窄式阅读对高中生英语阅读能力影响的研究
发布时间：2019-07-09 18:10
【摘要】：窄式阅读是指读者在一段时间内集中阅读同一体裁,同一主题或同一作家的多部作品,来加深对这个主题或体裁的文章的了解、提高阅读水平、促进语言习得的方法。结合现行新人教版高中英语教材的编写特点—“话题-功能-活动”,本文以同一主题的窄式阅读为主线,旨在通过对高中生进行窄式阅读训练,来探寻窄式阅读对高中生阅读能力的影响,主要回答以下两个问题:(1)窄式阅读能否激发高中生的英语阅读兴趣和阅读的积极性?(2)窄式阅读在哪些方面对高中生的英语阅读能力有影响?本研究以输入理论和图式理论为基础,使用调查问卷、访谈和实验来探究以上研究问题。本研究依据高一下学期末英语考试成绩,选取了甘肃省民勤一中高二年级的两个平行班9班和11班共140人为研究对象。研究对象分为实验班(窄式阅读组)和对照班(泛读组),两个班的英语周课时量和阅读任务均相同,并由同一位教师任教。在实验前发放调查问卷对高中生阅读现状进行了调查,同时进行阅读前测发现两个班学生的英语阅读水平无明显差异。在此基础上,围绕新人教版高中英语必修五和六的单元主题,为实验班选择了相同话题的阅读材料,进行窄式阅读训练,每两周一个话题,课堂导读和课外自主窄式阅读相结合。对照班采用传统的阅读训练,每节课要求学生阅读4篇不限主题或风格的文章并完成相应的阅读任务。经过为期14周的窄式阅读训练,再次对该实验班进行问卷调查,就有些问题对实验班的6位同学进行了跟踪访谈,后又对两个班进行了阅读测试。收集、整理了实验数据,从定量与定性两方面对数据进行分析。研究结果表明,基于教材单元主题、相同话题的窄式阅读训练,能使学习者反复接触到相同的词汇、语法结构及背景知识等,降低了阅读的难度,逐步提高了高中生的英语阅读兴趣,激发了他们的阅读积极性。试验后,许多学生希望教师帮助他们选择适合其语言水平的阅读材料,进行大量、有趣的可理解性阅读输入。研究也发现,运用窄式阅读训练,并在阅读过程中进行阅读策略指导,能够促进学习者阅读策略运用意识,有助于培养学习者的快速阅读技巧和猜测词义策略。同时,基于话题的课外延伸窄式阅读,能帮助学生克服阅读选材的盲目性,有利于培养学生良好的英语自主阅读习惯,增强他们长期阅读英语的意向。总之,运用窄式阅读,在提高学习者阅读能力的同时,他们的综合运用英语的能力也提高了。
[Abstract]:Narrow reading refers to the way in which readers focus on reading many works of the same genre, the same theme or the same writer in a period of time in order to deepen the understanding of the articles on this theme or genre, improve the reading level and promote language acquisition. Combined with the characteristics of the current high school English teaching materials-"topic-function-activity", this paper takes narrow reading on the same topic as the main line, aiming at exploring the influence of narrow reading on senior high school students' reading ability through narrow reading training for senior high school students. This paper mainly answers the following two questions: (1) can narrow reading stimulate senior high school students' interest in English reading and the enthusiasm of reading? (2) what aspects of narrow reading have an impact on senior high school students' English reading ability? Based on input theory and schema theory, this study uses questionnaires, interviews and experiments to explore the above research issues. Based on the English test results at the end of the semester, 140 students in Class 9 and Class 11 in Grade 2 of Minqin No. 1 Middle School in Gansu Province were selected as the subjects of this study. The subjects were divided into experimental class (narrow reading group) and control class (extensive reading group). The English weekly hours and reading tasks of the two classes were the same and taught by the same teacher. A questionnaire was sent out before the experiment to investigate the reading status of senior high school students. At the same time, it was found that there was no significant difference in English reading level between the two classes. On this basis, around the new high school English compulsory 5 and 6 unit themes, the same topic reading materials are selected for the experimental class, narrow reading training is carried out, one topic every two weeks, classroom reading guidance and extracurricular autonomous narrow reading are combined. The control class adopts traditional reading training, each class requires students to read four articles with unlimited theme or style and complete the corresponding reading tasks. After 14 weeks of narrow reading training, a questionnaire survey was conducted in the experimental class again. Six students in the experimental class were followed up and interviewed on some questions, and then the reading tests were carried out in the two classes. The experimental data are collected and sorted out, and the data are analyzed quantitatively and qualitatively. The results show that narrow reading training based on the unit theme of the textbook and the same topic can make learners repeatedly exposed to the same vocabulary, grammatical structure and background knowledge, reduce the difficulty of reading, gradually improve the English reading interest of senior high school students, and stimulate their reading enthusiasm. After the experiment, many students hope that teachers will help them choose reading materials suitable for their language proficiency and carry out a large number of interesting comprehensible reading inputs. It is also found that the use of narrow reading training and reading strategy guidance in the process of reading can promote learners' awareness of the use of reading strategies and help to cultivate learners' fast reading skills and guessing word meaning strategies. At the same time, extracurricular extended narrow reading based on topic can help students overcome the blindness of reading material selection, cultivate students' good English autonomous reading habits and enhance their intention to read English for a long time. In a word, the use of narrow reading not only improves learners' reading ability, but also improves their comprehensive ability to use English.