基于克拉申“监控理论”的小学英语分级阅读教学实验研究
发布时间：2022-01-22 13:21
英语分级阅读正是按不同年龄段少年儿童身心发展的特点和认知、思维水平,并根据语言学习规律为读者选择阶梯式系列英语读物,以此增强青少年阅读兴趣,提升阅读品质,进而提高阅读能力。中国分级阅读研究起步晚,对在中国文化和语言背景下开展英语分级阅读的研究目前仍在起步阶段,尚未建立科学完善的针对中国中小学生的英语阅读能力测评体系和工具。有关英语分级阅读教学的理论研究不多,多数教师在阅读教学中依旧只关注词汇和语法知识,学生的阅读能力得不到有效提高。当下,英语分级阅读研究主要以初高中学生为对象,对小学英语分级阅读教学研究甚少,为了更好的促进我国小学生英语阅读素养的提高,对小学英语分级阅读教学的调查研究十分必要。本研究试图以克拉申“监控理论”为指导,从二语习得的角度,探索小学英语分级阅读教学的有效做法。研究问题主要涉及3个方面:（1）克拉申“监控理论”能否科学指导教师为中国小学生选择合适的英语分级读物;（2）基于克拉申“监控理论”的小学英语分级阅读教学是否有助于提高小学生英语综合语言能力;（3）基于克拉申“监控理论”的小学英语分级阅读教学是否有助于提高小学生的阅读能力,包括发音、阅读流利度、阅读理解、信息...
【文章来源】：安庆师范大学安徽省
【文章页数】：75 页
【学位级别】：硕士
【文章目录】：
Acknowledgments
Abstract
摘要
Chapter1 Introduction
1.1 Background of the study
1.2 Purpose and Significance of the Research
1.3 Overview of the Thesis
Chapter2 Literature Review
2.1 The Concept of Graded Reading
2.2 Krashen’s Monitor Theory
2.2.1 The Content of Krashen’s Monitor Theory
2.2.2 Implication of Krashen’s Monitor Theory for Graded ReadingInstruction
2.3 Related Research on Graded Reading Instruction at Home and Abroad
2.3.1 Related Research on Graded Reading Instruction Abroad
2.3.2 Related Research on Graded Reading Instruction at Home
Chapter3 Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Selection of Graded Readers
3.2.2 Graded Reading Instruction
3.3 Research Subjects
3.4 Research Instruments
3.4.1 Questionnaire
3.4.2 Pre-Test and Post-Test
3.4.3 Interviews
3.5 Data Collection
3.6 Data Analysis
Chapter4 Results and Discussion
4.1 Effects of Selection of Graded Readers Based on Krashen’s Monitor Theoryon Students’Reading Character
4.1.1 Differences in Students’ Reading Character between EC and CC before the Experiment
4.1.2 Differences in Students’Reading Character between EC and CC after the Experiment
4.1.3 Differences in Students’Reading Character of EC before and after the experiment
4.1.4 Positive Effects of Selection of English Graded Reader Based on Krashen’s Monitor Theory
4.2 Effects of the English Graded Reading Instruction Based on Krashen’s Monitor on Students’ Comprehensive English Language Ability
4.2.1 Differences in the students’Comprehensive English Language Ability between EC and CC before the experiment
4.2.2 Differences in the students’Comprehensive English Language Ability between EC and CC after the experiment
4.2.3 Differences in the students’Comprehensive English Language Ability results of EC before and after the experiment
4.2.4 Positive Effect of English Graded Reading Instruction Based on Krashen’s Monitor Theory on Students’ Comprehensive English Language Ability
4.3 Effects of the English Graded Reading Instruction Based on Krashen’s Monitor Theory on Students’Reading Ability
Chapter5 Conclusion
5.1 Summary of Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study and Suggestions for future Research
Bibliography
Papers Published During the Program
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-Test
Appendix Ⅲ Post-Test
Appendix Ⅳ Interview-Reading Inventory
Appendix Ⅴ Sample Lesson Plan
【参考文献】：
期刊论文
[1]中小学生英语阅读素养的内涵[J]. 敖娜仁图雅. 英语学习. 2017(S1)
[2]儿童青少年分级阅读水平评价标准[J]. 人民教育. 2009(Z2)
[3]小学高年级英语阅读教学探析[J]. 马剑辉. 中小学外语教学(小学篇). 2008(08)
硕士论文
[1]小学高年段学生英语阅读能力研究[D]. 刘亮.华中师范大学 2008
本文编号：3602269
【文章来源】：安庆师范大学安徽省
【文章页数】：75 页
【学位级别】：硕士
【文章目录】：
Acknowledgments
Abstract
摘要
Chapter1 Introduction
1.1 Background of the study
1.2 Purpose and Significance of the Research
1.3 Overview of the Thesis
Chapter2 Literature Review
2.1 The Concept of Graded Reading
2.2 Krashen’s Monitor Theory
2.2.1 The Content of Krashen’s Monitor Theory
2.2.2 Implication of Krashen’s Monitor Theory for Graded ReadingInstruction
2.3 Related Research on Graded Reading Instruction at Home and Abroad
2.3.1 Related Research on Graded Reading Instruction Abroad
2.3.2 Related Research on Graded Reading Instruction at Home
Chapter3 Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Selection of Graded Readers
3.2.2 Graded Reading Instruction
3.3 Research Subjects
3.4 Research Instruments
3.4.1 Questionnaire
3.4.2 Pre-Test and Post-Test
3.4.3 Interviews
3.5 Data Collection
3.6 Data Analysis
Chapter4 Results and Discussion
4.1 Effects of Selection of Graded Readers Based on Krashen’s Monitor Theoryon Students’Reading Character
4.1.1 Differences in Students’ Reading Character between EC and CC before the Experiment
4.1.2 Differences in Students’Reading Character between EC and CC after the Experiment
4.1.3 Differences in Students’Reading Character of EC before and after the experiment
4.1.4 Positive Effects of Selection of English Graded Reader Based on Krashen’s Monitor Theory
4.2 Effects of the English Graded Reading Instruction Based on Krashen’s Monitor on Students’ Comprehensive English Language Ability
4.2.1 Differences in the students’Comprehensive English Language Ability between EC and CC before the experiment
4.2.2 Differences in the students’Comprehensive English Language Ability between EC and CC after the experiment
4.2.3 Differences in the students’Comprehensive English Language Ability results of EC before and after the experiment
4.2.4 Positive Effect of English Graded Reading Instruction Based on Krashen’s Monitor Theory on Students’ Comprehensive English Language Ability
4.3 Effects of the English Graded Reading Instruction Based on Krashen’s Monitor Theory on Students’Reading Ability
Chapter5 Conclusion
5.1 Summary of Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study and Suggestions for future Research
Bibliography
Papers Published During the Program
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-Test
Appendix Ⅲ Post-Test
Appendix Ⅳ Interview-Reading Inventory
Appendix Ⅴ Sample Lesson Plan
【参考文献】：
期刊论文
[1]中小学生英语阅读素养的内涵[J]. 敖娜仁图雅. 英语学习. 2017(S1)
[2]儿童青少年分级阅读水平评价标准[J]. 人民教育. 2009(Z2)
[3]小学高年级英语阅读教学探析[J]. 马剑辉. 中小学外语教学(小学篇). 2008(08)
硕士论文
[1]小学高年段学生英语阅读能力研究[D]. 刘亮.华中师范大学 2008
本文编号：3602269
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