基于互文性理论的小学英语语篇教学有效性研究
发布时间：2023-04-09 23:44
根据《义务教育英语课程标准(2011版)》要求,小学阶段的学生读写能力需要达到第二级要求,即:学生能借助图片读懂简单的故事或小短文,并养成按意群阅读的习惯;能正确朗读所学故事或短文;能根据图片、词语或例句的提示写出简短的语句。因此,小学英语语篇教学对培养学生阅读和书写能力有着极为重要的作用。但是,由于当前小学语篇教学中存在学方法单一、学生学习态度懈怠等问题,亟需引进新理念、新方法以培养学生兴趣,促进教学效果。作者发现,互文性理论所涉及的三个维度,即语言互文性、文化互文性和媒介互文性可与小学英语语篇教学相结合。本研究探讨互文性理论基础上的小学英语语篇教学的方式和有效性,试图回答以下两个问题:1.基于互文性理论的语篇教学对小学生的学习态度有何影响?2.基于互文性理论的语篇教学对小学生的阅读和写作能力有何影响?为回答以上问题,本研究选取怀宁县月山镇中心学校六年级二班和三班共88名学生为研究对象,分别将两个班级分为实验班和控制班。在实验班级用互文性理论指导语篇教学,在控制班用解释字、词、句为主的传统教学方法授课。本研究通过具体教学实验、收集和分析实验数据,主要发现如下:1)实验班学生学习英语的...
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Intertextuality Theory
2.2 Previous Research on Intertextuality
2.2.1 Previous Research Abroad
2.2.2 Previous Research at Home
2.3 Discourse and Discourse Teaching
2.4 Previous Research on English Discourse Teaching
2.5 Relevance Between Discourse Teaching and Intertextuality
2.6 Research on the Application of Intertextuality Theory to Discourse Teaching
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Variables
3.4 Research Instruments
3.4.1 Questionnaires
3.4.2 Tests
3.5 Research Procedure
3.6 The Implementation of Intertextuality Theory in English Discourse Classes in Primary School
Chapter Four Results and Discussion
4.1 Improvement of Students' Learning Attitude in Discourse Learning Based on Intertextuality Theory
4.1.1 Changes in Students' Emotion in Discourse Learning
4.1.2 Changes in Students' Cognition in Discourse Learning
4.1.3 Changes in Students' Learning Behavior in Discourse Learning
4.2 Improvement of Students' Reading and Writing Ability Based on Intertextuality Theory
4.2.1 Reading and Writing Ability between the Two Classes in the Pre-test
4.2.2 Reading and Writing Ability Between the Two Classes in the Post-test
Chapter Five Conclusion
5.1 Main Findings
5.1.1 Positive Changes of Students' Learning Attitude in English Discourse Learning
5.1.2 Progress of Students'Reading and Writing Ability Based on Intertextuality Theory
5.2 Implications
5.2.1 Implications for Teachers
5.2.2 Implications for Students
5.3 Limitations of the Research
5.4 Suggestions for Further Research
Bibliography
Appendices
Appendix 1:Questionnaire on Primary School Students'Attitudes towards English Discourse Learning(Pre-test)
Appendix 2:Questionnaire on Primary School Students'Attitudes towards English Discourse Learning(Post-test)
Appendix 3:Statistics of Test Results of Experimental Class and Comparative Class(Pre-test)
Appendix 4:Statistics of Test Results of Experimental Class and Comparative Class(Post-test)
Appendix 5:Examination Paper(Pre-test)
Appendix 6:Examination Paper(Post-test)
Appendix 7:Teaching Discourse
Appendix 8:English Composition Scoring Standard in Primary School
Publications During the Postgraduate Programme
本文编号：3787946
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Intertextuality Theory
2.2 Previous Research on Intertextuality
2.2.1 Previous Research Abroad
2.2.2 Previous Research at Home
2.3 Discourse and Discourse Teaching
2.4 Previous Research on English Discourse Teaching
2.5 Relevance Between Discourse Teaching and Intertextuality
2.6 Research on the Application of Intertextuality Theory to Discourse Teaching
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Variables
3.4 Research Instruments
3.4.1 Questionnaires
3.4.2 Tests
3.5 Research Procedure
3.6 The Implementation of Intertextuality Theory in English Discourse Classes in Primary School
Chapter Four Results and Discussion
4.1 Improvement of Students' Learning Attitude in Discourse Learning Based on Intertextuality Theory
4.1.1 Changes in Students' Emotion in Discourse Learning
4.1.2 Changes in Students' Cognition in Discourse Learning
4.1.3 Changes in Students' Learning Behavior in Discourse Learning
4.2 Improvement of Students' Reading and Writing Ability Based on Intertextuality Theory
4.2.1 Reading and Writing Ability between the Two Classes in the Pre-test
4.2.2 Reading and Writing Ability Between the Two Classes in the Post-test
Chapter Five Conclusion
5.1 Main Findings
5.1.1 Positive Changes of Students' Learning Attitude in English Discourse Learning
5.1.2 Progress of Students'Reading and Writing Ability Based on Intertextuality Theory
5.2 Implications
5.2.1 Implications for Teachers
5.2.2 Implications for Students
5.3 Limitations of the Research
5.4 Suggestions for Further Research
Bibliography
Appendices
Appendix 1:Questionnaire on Primary School Students'Attitudes towards English Discourse Learning(Pre-test)
Appendix 2:Questionnaire on Primary School Students'Attitudes towards English Discourse Learning(Post-test)
Appendix 3:Statistics of Test Results of Experimental Class and Comparative Class(Pre-test)
Appendix 4:Statistics of Test Results of Experimental Class and Comparative Class(Post-test)
Appendix 5:Examination Paper(Pre-test)
Appendix 6:Examination Paper(Post-test)
Appendix 7:Teaching Discourse
Appendix 8:English Composition Scoring Standard in Primary School
Publications During the Postgraduate Programme
本文编号：3787946
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