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:Narrow reading refers to the way in which readers focus on reading many works of the same genre, the same theme or the same writer in a period of time in order to deepen the understanding of the articles on this theme or genre, improve the reading level and promote language acquisition. Combined with the characteristics of the current high school English teaching materials-"topic-function-activity", this paper takes narrow reading on the same topic as the main line, aiming at exploring the influence of narrow reading on senior high school students' reading ability through narrow reading training for senior high school students. This paper mainly answers the following two questions: (1) can narrow reading stimulate senior high school students' interest in English reading and the enthusiasm of reading? (2) what aspects of narrow reading have an impact on senior high school students' English reading ability? Based on input theory and schema theory, this study uses questionnaires, interviews and experiments to explore the above research issues. Based on the English test results at the end of the semester, 140 students in Class 9 and Class 11 in Grade 2 of Minqin No. 1 Middle School in Gansu Province were selected as the subjects of this study. The subjects were divided into experimental class (narrow reading group) and control class (extensive reading group). The English weekly hours and reading tasks of the two classes were the same and taught by the same teacher. A questionnaire was sent out before the experiment to investigate the reading status of senior high school students. At the same time, it was found that there was no significant difference in English reading level between the two classes. On this basis, around the new high school English compulsory 5 and 6 unit themes, the same topic reading materials are selected for the experimental class, narrow reading training is carried out, one topic every two weeks, classroom reading guidance and extracurricular autonomous narrow reading are combined. The control class adopts traditional reading training, each class requires students to read four articles with unlimited theme or style and complete the corresponding reading tasks. After 14 weeks of narrow reading training, a questionnaire survey was conducted in the experimental class again. Six students in the experimental class were followed up and interviewed on some questions, and then the reading tests were carried out in the two classes. The experimental data are collected and sorted out, and the data are analyzed quantitatively and qualitatively. The results show that narrow reading training based on the unit theme of the textbook and the same topic can make learners repeatedly exposed to the same vocabulary, grammatical structure and background knowledge, reduce the difficulty of reading, gradually improve the English reading interest of senior high school students, and stimulate their reading enthusiasm. After the experiment, many students hope that teachers will help them choose reading materials suitable for their language proficiency and carry out a large number of interesting comprehensible reading inputs. It is also found that the use of narrow reading training and reading strategy guidance in the process of reading can promote learners' awareness of the use of reading strategies and help to cultivate learners' fast reading skills and guessing word meaning strategies. At the same time, extracurricular extended narrow reading based on topic can help students overcome the blindness of reading material selection, cultivate students' good English autonomous reading habits and enhance their intention to read English for a long time. In a word, the use of narrow reading not only improves learners' reading ability, but also improves their comprehensive ability to use English.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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