语篇衔接与连贯理论在高中英语阅读教学中的应用研究
发布时间：2024-03-03 07:37
众所周知,语篇阅读是阅读的最常见形式之一。对于高中英语阅读教学,语篇阅读不仅需要词汇和语法,还需要语篇知识和阅读策略。衔接与连贯既是语篇知识,又涉及阅读策略。作为语篇的基本语义特征,衔接与连贯对于解读和建构语篇极其重要。然而,当前英语阅读教学总是被模式化:第一课时,老师提出阅读问题,学生通过扫读和查读寻找单句回答问题。第二课时,教师从文本中挑选出个别单词或者语法来进行所谓的知识点讲解。阅读教学仅限于孤立的句子、单词和语法的学习,学生难以获得衔接和连贯的语篇理解。这是典型的碎片化阅读教学。而事实上,衔接和连贯是重要的语篇知识,识别和理解他们又是不可或缺的阅读策略。因此我们的阅读教学不应该局限于学习单句层面的词汇和语法,而是应该通过分析语篇的衔接和连贯,从而使理解上升到语篇层面,以便于学生获得整体、充分和连贯的解读。长期以来,衔接和连贯的研究多集中在理论的扩展。虽然学者们在利用衔接和连贯理论指导教学上做出了深入的研究,但在教学实践中,应用语篇衔接与连贯理论指导高中英语阅读教学,具体效果还不够清晰。作者在信阳市第一高级中学开展了为期18周的教学实验。120名高三学生参加了这项研究。高三(2)...
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.1.1 Requirements of Senior High School English Curriculum Standard
1.1.2 Requirements for English College Entrance Examination
1.2 Statement of the Problems
1.2.1 Reading for Language Points
1.2.2 Reading for Fragmentation Information
1.2.3 Reading for Testing Reading Comprehension
1.3 Objectives of the Study
1.4 Significance of the Study
1.4.1 Theoretical Significance
1.4.2 Practical Significance
1.4.2.1 To Improve Students’Ability of Text Interpretation
1.4.2.2 To Cultivate Strategic Readers
1.5 Layout of the Thesis
Chapter 2 Literature Review
2.1 Literature Review on Textual Cohesion and Coherence Abroad
2.1.1 Literature Review on Cohesion abroad
2.1.2 Literature Review on Coherence abroad
2.2 Literature Review on Textual Cohesion and coherence at home
2.2.1 Literature Review on Cohesion at home
2.2.2 Literature Review on Coherence at home
2.3 Literature Review on Applying Cohesion and Coherence Theory to English readingTeaching
2.3.1 Studies on Applying Cohesion and Coherence Theory to English ReadingTeaching abroad
2.3.2 Studies on Applying Cohesion and Coherence Theory to English Reading athome
2.4 A Historical Overview of Reading Models
2.4.1 Bottom-up Reading Model
2.4.2 Top-down Reading Model
2.4.3 Interactive Reading Model
2.4.4 Schema Based Reading Model
Chapter 3 Theoretical Foundation
3.1 Definitions of Cohesion and Coherence
3.2 Characteristics of Cohesion and Coherence
3.3 Devices of Textual Cohesion and Coherence
3.3.1 Reference
3.3.2 Structural Cohesion
3.3.3 Conjunction
3.3.4 Lexical Cohesion
3.3.5 Theme－Rheme Structure
3.3.6 Text Structure
3.4 Four Elements Affecting Reading Process
Chapter 4 Experimental Design
4.1 Experiment Questions
4.2 Subjects
4.3 Data Collection Instruments
4.3.1Think-aloud Protocols
4.3.2 Questionnaire
4.3.3 Reading Comprehension Tests
4.3.4 Data Analysis Tools
4.4 Experimental Procedures
4.4.1 The Overall Experimental Procedures
4.4.2 The Specific Experimental Procedures
4.4.2.1 Procedures of Think-aloud Protocols
4.4.2.2 Procedures of Questionnaire
4.4.2.3 Procedures of Reading Comprehension Tests
Chapter 5 The Application of Cohesion an coherence Theory to ReadingTeaching
5.1 Basic Framework of Instructional Design
5.2 The Stages of Application
5.2.1 The Stage of Introduction
5.2.2 The Stage of Training
5.3 The Specific Teaching Cases
5.3.1 Teaching Case1 at the Introducing Stage
5.3.2 Teaching Case2 at the Introduction Stage
5.3.3 Teaching Case1 at the Training Stage
5.3.4 Teaching Case2 at the Training Stage
Chapter 6 Research Results and Analysis
6.1 Analysis of Think-aloud Protocols
6.1.1 Analysis of Results from Think-aloud Protocols Before Experiment
6.1.2 Analysis of Results from Think-aloud Protocols After Experiment
6.2 Analysis of Questionnaire results
6.3 Statistic Analysis of Testing Reading Comprehension
6.3.1 Statistic Analysis of Testing Reading Comprehension Before Experiment
6.3.2 Statistic Analysis of Testing Reading Comprehension After Experiment
Chapter 7 Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Research
7.4 Recommendations for Future Research
Bibliography
Appendix A：Reading Material in Think-aloud Protocol Experiment
Appendix B：Reading Comprehension Test before Experiment
Appendix C：Reading Comprehension Test after Experiment
