功能语篇分析在高中英语阅读教学中的应用
发布时间：2018-11-27 12:05
【摘要】：英语阅读在语言教学过程中至关重要,然而目前的英语阅读教学过程中教师只注重解释词汇、句法结构、语法却忽略了语篇整体性的讲解,不重视语言的功能。近几年来,尽管高中教师开始注重在课前导入背景知识、在课中提供不同任务、课后布置贴近学生生活的书写作业,但是课堂效率低、学生积极性不高、语言运用能力差等不足之处仍然显著。这在很大程度上影响了学生学习一篇好文章,使得学生对语篇更加困惑,无法通过现有的阅读方法迅速找出问题的答案,对作者写作意图的解析也是无从下手。因此,为了帮助高中生在英语课堂中高效学习,并快速掌握阅读技巧和方法,提高对英语阅读的积极性,作者认为研究一种有效的阅读教学模式是十分必要的。为了研究一种最佳教学模式,作者借鉴了系统功能语法理论中的功能语言学和语篇分析理论,提出了在阅读教学中运用有效的功能语言学理论来指导英语课堂教学的观点。功能语言学强调语言是服务于语言的功能产生的,只有充分了解语言具体的功能以及这些功能是如何体现的,又是怎样通过哪些方法传达的,学生才能在阅读理解中分析出动词的及物性,才能通过划取句子的主位和述位获取细节知识,才能通过解析段落的衔接掌握充分掌握作者的写作意图。本文首先介绍了功能语法和语篇分析的相关知识,然后提出问题以此验证这是一个有效的阅读教学模式。本实验分为控制班和实验班,控制班采取背景导入、段落讲解、课堂练习的教学模式;实验班采取新的阅读理解模式,即以功能语法的理论为基础的阅读教学模式。首先,通过分析题目和每段第一个句子的主位和述位预测语篇主要内容;其次根据每个句子中动词的及物性分析语篇的框架结构;最后,根据衔接推断出作者的写作意图。本研究证明了本文提出的新英语阅读教学模式能够帮助学生提高阅读理解能力。学生开始接触新的教学方法,从被动变为主动。新的阅读教学模式能够帮助学生预测语篇内容,了解语篇进展,明确作者的写作意图。总之,这一新的模式在高中英语阅读中将会是一种更加有效的教学模式。
[Abstract]:English reading plays an important role in the process of language teaching. However, teachers only pay attention to the explanation of vocabulary, syntactic structure and grammar in the present teaching process of English reading, but ignore the whole explanation of the text and pay little attention to the function of language. In recent years, although high school teachers have begun to focus on introducing background knowledge before class, providing different tasks in the class and arranging writing assignments close to the students' life after class, the classroom efficiency is low and the enthusiasm of the students is not high. The inadequacies such as poor language use ability are still obvious. This greatly affects the students' learning of a good essay, which makes the students more confused about the text, unable to find the answer to the problem quickly through the existing reading methods, and also unable to analyze the author's writing intention. Therefore, in order to help high school students to learn effectively in English classroom, to master reading skills and methods quickly and to improve their enthusiasm for English reading, the author thinks that it is necessary to study an effective reading teaching model. In order to study the best teaching mode, the author draws lessons from the theories of functional linguistics and discourse analysis in the theory of systemic functional grammar, and puts forward the point of view that the effective functional linguistics theory can be used to guide English classroom teaching in reading teaching. Functional linguistics emphasizes that language is produced by the functions that serve the language, only by fully understanding the specific functions of the language, how these functions are embodied, and how they are conveyed. Only in reading comprehension can the students analyze the verb and transitivity, acquire the detailed knowledge by drawing the theme and rheme of the sentence, and master the author's writing intention through the cohesion of the analytic paragraph. This paper first introduces the relevant knowledge of functional grammar and discourse analysis, and then puts forward questions to verify that this is an effective reading teaching model. The experiment is divided into control class and experimental class. The control class adopts the teaching mode of background introduction, paragraph explanation and classroom exercise, and the experimental class adopts a new reading comprehension model, which is based on the theory of functional grammar. Firstly, the main content of the discourse is predicted by analyzing the topic and the theme and rheme of the first sentence in each paragraph; secondly, the frame structure of the discourse is analyzed according to the verb and transitivity in each sentence; finally, the author's writing intention is deduced from cohesion. The present study proves that the new English reading teaching model proposed in this paper can help students to improve their reading comprehension. Students began to contact new teaching methods, from passive to active. The new reading teaching model can help students to predict the content of the text, understand the progress of the text, and clarify the author's writing intention. In short, this new model will be a more effective teaching model in senior high school English reading.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2360688
[Abstract]:English reading plays an important role in the process of language teaching. However, teachers only pay attention to the explanation of vocabulary, syntactic structure and grammar in the present teaching process of English reading, but ignore the whole explanation of the text and pay little attention to the function of language. In recent years, although high school teachers have begun to focus on introducing background knowledge before class, providing different tasks in the class and arranging writing assignments close to the students' life after class, the classroom efficiency is low and the enthusiasm of the students is not high. The inadequacies such as poor language use ability are still obvious. This greatly affects the students' learning of a good essay, which makes the students more confused about the text, unable to find the answer to the problem quickly through the existing reading methods, and also unable to analyze the author's writing intention. Therefore, in order to help high school students to learn effectively in English classroom, to master reading skills and methods quickly and to improve their enthusiasm for English reading, the author thinks that it is necessary to study an effective reading teaching model. In order to study the best teaching mode, the author draws lessons from the theories of functional linguistics and discourse analysis in the theory of systemic functional grammar, and puts forward the point of view that the effective functional linguistics theory can be used to guide English classroom teaching in reading teaching. Functional linguistics emphasizes that language is produced by the functions that serve the language, only by fully understanding the specific functions of the language, how these functions are embodied, and how they are conveyed. Only in reading comprehension can the students analyze the verb and transitivity, acquire the detailed knowledge by drawing the theme and rheme of the sentence, and master the author's writing intention through the cohesion of the analytic paragraph. This paper first introduces the relevant knowledge of functional grammar and discourse analysis, and then puts forward questions to verify that this is an effective reading teaching model. The experiment is divided into control class and experimental class. The control class adopts the teaching mode of background introduction, paragraph explanation and classroom exercise, and the experimental class adopts a new reading comprehension model, which is based on the theory of functional grammar. Firstly, the main content of the discourse is predicted by analyzing the topic and the theme and rheme of the first sentence in each paragraph; secondly, the frame structure of the discourse is analyzed according to the verb and transitivity in each sentence; finally, the author's writing intention is deduced from cohesion. The present study proves that the new English reading teaching model proposed in this paper can help students to improve their reading comprehension. Students began to contact new teaching methods, from passive to active. The new reading teaching model can help students to predict the content of the text, understand the progress of the text, and clarify the author's writing intention. In short, this new model will be a more effective teaching model in senior high school English reading.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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