语篇分析理论在高中英语语法填空题中的应用研究
发布时间：2019-02-16 06:16
【摘要】：2014年,全国英语新课标高考卷用语篇型语法填空题代替传统的单句语法选择题。语法填空题是一种综合性较强的测试题型,能较客观地反映学生的语言综合能力。由于语法填空题是一种新题型,学生对这种新题型感到非常陌生,得分率普遍不高。语法填空题不仅要求学生掌握必要的英语基础知识,更要求学生具备语篇分析理论知识和语篇意识。语篇分析理论主要包括衔接、连贯、体裁和语境。然而从前测问卷调查来看,大部分学生并不了解或者了解一点语篇分析理论。不仅如此,语篇分析理论在国内的研究很少,而且一些研究者多把语篇分析理论应用于阅读理解和完形填空题。鉴于此,本文要涉及语篇分析理论在高中英语语法填空题教学中的实验研究,以期给广大的师生提供一些可供参考的建议。笔者以安徽省利辛高级中学高二(15)班和高二(22)班110名学生作为研究对象,进行了为期四个月的语篇分析理论在高中英语语法填空题中的教学实验。拟解决以下两个问题:1.语篇分析理论应用于高中语法填空题的教学可以培养学生的语篇分析意识吗? 2.语篇分析理论应用于高中语法填空题的教学可以提高学生语法填空题的解题能力吗?收集数据所使用的工具为前后两次问卷以及前后两次测试,作者带领学生学习语篇分析理论并训练他们将这一理论应用于语法填空题的练习和测试之后,就对学生进行实验后的问卷调查和后测。笔者如实记录实验数据,并利用SPSS 20.0统计软件对测试数据进行分析。实验结果表明语篇分析理论不仅可以提高学生的语篇分析意识,还可以有效地提高学生语法填空的解题能力。
[Abstract]:In 2014, the traditional single sentence grammar multiple choice question was replaced by the text grammar blank in the new national English curriculum. Grammar blanking is a kind of comprehensive test question, which can objectively reflect the students' comprehensive language ability. As grammar blanks are a new type of questions, students are very unfamiliar with the new questions, and the scoring rate is generally low. Grammar blanking requires students not only to master the basic knowledge of English, but also to have theoretical knowledge of discourse analysis and discourse awareness. Discourse analysis mainly includes cohesion, coherence, genre and context. However, from the pretest questionnaire survey, most students do not understand or understand a bit of discourse analysis theory. Moreover, there is little research on discourse analysis theory in China, and some researchers apply it to reading comprehension and cloze problems. In view of this, this paper is concerned with the experimental study of discourse analysis theory in the teaching of English grammar blanks in senior high school, in order to provide some suggestions for teachers and students. Taking 110 students of Grade 2 (15) and Grade 2 (22) in Lixin High School in Anhui Province as subjects, the author conducted a four-month teaching experiment of discourse analysis theory in English grammar blanks in senior high school. The following two problems are to be solved: 1. Can the theory of discourse analysis be applied to the teaching of grammar blanks in senior high school to cultivate students' sense of discourse analysis? 2. Can the application of discourse analysis theory to the teaching of grammar blanks in senior high school improve the students' ability to solve the problems? The data were collected using two questionnaires and two tests. The author led the students to study the theory of discourse analysis and to train them to apply the theory to the practice and test of grammar blanks. A questionnaire survey and a post-test were conducted on the students after the experiment. The author recorded the experimental data truthfully and analyzed the test data by SPSS 20.0 software. The experimental results show that the theory of discourse analysis can not only improve the students' sense of discourse analysis, but also improve the students' ability to solve grammar problems.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2424130
[Abstract]:In 2014, the traditional single sentence grammar multiple choice question was replaced by the text grammar blank in the new national English curriculum. Grammar blanking is a kind of comprehensive test question, which can objectively reflect the students' comprehensive language ability. As grammar blanks are a new type of questions, students are very unfamiliar with the new questions, and the scoring rate is generally low. Grammar blanking requires students not only to master the basic knowledge of English, but also to have theoretical knowledge of discourse analysis and discourse awareness. Discourse analysis mainly includes cohesion, coherence, genre and context. However, from the pretest questionnaire survey, most students do not understand or understand a bit of discourse analysis theory. Moreover, there is little research on discourse analysis theory in China, and some researchers apply it to reading comprehension and cloze problems. In view of this, this paper is concerned with the experimental study of discourse analysis theory in the teaching of English grammar blanks in senior high school, in order to provide some suggestions for teachers and students. Taking 110 students of Grade 2 (15) and Grade 2 (22) in Lixin High School in Anhui Province as subjects, the author conducted a four-month teaching experiment of discourse analysis theory in English grammar blanks in senior high school. The following two problems are to be solved: 1. Can the theory of discourse analysis be applied to the teaching of grammar blanks in senior high school to cultivate students' sense of discourse analysis? 2. Can the application of discourse analysis theory to the teaching of grammar blanks in senior high school improve the students' ability to solve the problems? The data were collected using two questionnaires and two tests. The author led the students to study the theory of discourse analysis and to train them to apply the theory to the practice and test of grammar blanks. A questionnaire survey and a post-test were conducted on the students after the experiment. The author recorded the experimental data truthfully and analyzed the test data by SPSS 20.0 software. The experimental results show that the theory of discourse analysis can not only improve the students' sense of discourse analysis, but also improve the students' ability to solve grammar problems.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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