本文關(guān)鍵詞： 詞匯銜接 語篇的銜接 初中英語閱讀 應用研究　出處：《南京師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：近三十多年來,在英語閱讀教學領(lǐng)域,詞匯銜接理論作為語篇銜接理論的分支備受大家的關(guān)注。詞匯銜接理論認為學生通過查找詞匯銜接的方式,理解詞與詞之間、句與句之間及段落與段落之間的語義關(guān)系并提高閱讀能力。韓禮德和哈桑提出詞匯銜接是語義的聯(lián)系；霍依認為詞匯重復模式是語篇銜接的最主要的方式。本研究以韓禮德和哈桑的詞匯銜接理論為基礎(chǔ),以霍依的詞匯重復模式為理論框架,嘗試將詞匯銜接理論應用于初三英語閱讀教學中,驗證詞匯銜接理論是否對提高初三學生英語閱讀能力有效；筆者還通過問卷調(diào)查及訪談,觀察初三學生閱讀態(tài)度的變化及教師教學方式的變化,進一步研究詞匯銜接理論怎樣提高初三學生的閱讀能力和教師的教學水平。本研究選取了我教的初三兩個自然班為實驗班和控制班,以初三期中測試成績?yōu)榍皽y,兩個班級各分數(shù)段的人數(shù)及英語均分基本一致；以期末考試的成績?yōu)楹鬁y。本人通過對收集的數(shù)據(jù)進行描述性分析及配對檢驗統(tǒng)計分析發(fā)現(xiàn)：實驗班學生的閱讀成績明顯高于控制班學生2分。實驗班的閱讀成績與控制班的閱讀成績Sig.為0.003,小于0.005有顯著性的差異；在閱讀理解能力的考查方面,實驗班和控制班在簡單的細節(jié)、簡單的主旨上沒有明顯的差異,但在復雜的推理及主題的綜合上實驗班正確率明顯高于控制班15%。本研究通過對實驗班的學生進行問卷調(diào)查及訪談,發(fā)現(xiàn)實驗班的學生對于詞匯銜接提高學生的閱讀能力持肯定態(tài)度的有79%。他們還認為在閱讀中增加了語篇意識,對復雜的推理和主題的綜合很有把握。本研究還對本校的教師進行問卷調(diào)查及訪談,發(fā)現(xiàn)70%的教師認為英語閱讀中需要詞匯銜接的講解,詞匯銜接理論對提高閱讀教學有效。通過詞匯銜接應用到閱讀教學筆者教學水平得到提高。本研究將詞匯銜接理論應用于初三英語閱讀教學,證實詞匯銜接理論應用于閱讀教學中能夠提高學生的英語閱讀理解水平。這為今后改進初中英語閱讀教學、提高初中生閱讀能力提供新的思路。
[Abstract]:For more than 30 years, lexical cohesion theory, as a branch of discourse cohesion theory, has attracted much attention in the field of English reading teaching. Understanding the semantic relationship between words, sentences and paragraphs, and improving reading ability. Halliday and Hasan put forward that lexical cohesion is a semantic link; This study is based on Halliday and Hasan's theory of lexical cohesion and takes Hoy's pattern of lexical repetition as the theoretical framework. This paper attempts to apply lexical cohesion theory to the teaching of English reading in grade three to verify whether the theory of lexical cohesion is effective in improving students' English reading ability. The author also through questionnaires and interviews to observe the third grade students' reading attitude changes and teachers' teaching style changes. Further study the vocabulary cohesion theory how to improve the students' reading ability and teachers' teaching level. This study selects the two natural classes as the experimental class and the control class. Taking the grade of the third term test as the pre-test, the number of students in each grade and the average score of English in the two classes were basically the same. The final examination results were taken as the post-test. Through the descriptive analysis of the collected data and the statistical analysis of the paired test, I found that:. The reading scores of the students in the experimental class were significantly higher than those in the control class. The reading scores of the experimental class and the control class were significantly higher than that of the control class, and the reading scores of the experimental class and the control class were 0.003. There was significant difference under 0.005; There is no significant difference between the experimental class and the control class in terms of simple details and simple gist in the examination of reading comprehension. However, the correct rate of the experimental class is significantly higher than that of the control class in complex reasoning and topic synthesis. This study conducted a questionnaire survey and interviews with the students in the experimental class. It is found that 79 students in the experimental class have a positive attitude towards vocabulary cohesion to improve students' reading ability. They also believe that discourse awareness is increased in reading. This study also conducted a questionnaire survey and interviews among teachers in our school and found that 70% of the teachers believed that lexical cohesion was needed in English reading. Lexical cohesion theory is effective in improving reading teaching. The author's teaching level is improved by applying lexical cohesion to reading teaching. The present study applies lexical cohesion theory to English reading teaching in junior high school. It is proved that the application of lexical cohesion theory in reading teaching can improve students' reading comprehension, which provides a new idea for improving junior high school English reading teaching and improving junior high school students' reading ability.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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