语篇分析视角下高考英语阅读理解文本特点研究及教学启示

发布时间：2018-01-16 08:23

本文关键词：语篇分析视角下高考英语阅读理解文本特点研究及教学启示　出处：《伊犁师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：阅读理解是英语教学和英语考试中非常重要的一部分,在高考英语试题中所占比例高达20-30%,受到教师和学生的广泛关注。然而,学生在阅读理解方面除了阅读速度慢,还存在理解不到位的情况,进而影响到阅读理解的成绩。要培养学生的阅读能力,提高阅读理解成绩,除了具备词汇量和语言知识的要求外,还应该掌握语篇分析的相关理论知识,从语篇类型,语篇模式以及衔接手段几方面更深入的理解阅读理解文本,构建结构化的逻辑思维和分析方法,以此提升对文本的理解能力。本研究采用语篇分析理论对96篇高考英语阅读理解文本进行分析,旨在发现语料中存在的语篇类型,语篇模式,文本的时态呈现特征,以及文本中涉及到的衔接手段及其实现方式,并用Excel软件进行数据统计。笔者在研究中发现,近十年的高考英语阅读理解文本中,记叙文出现的频率最高,说明文次之,议论文第三,描写文频率最低。语篇模式中概括—具体模式频率最高,叙事模式第二,主张—反应模式第三,问题—解决模式和提问—回答模式最低。研究还发现衔接手段中的照应出现频率最高,词汇衔接第二,逻辑联系语第三,替代第四,省略最低。本研究的结果对高中英语的阅读理解教学具有指导意义。首先,教师需要输入关于语篇类型,语篇模式以及衔接手段的相关知识;其次,在日常的阅读理解教学中,引导学生使用语篇分析理论更深入的理解文本;最后,老师要多培养学生良好的阅读习惯,引导阅读成绩差的学生培养正确的阅读习惯,总结正确的做题方法。
[Abstract]:Reading comprehension is a very important part of English teaching and English examination. It accounts for 20-30% of the test questions in the college entrance examination, which has been widely concerned by teachers and students. In addition to the slow reading speed, there are still some problems in reading comprehension, which will affect the results of reading comprehension. It is necessary to cultivate students' reading ability and improve their reading comprehension scores. In addition to the requirements of vocabulary and linguistic knowledge, we should also master the relevant theoretical knowledge of discourse analysis, and better understand the reading and understanding of the text in terms of text types, discourse patterns and cohesive devices. The purpose of this study is to construct a structured logical thinking and analysis method to improve the understanding of the text. This study uses discourse analysis theory to analyze 96 reading comprehension texts in college entrance examination. The purpose of this paper is to find out the text types, discourse patterns, the tense features of the text, and the cohesive devices involved in the texts and their implementation. The author finds that in the past ten years, narrative text appears most frequently, narrative text takes second place, and argumentation is the third. The frequency of descriptive text is the lowest. The generalization-specific mode is the most frequent, the narrative mode is the second, and the proposition-response mode is the third. The model of problem-solving and question-answer is the lowest. The study also found that the frequency of anaphora in cohesive devices is the highest, lexical cohesion is second, and logical connectives are third, instead of 4th. Ellipsis is the lowest. The results of this study are instructive to the teaching of reading comprehension in senior high school English. Firstly, teachers need to input relevant knowledge about text types, discourse patterns and cohesive devices. Secondly, in the daily teaching of reading comprehension, students should be guided to use discourse analysis theory to understand the text more deeply. Finally, teachers should cultivate students' good reading habits, guide students with poor reading performance to cultivate correct reading habits and summarize correct methods of doing problems.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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