【摘要】：閱讀歷來被認為是可理解性輸入的主要來源之一,它在二語習得中發(fā)揮著重要的作用。而真實的閱讀材料能給學習者提供真實的語言環(huán)境,讓其接觸到最地道的目的語文化,這是非真實性材料不能給予的。然而,縱觀當今國內(nèi)高中英語閱讀教材,大都是為適應(yīng)第二語言學習而設(shè)計的改編過的材料,無不缺乏真實性、趣味性。本項研究從克拉申的語言輸入理論入手,結(jié)合泛讀理論和真實性理論,擬通過在高中英語泛讀教學中分別使用真實和非真實材料閱讀訓練的對比來驗證三個假設(shè)：(1)真實性材料在中學英語課堂中是否具有可實施性；(2)閱讀真實性材料能否有效地激發(fā)學習動機,增強學習興趣；(3)通過真實性材料的閱讀能否提高閱讀理解水平。本實驗研究的被試是來自52名高二年級英語水平為中等偏上的學生,隨機分為實驗組和控制組。在為期十周的實驗過程中,課內(nèi)外,作者控制了自變量即閱讀材料,實驗組被試只閱讀真實性材料,而控制組被試只閱讀非真實性材料。實驗過程中,作者從前測、后測和訪談中收集數(shù)據(jù),并從學生讀書報告中獲取有價值信息。實驗前兩組被試的英語水平無明顯差異,但經(jīng)過十周的閱讀訓練,結(jié)果顯示：實驗組被試的閱讀興趣和閱讀動機增強了,并且閱讀理解能力也有增強,從而驗證并支持了上述的三個假設(shè)。作者相信：此項研究在中學英語泛讀教學中,具有一定的理論價值和實踐意義。
[Abstract]:Reading has always been regarded as one of the main sources of comprehensible input, which plays an important role in second language acquisition. Real reading materials can provide learners with a real language environment and expose them to the most authentic target language culture, which can not be given by non-authentic materials. However, throughout the domestic senior high school English reading textbooks, most of the materials designed to adapt to second language learning are lack of authenticity and interest. This study begins with Krashen's theory of language input and combines the theory of extensive reading with the theory of authenticity. This paper intends to verify three hypotheses by comparing the use of real and non-real reading training in high school English extensive reading teaching: (1) whether the authentic material is implementable in the middle school English classroom; (2) whether the reading authenticity material can effectively stimulate the learning motivation and enhance the learning interest; (3) whether the reading of the authentic material can improve the reading comprehension level. The subjects of this study were 52 middle-grade English students who were randomly divided into experimental group and control group. During the 10-week experiment, the author controlled the independent variable, that is, the reading material, while the experimental group only read the authentic material, while the control group only read the non-authentic material. In the course of the experiment, the author collected data from previous tests, post-tests and interviews, and obtained valuable information from the students' reading reports. There was no significant difference in English proficiency between the two groups before the experiment. However, after 10 weeks of reading training, the results showed that the reading interest and motivation of the subjects in the experimental group were increased, and the reading comprehension ability was also enhanced. The above three hypotheses are validated and supported. The author believes that this study has certain theoretical and practical significance in English extensive reading teaching in middle schools.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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