窄式阅读应用于高中英语阅读教学的的实验研究

发布时间：2020-12-29 23:25

　　英语阅读教学的目的在于培养学生的语言综合运用能力,历来是高中英语教学的重点和难点。英语阅读理解能力被认为是语言学习的四大基本技能之一,在二语习得中扮演着重要的角色。同时,国家英语高考对阅读理解能力的考察难度和深度在逐年增加。然而,大部分学生英语阅读能力比较薄弱,对英语阅读缺乏兴趣;英语阅读时间严重不足、阅读量小、阅读材料选择单一;缺乏阅读策略及技巧的运用;在另一方面,在阅读课上,老师着眼点放在语言细节,对文章整体重视不够。因此,如何在有限的时间内快速而有效地提高英语阅读能力成为了研究焦点。窄式阅读的提出为英语阅读教学带来了新的启示。窄式阅读是Krashen于1981年提出的一个阅读策略,是指学习者通过阅读同一风格,同一主题或者某位作家的多部作品来提高阅读能力的一种策略。随着学生对与主题相关的背景知识的广度和深度掌握的深入,其阅读的理解程度会得以提高,阅读的兴趣也会增加。国内外学者也都对此进行了一系列的研究。但是研究者多把重点放在对阅读理论和模式的探讨中,针对高中学生的实证研究论文很少。因此,本研究以高中生为研究对象,采取实验研究的方式,旨在探究窄式阅读策略对高中学生的阅读理解能力的影响... 

【文章来源】：广州大学广东省

【文章页数】：112 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Acronyms and Abbreviations Used in the Thesis
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 The Related Concepts
        2.1.1 Definition of Reading
        2.1.2 The Essence of Reading Comprehension
        2.1.3 Introduction of Narrow Reading
            2.1.3.1 The Proposal and Definition of Narrow Reading
            2.1.3.2 The Functions of Narrow Reading
            2.1.3.3 Matters Needed Pay Attention to in Narrow Reading
    2.2 Related Studies on English Reading Teaching
        2.2.1 Reading Models
            2.2.1.1 The Bottom-up Model
            2.2.1.2 The Top-down Model
            2.2.1.3 The Interactive Model
        2.2.2 Studies on English Reading Teaching Abroad and At Home
            2.2.2.1 Studies on English Reading Teaching Abroad
            2.2.2.2 Studies on English Reading Teaching At Home
    2.3 Previous Researches on Narrow Reading
        2.3.1 Previous Researches on Narrow Reading Abroad
        2.3.2 Previous Researches on Narrow Reading at Home
        2.3.3 Summary
Chapter Three Theoretical Framework
    3.1 Input Hypothesis Theory
    3.2 Affective Filter Hypothesis
    3.3 Schema Theory
    3.4 The Relationship between Narrow Reading and the Above Theories
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Research Instruments
        4.3.1 Pre-test and Post-test
        4.3.2 Questionnaires
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Experimental Procedures for the Experimental Group
        4.4.2.Procedures for the Control Group
    4.5 Data Collection
Chapter Five Results and Discussions
    5.1 Results and Analyses of Pre-test and Post-test
    5.2 Results and Analyses of the Questionnaires before and after the Experiment
        5.2.1 Results and Analyses of the Questionnaire before the Experiment
        5.2.2 Comparison of the Results and Analyses of the Questionnairesbefore and after the Experiment
    5.3 Results and Analyses of the Interview after the Experiment
    5.4 Discussions
Chapter Six Conclusions
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
        6.2.1 The Change of Students’ Role in Narrow Reading
        6.2.2 The Change of the Teacher’s Role in Narrow Reading
        6.2.3 The Rearrangement of Textbooks by Textbook Compilers
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
References
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10



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