基于话语标记语的初中英语阅读教学的应用研究

发布时间：2018-09-15 19:56

【摘要】：随着新课改的深入开展与全球化趋势的不断加快,学习英语的重要性变得日益显著。在英语的五项基本技能中,阅读是连接输入与输出信息的有效桥梁。与过去相比,学生学习英语的方法变得多样化。这也是造成学生英语水平两极分化的一个重要原因。此外,一些教师依然固守教授英语阅读的传统方法,只关注词汇、短语、语法等的学习,而忽略了语篇的重要性,因此导致学生对语篇的感知能力低下、阅读速度慢等问题。针对此种情形,基于话语标记语的许多策略(如：复述策略,精加工策略,组织策略等)被运用于英语阅读中来提高学生的英语阅读效率。通过查阅各种资料发现,国内外学者做了很多关于话语标记语对学生英语口语、听力、阅读与写作的作用等方面的研究,尤其是对高职高专生和大学生的研究居多,但鲜有学者把中国的初中生作为研究对象。针对此情形,将话语标记语运用于初中英语阅读教学的研究是必要的。此外,结合初中生的特有身心发展特点,将话语标记语运用于初中英语阅读教学,有助于加深学生对于英语语篇结构的理解,有助于培养学生的语篇预测能力,有助于提升学生英语阅读效率,有助于提高学生英语阅读的兴趣。信阳市第九中学的学生是本次教学实验的研究对象。经过测试和调查后,确定八年级六班为控制班,八年级七班为实验班。在教学实验中,主要采用问卷调查,课堂观察与测试(英语阅读能力的前测与后测)等方式来收集实验数据。运用SPSS统计软件,对教学实验前后学生的英语阅读能力的差异进行分析。结果表明：运用话语标记语进行教学实验后,学生的英语阅读理解能力获得明显提高。因此,在阅读教学中,英语教师可以有意识的运用话语标记语,帮助学生提高英语阅读的能力。本论文共六章。第一章为引言,主要介绍论文的研究背景、研究目的、意义与论文框架。第二章为文献综述,主要介绍了国内外将话语标记语运用在英语阅读教学中的研究现状。第三章为理论基础,主要阐述了话语分析理论、话语标记语的功能以及话语标记语与英语阅读间的关系。第四章为话语标记语在初中英语阅读教学中应用,主要说明初中英语阅读教学的现状与话语标记语在初中英语阅读教学中的应用策略。第五章为教学实验,主要从实验对象、实验假设、实验工具、实验步骤、数据分析与讨论等方面进行。第六章为结论,包括主要研究结果、教学启示、研究的局限性与对未来研究的建议等方面。
[Abstract]:With the deepening of the new curriculum reform and the accelerating trend of globalization, the importance of learning English has become increasingly significant. Among the five basic English skills, reading is an effective bridge between input and output. The ways in which students learn English have become more diverse than in the past. This is also an important reason for the polarization of students' English proficiency. In addition, some teachers still stick to the traditional methods of teaching English reading, focusing only on vocabulary, phrases, grammar and so on, while ignoring the importance of discourse, which leads to students' low perception of text and slow reading speed. In this case, many strategies based on discourse markers (such as repetition strategy, finishing strategy, organization strategy, etc.) have been applied to improve students' reading efficiency. Through consulting various materials, scholars at home and abroad have done a lot of research on the effects of discourse markers on students' oral English, listening comprehension, reading and writing, especially on the study of vocational college students and college students. But few scholars regard junior high school students in China as the object of study. In view of this situation, it is necessary to apply discourse markers to the study of junior high school English reading teaching. In addition, combining the characteristics of junior high school students' physical and mental development, the application of discourse markers in junior high school English reading teaching is helpful to deepen students' understanding of English discourse structure and to cultivate students' ability of discourse prediction. It is helpful to improve students' English reading efficiency and interest in English reading. The students of Xinyang No. 9 Middle School are the research objects of this teaching experiment. After the test and investigation, the eighth grade six class is determined as the control class, and the eighth grade seven class is the experimental class. In the teaching experiment, questionnaire survey, classroom observation and test (pre-test and post-test of English reading ability) are used to collect the experimental data. The difference of students' English reading ability before and after teaching experiment was analyzed by SPSS software. The results show that the students' reading comprehension ability is improved obviously after the teaching experiment with discourse markers. Therefore, in reading teaching, English teachers can consciously use discourse markers to help students improve their reading ability. There are six chapters in this paper. The first chapter introduces the background, purpose, significance and framework of the thesis. Chapter two is a literature review, which mainly introduces the current situation of the application of discourse markers in English reading teaching at home and abroad. Chapter three is the theoretical basis of discourse analysis, the function of discourse markers and the relationship between discourse markers and English reading. Chapter four is the application of discourse markers in junior high school English reading teaching, which mainly explains the present situation of junior middle school English reading teaching and the strategies of applying discourse markers in junior middle school English reading teaching. The fifth chapter is teaching experiment, mainly from experiment object, experiment hypothesis, experiment tool, experiment step, data analysis and discussion. The sixth chapter is the conclusion, including the main research results, the teaching enlightenment, the limitation of the research and the suggestion to the future research and so on.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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