任务型阅读理解与单项选择式阅读理解对比分析

发布时间：2023-12-26 18:35

　　阅读技能是初中英语需要学习和掌握的一项重要技能,也是中考英语主要考查的内容之一。根据语篇分析和建构理论,阅读理解要求学生整合上下文信息,在一定程度上检验了学生的综合语言能力。阅读理解的类型主要包括单项选择式阅读理解和任务型阅读理解。不同类型的阅读理解会对学生的阅读能力产生不同的影响。因此,有必要对两种类型的阅读理解题目进行深入研究。本文试图对两种不同类型的阅读理解从不同角度进行对比分析来探究哪种阅读理解对于提高学生的综合语言能力更有效这项研究有以下三个研究问题:1.学生对于任务型阅读理解和单项选择式阅读理解持有什么态度?2.任务型阅读理解与单项选择式阅读理解之间在提高学生的综合语言能力方面存在哪些差异?3.任务型阅读理解与单项选择式阅读理解的难度和区分度有什么差异?本研究的受试者是来自沈阳市第二十七中学的两个平行班的90名初二学生。这两个班级分别被设置为实施任务型阅读理解教学的1班和实施单项选择式阅读理解教学的2班。在本研究的实验过程中,主要包括前测,后测,问卷调查,访谈和阅读理解测试。在训练过程中,对1班进行任务型阅读理解训练,对2班进行单项选择式阅读理解训练。同时,作者对两种阅读理...

【文章页数】：98 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 Task-based reading comprehension
        2.1.1 Definition of task-based reading comprehension
        2.1.2 Theoretical basis of task-based reading comprehension
        2.1.3 Advantages and disadvantages of task-based reading comprehension
        2.1.4 Classifications of task-based reading comprehension
    2.2 Multiple choice reading comprehension
        2.2.1 Definition of multiple choice reading comprehension
        2.2.2 Design principles of multiple choice reading comprehension
        2.2.3 Advantages and disadvantages of multiple choice reading comprehension
    2.3 Difficulty
        2.3.1 Definition of difficulty
        2.3.2 The significance of difficulty
        2.3.3 The formula mode of difficulty
    2.4 Discrimination
        2.4.1 Definition of discrimination
        2.4.2 The significance of discrimination
        2.4.3 The formula mode of discrimination
    2.5 Related research on the comparative study of task-based reading comprehension andmultiple choice reading at home and abroad
    2.6 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Questionnaire
        3.3.3 Interview
        3.3.4 SPSS software
    3.4 Research procedure
        3.4.1 Pre-test
        3.4.2 Questionnaire
        3.4.3 Interview
        3.4.4 Training
        3.4.5 Post-test
        3.4.6 Reading comprehension test for the difficulty and discrimination of the item
        3.4.7 Sample lessons
    3.5 Data collection
Chapter Four Data analysis and discussion
    4.1 Data analysis and discussion of Research Question One
        4.1.1 Data analysis and discussion of questionnaire
        4.1.2 Data analysis and discussion of interview
    4.2 Data analysis and discussion of Research Question Two
        4.2.1 Data analysis and discussion of pre-test in Class1-TB and Class2-MC
        4.2.2 Data analysis and discussion of post-test in Class1-TB and Class2-MC
    4.3 Data analysis and discussion of Research Question Three
        4.3.1 Data analysis and discussion of the difficulty and discrimination of the task-basedreading comprehension and multiple choice reading comprehension overall
        4.3.2 Data analysis and discussion of difficulty of task-based reading comprehensionand multiple choice comprehension
        4.3.3 Data analysis and discussion of discrimination of task-based readingcomprehension and multiple choice comprehension
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations and suggestions for the further study
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ Interview questions
Appendix Ⅲ: Pre-test
Appendix Ⅳ: Post-test
Appendix Ⅴ:Reading comprehension test for the difficulty and discrimination of the item
Acknowledgement
The list of the research papers published by author



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