城乡高中英语课外阅读对比研究

发布时间：2021-02-03 00:34

　　语言学习需要大量可理解性输入,而阅读是语言输入的重要手段。英语课外阅读是对英语课堂学习的有效补充。中华人民共和国教育部颁发的《普通高中英语课程标准2017版》要求高中生毕业时应达到36,000词的阅读量。另外,在高考英语试卷中,阅读占40分,在高考英语试卷分值中比例最大。这足以说明英语阅读能力是学生应该具备的一项重要语言能力。本研究旨在通过对陕西省城乡高中英语课外阅读现状的对比分析,了解其存在的问题,并依据相关理论提出一些解决问题的建议和对策。本研究主要采用问卷调查法、访谈法及文献法。本研究选取陕西省四所高二年级的学生和不同年级的英语教师作为样本,用自编问卷与访谈提纲对他们进行调查研究。共计发放学生问卷360份,实际收回360份,共计发放教师问卷20份,实际收回20份。教师和学生的问卷调查内容一一呼应。本研究中问卷调查主要涉及三部分内容:1.教师和学生对英语课外阅读重要性的认识;2.教师和学生在英语课外阅读中阅读材料来源选择、时间分配、阅读量以及阅读策略;3.学生在英语课外阅读中存在的主要问题。另外,本研究为了更深入了解现状,还对四所学校的8名英语教师和10名高二学生进行访谈。本研究采... 

【文章来源】：洛阳师范学院河南省

【文章页数】：85 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Purpose of the Research
    1.4 Overview of the Research
Chapter2 Literature Review
    2.1 Definitions of English Extracurricular Reading
    2.2 The Significance of English Extracurricular Reading
    2.3 Theoretical Basis of English Extracurricular Reading
        2.3.1 Krashen’s Theory on Second Language Acquisition
        2.3.2 Schema Theory
        2.3.3 Self-learning Theory
    2.4 Studies on English Extracurricular Reading
        2.4.1 Investigation Studies on English Extracurricular Reading
        2.4.2 Observation Studies on the English Extracurricular Reading
        2.4.3 Empirical Studies on the English Extracurricular Reading
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter4 Results and Analysis
    4.1 Analysis of Data Collected from Questionnaires
        4.1.1 Participants’Attitudes towards English Extracurricular Reading
        4.1.2 Participants’Choices on English Extracurricular Reading Materials
        4.1.3 Participants’Reading Amount
            4.1.3.1 Participants’Reading Frequency of English Extracurricular Reading
            4.1.3.2 Participants’Time Spent on English Extracurricular Reading Each Day
            4.1.3.3 Participants’Vocabulary Amount of English Extracurricular Reading Each Day
        4.1.4 Participants’Reading Obstacles
        4.1.5 Participants’Reading Strategies and Skills
        4.1.6 Guidance of Participants’English Teachers
        4.1.7 Participants’Reading Purpose
    4.2 Comparison Analysis
        4.2.1 Comparison Analysis of five Dimensions between Urban and Rural Areas
        4.2.2 Comparison Analysis on Key Classes and Ordinary Classes
    4.3 Analysis of Data Collected from Interview Results
        4.3.1 Interviews for Students
        4.3.2 Interviews for English Teachers
Chapter5 Causes of Problems and Suggestions
    5.1 The Whole Current Situation of English Extracurricular Reading
    5.2 The Differences Existing between Urban and Rural Senior High Schools
    5.3 Causes of Problems Existing in English Extracurricular Reading
        5.3.1 Lacking in Positive Attitudes towards English Extracurricular Reading
        5.3.2 Being Unable to Choose Appropriate Reading Materials
        5.3.3 Being Unable to Develop Good Reading Habits
        5.3.4 Being Unable to Monitor the Reading Effects
    5.4 Suggestions
        5.4.1 Having Positive Attitudes towards English Extracurricular Reading
        5.4.2 Instructing the Students to Accumulate English Vocabulary Effectively
        5.4.3 Selecting Appropriate Reading Materials
        5.4.4 Cultivating High School Students'Good English Reading Habits
        5.4.5 Combining English Reading Teaching with after Class Activities
        5.4.6 Emphasizing the Monitoring of English Extracurricular Reading
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions for Future Research
References
AppendixⅠ:Questionnaires and Interview Outline for Students
AppendixⅡ:Questionnaires and Interview Outline for Teachers
Acknowledgements



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