翻转课堂模式下英语专业学生阅读态度研究

发布时间：2023-04-07 23:12

　　阅读是二语习得中最重要的基本途径之一。英语阅读的教学与研究一直备受关注。积极的英语阅读态度对英语学习起着促进的作用。然而,英语专业学生对英语经典文学作品的阅读态度却远非乐观。翻转课堂作为一种新的教学模式,将教学从以教师为中心转变为以学生为中心,能否促进英语专业学生对英国文学经典作品的阅读态度还值得探索。本研究以阅读三元论为理论框架,采用定量和定性相结合的混合方法,选取30名来自东北某外国语大学英语专业大一新生为参与者,以问卷调查、学习日志和半结构化访谈为研究工具,旨在探讨翻转课堂对学生英语阅读态度产生的影响及其影响因素。研究发现,学生的整体阅读态度在学期初处于中等水平,其中认知、情感、意动态度也均处于中等以上;翻转课堂实施后,学生的英语阅读态度有所提高。最后,翻转课堂模式下英语阅读态度受学生个体方面的英语水平、阅读习惯和学习经历、自我效能感、课前准备;教师方面对任务类型的设置,阅读材料的选择;还受师生的支架作用和其他课程压力的影响。本研究的结果将有利于英语专业阅读教学的进一步发展,是对阅读态度理论的合理补充;本研究还将为开展翻转课堂的教学提供参考。

【文章页数】：95 页

【学位级别】：硕士

【文章目录】：
abstract
摘要
ACKNOWLEDGEMENTS
ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research background
    1.2 Significance of the research
    1.3 Objectives of the research
    1.4 Overall structure of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Reading attitudes
        2.1.1 Definition of reading attitudes
        2.1.2 Tri-components view of reading attitudes theory
        2.1.3 Previous studies on reading attitudes
    2.2 The flipped classroom
        2.2.1 Definition of the FC
        2.2.2 Previous studies on the FC
    2.3 Gaps in previous studies
    2.4 The course in the FC model in this research
        2.4.1 Introduction to the course and textbook
        2.4.2 Introduction to the extra curriculum reading assignment
        2.4.3 Procedures of the FC
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Learning journals
        3.3.3 Semi-structured interviews
    3.4 Data collection
        3.4.1 Data collection through the questionnaires
        3.4.2 Data collection through the learning journals
        3.4.3 Data collection through the semi-structured interviews
    3.5 Data analysis
        3.5.1 Analysis of the questionnaires
        3.5.2 Analysis of the learning journals
        3.5.3 Analysis of the semi-structured interviews
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 The status quo of the students’ reading attitudes before the FC
    4.2 The students’ reading attitudes during and after the FC
        4.2.1 The changes between two questionnaires
        4.2.2 The changes of the students’ reading attitudes in learning journals
    4.3 The influencing factors of the reading attitudes in the FC
CHAPTER FIVE CONCLUSION
    5.1 Research findings
        5.1.1 The medium level of the students’ reading attitudes before the FC
        5.1.2 The improvement of the English Majors’ reading attitudes during theFC
        5.1.3 Students’ individual factors and teachers’ factors influencing students’reading attitudes in the FC
    5.2 Research implications
        5.2.1 Implications for the teaching of English reading
        5.2.2 Implications to flipped classroom
        5.2.3 Implications of teachers’ guidance on students
    5.3 Research limitations
    5.4 Recommendations for further research
    5.5 Summary
REFERENCES
APPENDIX
    APPENDIX Ⅰ
    APPENDIX Ⅱ
    APPENDIX Ⅲ
    APPENDIX IV
    APPENDIX Ⅴ
    APPENDIX Ⅵ
    APPENDIX Ⅶ
    APPENDIX Ⅷ
    APPENDIX Ⅸ



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