语用能力视角下的高考英语阅读理解题研究

发布时间：2020-12-09 03:01

　　听、说、读、写通常被认为是英语学习的基本技能。在外语教学语境下,听和读的训练是英语教学中重要的语言输入部分并直接影响英语教学效果。在中国,因为没有真实的英语语言环境,所以英语学习对于教师和学生来说都是一个巨大的挑战。一直以来,教师在对学生进行外语教学时,会花较多的时间在阅读教学上,但效果总不令人满意。2017年版的《普通高中英语课程标准》向教师们明确提出了更多的要求,其中包括教师应在英语教学中注重对学生“英语学科核心素养”的培养。英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力。在英语课程内容中对学生应具备的核心能力从过去的语言技能、语言知识、情感态度、学习策略和文化意识五个方面提升为主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略六个方面。教师在教授英语时,不再像往常那样只强调语音、词汇、语法、功能和话题,还需注意语篇和语用的教学。也就是说,英语教学更注重学生在语境中能够恰当的使用这门语言的能力而不仅仅是应试能力。基于这样的理解,笔者通过对高考英语(NMET)课标卷中的阅读理解题进行语用分析,同时研究学生在解题时的表现,进一步了解学生所具备的英语语用能力。本研... 

【文章来源】：云南师范大学云南省

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research background
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Organization of the thesis
Chapter 2 Literature Review
    2.1 Studies on reading comprehension
    2.2 Pragmatic competence
        2.2.1 Definition of Pragmatic competence
        2.2.2 Components of pragmatic competence
    2.3 Studies on pragmatic competence in language teaching
        2.3.1 Study abroad
        2.3.2 Study at home
    2.4 Critical review
Chapter 3 Methodology
    3.1 Research questions
    3.2 Research subjects
        3.2.1 Materials
        3.2.2 Participants
    3.3 Methods
    3.4 Data collection
        3.4.1 Data of NMET test papers
        3.4.2 Data of the municipal test papers
        3.4.3 Data of participants'performance in reading comprehension
Chapter 4 Results and Discussion
    4.1 Types of reading comprehension questions
        4.1.1 Types of reading comprehension questions in NMET
        4.1.2 Types of reading comprehension questions in the Municipal test
        4.1.3 NMET and Municipal test
    4.2 Pragmatic testing in reading comprehension questions
    4.3 Students'pragmatic competence in reading comprehension
        4.3.1 Students'performance in municipal test in March
        4.3.2 Students'performance in municipal test in July
Chapter 5 Conclusion
    5.1 Major findings
        5.1.1 Pragmatic competence as the main content in reading comprehension
        5.1.2 Students'lack of pragmatic knowledge in reading comprehension
    5.2 Implications for EFL teaching
        5.2.1 Importance attached to pragmatic teaching in reading comprehension
        5.2.2 Various types of questions for reading comprehension training
        5.2.3 Genre teaching for improving students’discourse competence
    5.3 Limitations of the study
    5.4 Recommendations for future research
References
Appendix
    Appendix A2011-2018 NMET classification of questions in Volume I-III
    Appendix B2018 Municipal test in March
    Appendix C2018 Municipal test in July



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