantic relations in translation. The distribution of types is beneficial to the flexibility of the use of corresponding words in students' writing. 3) the application and teaching of adverb-related words in teaching materials can improve students' ability to read and understand English. Finally, based on the above research results, this paper puts forward some suggestions for the problems in English teaching, in order to meet the requirements of curriculum standards for learners' language learning ability. All circles attach great importance to the application and teaching practice of adverb-related words.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2018
【分类号】：G633.41
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