Appendix D: Questionnaire
Appendix E：Results of Questionnaire before Experiment
Appendix F：Results of Questionnaire after Experiment
Appendix G：Scores of Reading Comprehension Tests before and after Experiment
本文编号：3917454
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.1.1 Requirements of Senior High School English Curriculum Standard
1.1.2 Requirements for English College Entrance Examination
1.2 Statement of the Problems
1.2.1 Reading for Language Points
1.2.2 Reading for Fragmentation Information
1.2.3 Reading for Testing Reading Comprehension
1.3 Objectives of the Study
1.4 Significance of the Study
1.4.1 Theoretical Significance
1.4.2 Practical Significance
1.4.2.1 To Improve Students’Ability of Text Interpretation
1.4.2.2 To Cultivate Strategic Readers
1.5 Layout of the Thesis
Chapter 2 Literature Review
2.1 Literature Review on Textual Cohesion and Coherence Abroad
2.1.1 Literature Review on Cohesion abroad
2.1.2 Literature Review on Coherence abroad
2.2 Literature Review on Textual Cohesion and coherence at home
2.2.1 Literature Review on Cohesion at home
2.2.2 Literature Review on Coherence at home
2.3 Literature Review on Applying Cohesion and Coherence Theory to English readingTeaching
2.3.1 Studies on Applying Cohesion and Coherence Theory to English ReadingTeaching abroad
2.3.2 Studies on Applying Cohesion and Coherence Theory to English Reading athome
2.4 A Historical Overview of Reading Models
2.4.1 Bottom-up Reading Model
2.4.2 Top-down Reading Model
2.4.3 Interactive Reading Model
2.4.4 Schema Based Reading Model
Chapter 3 Theoretical Foundation
3.1 Definitions of Cohesion and Coherence
3.2 Characteristics of Cohesion and Coherence
3.3 Devices of Textual Cohesion and Coherence
3.3.1 Reference
3.3.2 Structural Cohesion
3.3.3 Conjunction
3.3.4 Lexical Cohesion
3.3.5 Theme－Rheme Structure
3.3.6 Text Structure
3.4 Four Elements Affecting Reading Process
Chapter 4 Experimental Design
4.1 Experiment Questions
4.2 Subjects
4.3 Data Collection Instruments
4.3.1Think-aloud Protocols
4.3.2 Questionnaire
4.3.3 Reading Comprehension Tests
4.3.4 Data Analysis Tools
4.4 Experimental Procedures
4.4.1 The Overall Experimental Procedures
4.4.2 The Specific Experimental Procedures
4.4.2.1 Procedures of Think-aloud Protocols
4.4.2.2 Procedures of Questionnaire
4.4.2.3 Procedures of Reading Comprehension Tests
Chapter 5 The Application of Cohesion an coherence Theory to ReadingTeaching
5.1 Basic Framework of Instructional Design
5.2 The Stages of Application
5.2.1 The Stage of Introduction
5.2.2 The Stage of Training
5.3 The Specific Teaching Cases
5.3.1 Teaching Case1 at the Introducing Stage
5.3.2 Teaching Case2 at the Introduction Stage
5.3.3 Teaching Case1 at the Training Stage
5.3.4 Teaching Case2 at the Training Stage
Chapter 6 Research Results and Analysis
6.1 Analysis of Think-aloud Protocols
6.1.1 Analysis of Results from Think-aloud Protocols Before Experiment
6.1.2 Analysis of Results from Think-aloud Protocols After Experiment
6.2 Analysis of Questionnaire results
6.3 Statistic Analysis of Testing Reading Comprehension
6.3.1 Statistic Analysis of Testing Reading Comprehension Before Experiment
6.3.2 Statistic Analysis of Testing Reading Comprehension After Experiment
Chapter 7 Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Research
7.4 Recommendations for Future Research
Bibliography
Appendix A：Reading Material in Think-aloud Protocol Experiment
Appendix B：Reading Comprehension Test before Experiment
Appendix C：Reading Comprehension Test after Experiment
Appendix D: Questionnaire
Appendix E：Results of Questionnaire before Experiment
Appendix F：Results of Questionnaire after Experiment
Appendix G：Scores of Reading Comprehension Tests before and after Experiment
本文编号：3917454
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