语篇分析在高中英语阅读教学中应用的实验研究
发布时间：2019-06-18 14:45
【摘要】：高中英语课堂上,阅读作为学习英语的一种输入方式,受到教师和学生们的重视。《普通高中英语新课程标准》要求学生分别从语篇结构和语境出发对语篇进行深层次的理解,并且揣摩作者的观点态度。这样的要求在传统的英语阅读教学中却很难实现,原因是传统的高中英语阅读教学多注重语言知识系统的传授,忽略了让学生们对整篇语篇的理解,最终导致学生阅读理解的综合技能存在着诸多问题。通过问卷发现学生们的阅读习惯有很多问题,他们通常把注意力放在词汇、语法和单句的分析上,缺乏对整篇文章的理解。本研究针对这个问题,采用实证研究方法,探讨基于语篇分析的英语阅读教学是否能够改善高中学生的阅读习惯和是否能够提高他们的阅读能力。本文的研究问题包括:1)基于语篇分析的英语阅读教学是否能改善高中学生的阅读习惯?2)基于语篇分析的英语阅读教学是否能够提高高中生的阅读能力?本研究受试为吴川市某中学高一年级的2个自然班,共100名学生。通过前测可知,这两个班的阅读成绩没有显著的差异。其中一个班级为实验组,另一个班级为控制组,每组人数均为50人。实验组阅读教学采用基于语篇分析的阅读教学法,而控制组则采用目前传统的阅读教学法。研究工具包括:测试(前测、后测)、调查问卷。前测目的在于了解实验组与控制组的英语阅读水平是否存在显著性差异;后测目的在于考察基于语篇分析的高中英语阅读教学是否能够提高学生们的阅读能力;调查问卷旨在了解实验前学生们的阅读现状和实验后实验组的学生们的阅读习惯是否有所改善。研究结果显示:实验组的阅读成绩平均分为22.76,标准差为6.687;控制组的阅读成绩平均分为19.52,标准差为5.023。数据说明基于语篇分析的英语阅读教学有利于提高高中生们的阅读能力。此外,通过分析实验前后的实验组的学生们的阅读习惯的数据,可知基于语篇分析的英语阅读教学有利于改善他们的阅读习惯。因此,基于语篇分析的英语阅读教学是一种有效的高中英语阅读教学方法,对提高高中生英语阅读水平具有良好的借鉴意义。
[Abstract]:In senior high school English class, reading, as an input way to learn English, has been paid attention to by teachers and students. The New Curriculum Standard of Senior High School English requires students to understand the text deeply from the perspective of text structure and context, and to speculate on the author's views and attitudes. This requirement is difficult to realize in the traditional English reading teaching, because the traditional English reading teaching in senior high school pays more attention to the teaching of language knowledge system, neglects the students' understanding of the whole text, and finally leads to many problems in the comprehensive skills of students' reading comprehension. Through the questionnaire, it is found that there are many problems in students' reading habits. They usually pay attention to the analysis of vocabulary, grammar and single sentence, and lack the understanding of the whole article. In order to solve this problem, this study uses empirical research methods to explore whether English reading teaching based on discourse analysis can improve the reading habits and reading ability of senior high school students. The research questions in this paper include: 1) can the teaching of English reading based on discourse analysis improve the reading habits of senior high school students? 2) can the teaching of English reading based on discourse analysis improve the reading ability of senior high school students? The subjects were two natural classes in the first grade of a middle school in Wuchuan City, with a total of 100 students. Through the pre-test, we can see that there is no significant difference in reading performance between the two classes. One class is the experimental group and the other is the control group, with 50 people in each group. The reading teaching method based on discourse analysis was used in the experimental group, while the traditional reading teaching method was used in the control group. Research tools include: testing (pre-test, post-test), questionnaire. The purpose of the pre-test is to understand whether there is a significant difference in English reading level between the experimental group and the control group; the purpose of the post-test is to investigate whether the senior high school English reading teaching based on discourse analysis can improve students' reading ability; the purpose of the questionnaire is to understand the current reading situation of the students before the experiment and whether the reading habits of the experimental group have improved after the experiment. The results showed that the average score of reading score was 22.76 and the standard deviation was 6.687 in the experimental group, and 19.52 and 5.023 in the control group. The data show that the teaching of English reading based on discourse analysis is helpful to improve the reading ability of senior high school students. In addition, by analyzing the data of the reading habits of the students in the experimental group before and after the experiment, it can be seen that the English reading teaching based on discourse analysis is beneficial to improve their reading habits. Therefore, the teaching of English reading based on discourse analysis is an effective teaching method of English reading in senior high school, which has a good reference significance for improving the English reading level of senior high school students.
【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
本文编号：2501566
[Abstract]:In senior high school English class, reading, as an input way to learn English, has been paid attention to by teachers and students. The New Curriculum Standard of Senior High School English requires students to understand the text deeply from the perspective of text structure and context, and to speculate on the author's views and attitudes. This requirement is difficult to realize in the traditional English reading teaching, because the traditional English reading teaching in senior high school pays more attention to the teaching of language knowledge system, neglects the students' understanding of the whole text, and finally leads to many problems in the comprehensive skills of students' reading comprehension. Through the questionnaire, it is found that there are many problems in students' reading habits. They usually pay attention to the analysis of vocabulary, grammar and single sentence, and lack the understanding of the whole article. In order to solve this problem, this study uses empirical research methods to explore whether English reading teaching based on discourse analysis can improve the reading habits and reading ability of senior high school students. The research questions in this paper include: 1) can the teaching of English reading based on discourse analysis improve the reading habits of senior high school students? 2) can the teaching of English reading based on discourse analysis improve the reading ability of senior high school students? The subjects were two natural classes in the first grade of a middle school in Wuchuan City, with a total of 100 students. Through the pre-test, we can see that there is no significant difference in reading performance between the two classes. One class is the experimental group and the other is the control group, with 50 people in each group. The reading teaching method based on discourse analysis was used in the experimental group, while the traditional reading teaching method was used in the control group. Research tools include: testing (pre-test, post-test), questionnaire. The purpose of the pre-test is to understand whether there is a significant difference in English reading level between the experimental group and the control group; the purpose of the post-test is to investigate whether the senior high school English reading teaching based on discourse analysis can improve students' reading ability; the purpose of the questionnaire is to understand the current reading situation of the students before the experiment and whether the reading habits of the experimental group have improved after the experiment. The results showed that the average score of reading score was 22.76 and the standard deviation was 6.687 in the experimental group, and 19.52 and 5.023 in the control group. The data show that the teaching of English reading based on discourse analysis is helpful to improve the reading ability of senior high school students. In addition, by analyzing the data of the reading habits of the students in the experimental group before and after the experiment, it can be seen that the English reading teaching based on discourse analysis is beneficial to improve their reading habits. Therefore, the teaching of English reading based on discourse analysis is an effective teaching method of English reading in senior high school, which has a good reference significance for improving the English reading level of senior high school students.
【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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