基于语篇分析提高初中生英语阅读能力的行动研究

发布时间：2018-04-26 17:36

本文选题：语篇分析 + 英语阅读教学　；参考：《广州大学》2017年硕士论文

【摘要】：阅读作为语言学习最直接有效的输入方式之一,是学生获取信息,学习语言知识,提高文化意识,培养思维能力的手段。阅读作为英语学习的四项基本技能之一,是英语教学的重要组成部分。在初中英语教学中,英语阅读教学历来是英语教师的重点和难点。本研究针对初中英语阅读教学耗时低效,学生缺乏语篇技能的问题,基于图式理论和衔接理论,采用语篇分析方法:语境、体裁、语篇模式、衔接,综合运用于英语阅读教学,旨在提高初中生的英语阅读能力。本研究采用行动研究方法,研究问题包括:1.基于语篇分析的英语阅读教学对初中生的英语阅读成绩有何影响?2.基于语篇分析的英语阅读教学对初中生的阅读技能是否产生积极影响?研究对象为广州市某中学初三年级1个班的38名学生。该行动研究持续了14周,经历两个循环过程。第一阶段以《牛津英语(9B)》的阅读课文为教学材料,引导学生利用语境预测及理解文章内容,学习分析文章的体裁、模式及衔接手段,从宏观和微观的角度理解文章内容。第二阶段以《2016年广州市初中毕业生学业考试指导用书英语》的阅读文章为材料,学生运用语篇分析的知识和技能,分析理解4种初中阶段常见的体裁:记叙文、科普文、历史故事、应用文。研究工具包括:测试,问卷调查,访谈。3次英语阅读测试(前测,阶段性测试,后测)旨在了解学生的阅读成绩是否得到提高,以及在哪些方面得到提高;前后2次问卷调查旨在了解学生阅读技能的使用是否有变化;3次访谈旨在了解学生对基于语篇分析的阅读教学模式的反馈以及在阅读中存在的困难。基于此研究过程与数据分析,行动研究结果如下:1.基于语篇分析的英语阅读教学能有效地提高初中生的英语阅读成绩,尤其在细节信息、推理、文章大意、排序、结构和衔接的题型方面。2.基于语篇分析的英语阅读教学能提高初中生的阅读技能,尤其是语篇技能。经过分析讨论,本研究认为,基于语篇分析的阅读教学模式能有效地高初中生的英语阅读能力,对初中英语阅读教学具有良好的借鉴作用。
[Abstract]:As one of the most direct and effective input methods in language learning, reading is a means for students to acquire information, learn language knowledge, improve their cultural awareness and cultivate their thinking ability. As one of the four basic English learning skills, reading is an important part of English teaching. In junior middle school English teaching, English reading teaching has always been the focus and difficulty of English teachers. Aiming at the problem of time-consuming and inefficient English reading teaching in junior high school and the students' lack of discourse skills, this study adopts discourse analysis methods based on schema theory and cohesion theory: context, genre, discourse pattern, cohesion, and their application to English reading teaching. The aim is to improve the English reading ability of junior high school students. This study uses the action research method, the research question includes: 1. The influence of discourse Analysis based English Reading Teaching on Junior High School students' English Reading Achievement. Does teaching English reading based on discourse analysis have a positive impact on junior high school students' reading skills? The subjects of the study were 38 students in Grade 1 of Grade 3 in a middle school in Guangzhou. The action study lasted 14 weeks and went through two cycles. In the first stage, the reading text of Oxford English 9B is used as the teaching material to guide the students to use context to predict and understand the content of the article, to learn and analyze the genre, mode and cohesive devices of the article, and to understand the content of the article from the macro and micro angles. In the second stage, based on the reading article of "English for Junior Middle School graduates in 2016", the students use the knowledge and skills of discourse analysis to analyze and understand four common genres in junior middle school: narrative, popular science, and so on. Historical story, practical writing. The research tools include: tests, questionnaires, interviews with 3 times of English reading tests (pre-test, stage test, post-test) to understand whether the students' reading performance has been improved, and in which aspects; The purpose of the two questionnaires was to find out whether there were any changes in the use of students' reading skills. Three interviews were conducted to find out the students' feedback on the teaching mode of reading based on discourse analysis and the difficulties in reading. Based on this research process and data analysis, the results of action research are as follows: 1. English reading teaching based on discourse analysis can effectively improve junior high school students' English reading performance, especially in detail information, reasoning, article main idea, sorting, structure and cohesion. English reading teaching based on discourse analysis can improve junior high school students' reading skills, especially text skills. Through analysis and discussion, the present study holds that the reading teaching model based on discourse analysis can effectively improve the English reading ability of junior high school students and has a good reference value for junior high school English reading teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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