基于语篇分析理论视角下的高中英语阅读教学现状研究
发布时间：2024-03-20 03:19
阅读作为学生学习英语的主要输入方式,在高中英语教学中发挥着重要的角色。《普通高中英语课程标准(2017版)》提出教师在教学时要帮助学生形成语篇意识。基于语篇分析理论的英语阅读教学法改变了逐字逐句翻译语篇的方式,把教学的重点放在学生对整体的语篇理解上,通过宏观分析文章体裁和背景知识,以及微观分析语篇中的衔接与连贯手段,使学生从整体的语篇出发,达到对篇章的深层理解。本研究聚焦于语篇分析理论在高中英语阅读教学中的应用情况,主要围绕以下三个研究问题展开:(1)学生的语篇分析能力如何?(2)教师是否会在阅读教学中采用语篇分析法?(3)阻碍教师在阅读教学中使用语篇分析理论的因素有哪些?本研究通过问卷调查、课堂观察和教师访谈的方式,调查了西安外国语学校高二年级六个班级学生的语篇分析能力和六名英语教师的英语阅读课堂教学。通过研究,笔者得出了以下结论:第一,学生的整体语篇意识欠缺,不擅常在英语阅读中使用语篇分析方法。第二,在高中英语阅读教学中,教师会运用语篇分析法分析文章,但是缺少对语篇分析理论的综合运用。第三,教师自身缺少对语篇分析理论的的整体认识从而无法在英语阅读教学中系统的应用语篇分析理论。为了改...
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
abstract
摘要
CHAPTER I INTRODUCTION
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical Significance of the Study
1.2.2 Practical Significance of the Study
1.3 Structure of the Thesis
CHAPTER II LITERATURE REVIEW
2.1 Definitions of Key Concepts
2.1.1 Discourse
2.1.2 Discourse Analysis
2.1.3 English Reading
2.2 Relevant Studies of English Reading
2.2.1 English Reading Models
2.2.2 English Reading Strategies
2.2.3 English Reading Teaching
2.3 Relevant Studies of Discourse Analysis
2.3.1 Development of Discourse Analysis
2.3.2 Classification of Discourse Analysis
2.3.3 Studies of DAT in English Reading Teaching
2.4 Theoretical Bases
2.4.1 Gestalt Theory
2.4.2 Schema Theory
2.4.3 Discourse Analysis Theory
CHAPTER III RESEARCH DESIGN
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Classroom Observation
3.3.3 Interview
3.4 Research Procedure
CHAPTER IV RESULTS AND DISCUSSION
4.1 Students’Discourse Analysis Ability
4.1.1 Students’Discourse Analysis Ability on Macro Level
4.1.2 Students’Discourse Analysis Ability on Micro Level
4.2 Application of DAT in English Reading Teaching
4.3 Factors that Prevent Teachers from Applying DAT in English ReadingTeaching
CHAPTER V CONCLUSION
5.1 Major Findings
5.1.1 Students’Discourse Analysis Ability
5.1.2 Application of DAT in English Reading Teaching
5.1.3 Factors that Prevent Teachers from Applying DAT in English ReadingTeaching
5.2 Implications
5.3 Limitations and Expectations
REFERENCES
APPENDICES
Appendix I
Appendix II
Appendix III
本文编号：3932880
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
abstract
摘要
CHAPTER I INTRODUCTION
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical Significance of the Study
1.2.2 Practical Significance of the Study
1.3 Structure of the Thesis
CHAPTER II LITERATURE REVIEW
2.1 Definitions of Key Concepts
2.1.1 Discourse
2.1.2 Discourse Analysis
2.1.3 English Reading
2.2 Relevant Studies of English Reading
2.2.1 English Reading Models
2.2.2 English Reading Strategies
2.2.3 English Reading Teaching
2.3 Relevant Studies of Discourse Analysis
2.3.1 Development of Discourse Analysis
2.3.2 Classification of Discourse Analysis
2.3.3 Studies of DAT in English Reading Teaching
2.4 Theoretical Bases
2.4.1 Gestalt Theory
2.4.2 Schema Theory
2.4.3 Discourse Analysis Theory
CHAPTER III RESEARCH DESIGN
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Classroom Observation
3.3.3 Interview
3.4 Research Procedure
CHAPTER IV RESULTS AND DISCUSSION
4.1 Students’Discourse Analysis Ability
4.1.1 Students’Discourse Analysis Ability on Macro Level
4.1.2 Students’Discourse Analysis Ability on Micro Level
4.2 Application of DAT in English Reading Teaching
4.3 Factors that Prevent Teachers from Applying DAT in English ReadingTeaching
CHAPTER V CONCLUSION
5.1 Major Findings
5.1.1 Students’Discourse Analysis Ability
5.1.2 Application of DAT in English Reading Teaching
5.1.3 Factors that Prevent Teachers from Applying DAT in English ReadingTeaching
5.2 Implications
5.3 Limitations and Expectations
REFERENCES
APPENDICES
Appendix I
Appendix II
Appendix III
本文编号：3932880
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