發(fā)布時(shí)間：2021-11-04 05:20

　　語(yǔ)篇分析理論認(rèn)為,語(yǔ)言學(xué)習(xí)不應(yīng)局限于單詞和句子層面,而應(yīng)把語(yǔ)篇作為整體進(jìn)行學(xué)習(xí)。從語(yǔ)篇的角度出發(fā),讀者能夠更好地理解作者的語(yǔ)言體系和文章的組織結(jié)構(gòu),從而準(zhǔn)確地把握作者的意圖。然而,當(dāng)前基于語(yǔ)篇分析理論的初中英語(yǔ)閱讀教學(xué)現(xiàn)狀卻不甚樂(lè)觀,還有很多方面需要提升。本研究從語(yǔ)篇分析理論應(yīng)用于英語(yǔ)閱讀教學(xué)的角度出發(fā),采用問(wèn)卷調(diào)查、訪談、課堂觀察及測(cè)試等形式對(duì)杭州市清河實(shí)驗(yàn)學(xué)校的初中英語(yǔ)閱讀教學(xué)進(jìn)行研究考察語(yǔ)篇分析理論在初中英語(yǔ)閱讀課堂中的應(yīng)用情況及對(duì)學(xué)生閱讀理解的影響,探討初中英語(yǔ)教師在閱讀教學(xué)中如何加強(qiáng)語(yǔ)篇分析理論的應(yīng)用來(lái)提高學(xué)生的閱讀理解能力。本研究試圖解決以下三個(gè)問(wèn)題:（1）初中英語(yǔ)教師應(yīng)用哪些語(yǔ)篇分析知識(shí)來(lái)指導(dǎo)閱讀教學(xué)?（2）初中英語(yǔ)教師如何應(yīng)用語(yǔ)篇分析理論進(jìn)行閱讀教學(xué)?（3）從語(yǔ)篇分析的角度看,影響學(xué)生閱讀理解的主要因素有哪些?研究結(jié)果表明,教師雖使應(yīng)用語(yǔ)篇分析理論指導(dǎo)閱讀教學(xué),但并不系統(tǒng);教師在教學(xué)中側(cè)重于對(duì)詞匯、句子及段落結(jié)構(gòu)的講解,忽視了對(duì)體裁、篇章模式、銜接手段及語(yǔ)境的講解。學(xué)生的閱讀理解程度受其語(yǔ)篇知識(shí)影響,影響學(xué)生閱讀理解的主要因素有體裁及篇章模式、銜接手段和語(yǔ)境。因此,初中... 

【文章來(lái)源】：杭州師范大學(xué)浙江省

【文章頁(yè)數(shù)】：101 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Reading and Teaching of Reading
        2.1.1 Reading and Reading Process
        2.1.2 Teaching of Reading
    2.2 Discourse Analysis
        2.2.1 Definition of Discourse
        2.2.2 Definition of Discourse Analysis
        2.2.3 Discourse Analysis at Macro-level
        2.2.4 Discourse Analysis at Micro-level
    2.3 Relevant Studies on Teaching of English Reading in Middle Schools
        2.3.1 Relevant Studies Abroad
        2.3.2 Relevant Studies at Home
CHAPTER THREE RESEARCH DESIGN
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Classroom Observation
        3.3.4 Test
    3.4 Procedure
    3.5 Date Collection
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Analysis of Questionnaire for English Teachers
    4.2 Analysis of Interview
    4.3 Analysis of Classroom Observation
        4.3.1 Analysis of Reading Material
        4.3.2 Mr. Zhang’s Reading Class
        4.3.3 Miss Xie’s Reading Class
        4.3.4 The Comparison between Mr. Zhang’s Class and Miss Xie’s Class
    4.4 Analysis of Questionnaire for Students
    4.5 Analysis of Test
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study and Suggestions for Further Study
REFERENCES
中文參考文獻(xiàn)
APPENDICES
    Appendix Ⅰ:Questionnaire for English Teachers
    Appendix Ⅱ:Questions in Interview
    Appendix Ⅲ:Records of Classroom Observation
    Appendix Ⅳ:Questionnaire for Students
    Appendix Ⅴ:English Reading Comprehension for Students
    Appendix Ⅵ:Reading Material
ACKNOWLEDGEMENTS



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