文本强化对高中生回指释义和英语阅读理解成绩的影响
发布时间：2021-08-14 14:46
回指释义是一种常见的用于语篇构建的语言现象和语篇衔接的重要手段,可以避免重复,让句子和文章更加连贯和简练。学习者能否正确地进行回指语和先行词的匹配,很大程度上取决于两者之间联系的清晰度。因此,旨在通过改变语言输入的外在形式而引起学习者注意的文本强化吸引了许多研究者的关注。迄今为止,有关文本强化的研究结论各异。本文主要研究文本强化通过引起学习者对目标语的注意,探究其是否能够提高英语学习者的回指释义和阅读理解能力,由此,可以探究文本强化对学习者阅读中的阅读理解能力、回指释义和注意力之间的交互作用的影响。本研究选择回指语和先行词作为目标语来探讨文本强化在英语学习中的影响很有必要。基于输入假说和注意假说,本文旨在回答以下3个研究问题:1.文本强化对高中英语学习者的回指释义有什么影响?2.文本强化对高中英语学习者的阅读理解有什么影响?3.在文本强化条件下,高中英语学习者的回指释义和阅读理解的相关性是什么?本研究的受试是来自深圳市某高中两个班的104名高三学生,其中一个班级为实验班,另一个班为对照班。第一,作者实施了一项阅读能力测试以检测两个班的英语阅读水平是否相当。第二,实验过程中,所有受试阅读...
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：105 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Significance and Purpose of the Research
1.3 The Layout of Thesis
Chapter Two Literature Review
2.1 Key Concepts
2.1.1 Textual Enhancement
2.1.2 Anaphor Resolution
2.1.3 Attention
2.2 Theoretical Foundation
2.2.1 Input Hypothesis
2.2.2 Noticing Hypothesis
2.3 Relevant Studies Abroad
2.3.1 Research on Textual Enhancement
2.3.2 Research on Textual Enhancement and Anaphor Resolution
2.3.3 Research on Anaphor Resolution and Reading Comprehension
2.3.4 Research on Textual Enhancement and Reading Comprehension
2.4 Significant Studies at Home
2.4.1 Research on Textual Enhancement and Reading Comprehension
2.4.2 Research on Effects of Textual Enhancement on Anaphor Resolution andReading Comprehension
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Interview
3.4 Research Procedure
3.4.1 English reading proficiency Test
3.4.2 Pretreatment
3.4.3 Posttreatment
3.4.4 Interview
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Effects of TE on Learners'Anaphor Resolution
4.1.1 Descriptive Statistics of Reading Proficiency Test
4.1.2 Descriptive Statistics of Pretest and Posttest
4.2 Effects of TE on Learners' Reading Comprehension
4.2.1 Descriptive Results of Pretest and Posttest
4.2.2 Comparison the Differences of the Results between Pretest and Posttestin Reading Comprehension
4.3 Correlation between Anaphor Resolution and Reading Comprehension Scores
4.4 Results and Discussion of Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Theoretical and Pedagogical Implications
5.3 Limitations and Suggestions for Future study
References
Appendices
Appendix Ⅰ Reading Proficiency Test
Appendix Ⅱ Pretest
Appendix Ⅲ Posttest
Appendix Ⅳ Interview Outline
攻读硕士学位期间的科研成果
本文编号：3342659
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：105 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Significance and Purpose of the Research
1.3 The Layout of Thesis
Chapter Two Literature Review
2.1 Key Concepts
2.1.1 Textual Enhancement
2.1.2 Anaphor Resolution
2.1.3 Attention
2.2 Theoretical Foundation
2.2.1 Input Hypothesis
2.2.2 Noticing Hypothesis
2.3 Relevant Studies Abroad
2.3.1 Research on Textual Enhancement
2.3.2 Research on Textual Enhancement and Anaphor Resolution
2.3.3 Research on Anaphor Resolution and Reading Comprehension
2.3.4 Research on Textual Enhancement and Reading Comprehension
2.4 Significant Studies at Home
2.4.1 Research on Textual Enhancement and Reading Comprehension
2.4.2 Research on Effects of Textual Enhancement on Anaphor Resolution andReading Comprehension
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Interview
3.4 Research Procedure
3.4.1 English reading proficiency Test
3.4.2 Pretreatment
3.4.3 Posttreatment
3.4.4 Interview
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Effects of TE on Learners'Anaphor Resolution
4.1.1 Descriptive Statistics of Reading Proficiency Test
4.1.2 Descriptive Statistics of Pretest and Posttest
4.2 Effects of TE on Learners' Reading Comprehension
4.2.1 Descriptive Results of Pretest and Posttest
4.2.2 Comparison the Differences of the Results between Pretest and Posttestin Reading Comprehension
4.3 Correlation between Anaphor Resolution and Reading Comprehension Scores
4.4 Results and Discussion of Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Theoretical and Pedagogical Implications
5.3 Limitations and Suggestions for Future study
References
Appendices
Appendix Ⅰ Reading Proficiency Test
Appendix Ⅱ Pretest
Appendix Ⅲ Posttest
Appendix Ⅳ Interview Outline
攻读硕士学位期间的科研成果
本文编号：3342659
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