图式理论视角下的大学英语任务型阅读教学的研究
发布时间：2019-05-07 19:03
【摘要】：阅读作为大学英语教学的重要组成部分,对于提高学生分析问题、解决问题的能力起着至关重要的作用。传统英语阅读教学侧重于词汇和语法的学习,忽视学生及其原有知识在阅读中所起的作用。本研究将图式理论运用于大学英语任务型阅读教学中,激发学生的原有知识及作用,为大学英语阅读教学改革提供一定思路借鉴。本研究目的在于研究图式理论和任务型教学对大学英语阅读教学效果的影响。回顾图式理论和任务型教学的研究历史与现状,并将其应用于大学英语阅读教学中。研究问题如下:(1)学生的英语阅读现状如何?如学生对阅读的态度,阅读风格,处理阅读中的困难和阅读策略等方面。(2)将图式理论运用于大学英语任务型阅读教学后,学生的阅读成绩是否有所提高?(3)学生对阅读的态度,阅读风格,处理阅读中的困难和阅读策略是否有所改善?学生对图式理论视角下的大学英语任务型阅读教学感受如何?本研究选择沈阳师范大学2015级新入学非英语专业本科生两个平行自然班为研究对象,共计65名学生,任意选择其一为实验班(33人),另一个班为控制班(32人),语言能力等级分配相对平等,男女比例大致相同,进行为期一学期的实验教学。实验研究工具主要采用前后调查问卷,前后英语阅读测试及访谈。在实验过程中,实验班采用将图式理论应用于大学英语任务型阅读的教学方法,控制班采取传统的英语阅读教学。本研究使用SPSS 19.0对从实验前后实验班和控制班中所收集的数据进行全面分析。数据统计结果显示,与控制班相比,实验班学生的阅读成绩显著提高,学生对阅读的态度,阅读风格,处理阅读中的困难及阅读策略等方面也有所改善。研究结果发现,将图式理论运用于大学英语任务型阅读教学中能有效提高学生的阅读水平,同时对学生英语阅读的态度和阅读策略等方面也有所改善。最后,本文总结了本研究中的不足之处,概括出在阅读过程中增强学生的阅读兴趣,激发学生的图式知识等教学启示,并对今后的大学英语阅读教学研究提出了相关建议。
[Abstract]:As an important part of college English teaching, reading plays an important role in improving students' ability to analyze and solve problems. Traditional English reading teaching focuses on vocabulary and grammar learning, neglecting the role of students and their original knowledge in reading. This study applies schema theory to college English task-based reading teaching, stimulates students' original knowledge and functions, and provides some ideas for the reform of college English reading teaching. The purpose of this study is to study the effects of schema theory and task-based teaching on college English reading teaching. This paper reviews the research history and present situation of schema theory and task-based teaching, and applies it to college English reading teaching. The research questions are as follows: (1) what is the current situation of students' English reading? Such as students' attitude towards reading, reading style, dealing with reading difficulties and reading strategies and so on. (2) applying schema theory to college English task-based reading teaching. Students' reading performance has improved? (3) students' attitude towards reading, reading style, handling difficulties in reading and reading strategies have been improved? How do students feel about task-based reading teaching in college English from the perspective of schema theory? In this study, two parallel natural classes for newly enrolled non-English majors in Shenyang normal University 2015 were selected. A total of 65 students were selected, one of whom was the experimental class (33 students), the other class was the control class (32 students), and the other class was the control class (32 students). The level distribution of language competence is relatively equal, the ratio of men and women is roughly the same, and the experimental teaching lasts for one semester. Experimental research tools include pre-and post-questionnaire, pre-and post-English reading tests and interviews. In the course of the experiment, the experimental class adopts the schema theory applied to college English task-based reading teaching method, and the control class adopts the traditional English reading teaching method. In this study, SPSS 19.0 was used to analyze the data collected from experimental class and control class before and after the experiment. The statistical results show that compared with the control class, the students' reading performance in the experimental class is significantly improved, and the students' attitude towards reading, reading style, dealing with difficulties in reading and reading strategies are also improved. The results show that the application of schema theory to college English task-based reading teaching can effectively improve students' reading level and improve their attitudes and strategies in English reading. Finally, this paper summarizes the shortcomings of this study, summarizes the enhancement of students' reading interest in the process of reading, stimulate students' schema knowledge and other teaching implications, and puts forward some suggestions for future research on college English reading teaching.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2471314
[Abstract]:As an important part of college English teaching, reading plays an important role in improving students' ability to analyze and solve problems. Traditional English reading teaching focuses on vocabulary and grammar learning, neglecting the role of students and their original knowledge in reading. This study applies schema theory to college English task-based reading teaching, stimulates students' original knowledge and functions, and provides some ideas for the reform of college English reading teaching. The purpose of this study is to study the effects of schema theory and task-based teaching on college English reading teaching. This paper reviews the research history and present situation of schema theory and task-based teaching, and applies it to college English reading teaching. The research questions are as follows: (1) what is the current situation of students' English reading? Such as students' attitude towards reading, reading style, dealing with reading difficulties and reading strategies and so on. (2) applying schema theory to college English task-based reading teaching. Students' reading performance has improved? (3) students' attitude towards reading, reading style, handling difficulties in reading and reading strategies have been improved? How do students feel about task-based reading teaching in college English from the perspective of schema theory? In this study, two parallel natural classes for newly enrolled non-English majors in Shenyang normal University 2015 were selected. A total of 65 students were selected, one of whom was the experimental class (33 students), the other class was the control class (32 students), and the other class was the control class (32 students). The level distribution of language competence is relatively equal, the ratio of men and women is roughly the same, and the experimental teaching lasts for one semester. Experimental research tools include pre-and post-questionnaire, pre-and post-English reading tests and interviews. In the course of the experiment, the experimental class adopts the schema theory applied to college English task-based reading teaching method, and the control class adopts the traditional English reading teaching method. In this study, SPSS 19.0 was used to analyze the data collected from experimental class and control class before and after the experiment. The statistical results show that compared with the control class, the students' reading performance in the experimental class is significantly improved, and the students' attitude towards reading, reading style, dealing with difficulties in reading and reading strategies are also improved. The results show that the application of schema theory to college English task-based reading teaching can effectively improve students' reading level and improve their attitudes and strategies in English reading. Finally, this paper summarizes the shortcomings of this study, summarizes the enhancement of students' reading interest in the process of reading, stimulate students' schema knowledge and other teaching implications, and puts forward some suggestions for future research on college English reading teaching.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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