閱讀是二語習(xí)得中最重要的基本途徑之一。英語閱讀的教學(xué)與研究一直備受關(guān)注。積極的英語閱讀態(tài)度對(duì)英語學(xué)習(xí)起著促進(jìn)的作用。然而,英語專業(yè)學(xué)生對(duì)英語經(jīng)典文學(xué)作品的閱讀態(tài)度卻遠(yuǎn)非樂觀。翻轉(zhuǎn)課堂作為一種新的教學(xué)模式,將教學(xué)從以教師為中心轉(zhuǎn)變?yōu)橐詫W(xué)生為中心,能否促進(jìn)英語專業(yè)學(xué)生對(duì)英國(guó)文學(xué)經(jīng)典作品的閱讀態(tài)度還值得探索。本研究以閱讀三元論為理論框架,采用定量和定性相結(jié)合的混合方法,選取30名來自東北某外國(guó)語大學(xué)英語專業(yè)大一新生為參與者,以問卷調(diào)查、學(xué)習(xí)日志和半結(jié)構(gòu)化訪談為研究工具,旨在探討翻轉(zhuǎn)課堂對(duì)學(xué)生英語閱讀態(tài)度產(chǎn)生的影響及其影響因素。研究發(fā)現(xiàn),學(xué)生的整體閱讀態(tài)度在學(xué)期初處于中等水平,其中認(rèn)知、情感、意動(dòng)態(tài)度也均處于中等以上;翻轉(zhuǎn)課堂實(shí)施后,學(xué)生的英語閱讀態(tài)度有所提高。最后,翻轉(zhuǎn)課堂模式下英語閱讀態(tài)度受學(xué)生個(gè)體方面的英語水平、閱讀習(xí)慣和學(xué)習(xí)經(jīng)歷、自我效能感、課前準(zhǔn)備;教師方面對(duì)任務(wù)類型的設(shè)置,閱讀材料的選擇;還受師生的支架作用和其他課程壓力的影響。本研究的結(jié)果將有利于英語專業(yè)閱讀教學(xué)的進(jìn)一步發(fā)展,是對(duì)閱讀態(tài)度理論的合理補(bǔ)充;本研究還將為開展翻轉(zhuǎn)課堂的教學(xué)提供參考。

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
abstract
摘要
ACKNOWLEDGEMENTS
ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research background
    1.2 Significance of the research
    1.3 Objectives of the research
    1.4 Overall structure of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Reading attitudes
        2.1.1 Definition of reading attitudes
        2.1.2 Tri-components view of reading attitudes theory
        2.1.3 Previous studies on reading attitudes
    2.2 The flipped classroom
        2.2.1 Definition of the FC
        2.2.2 Previous studies on the FC
    2.3 Gaps in previous studies
    2.4 The course in the FC model in this research
        2.4.1 Introduction to the course and textbook
        2.4.2 Introduction to the extra curriculum reading assignment
        2.4.3 Procedures of the FC
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Learning journals
        3.3.3 Semi-structured interviews
    3.4 Data collection
        3.4.1 Data collection through the questionnaires
        3.4.2 Data collection through the learning journals
        3.4.3 Data collection through the semi-structured interviews
    3.5 Data analysis
        3.5.1 Analysis of the questionnaires
        3.5.2 Analysis of the learning journals
        3.5.3 Analysis of the semi-structured interviews
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 The status quo of the students’ reading attitudes before the FC
    4.2 The students’ reading attitudes during and after the FC
        4.2.1 The changes between two questionnaires
        4.2.2 The changes of the students’ reading attitudes in learning journals
    4.3 The influencing factors of the reading attitudes in the FC
CHAPTER FIVE CONCLUSION
    5.1 Research findings
        5.1.1 The medium level of the students’ reading attitudes before the FC
        5.1.2 The improvement of the English Majors’ reading attitudes during theFC
        5.1.3 Students’ individual factors and teachers’ factors influencing students’reading attitudes in the FC
    5.2 Research implications
        5.2.1 Implications for the teaching of English reading
        5.2.2 Implications to flipped classroom
        5.2.3 Implications of teachers’ guidance on students
    5.3 Research limitations
    5.4 Recommendations for further research
    5.5 Summary
REFERENCES
APPENDIX
    APPENDIX Ⅰ
    APPENDIX Ⅱ
    APPENDIX Ⅲ
    APPENDIX IV
    APPENDIX Ⅴ
    APPENDIX Ⅵ
    APPENDIX Ⅶ
    APPENDIX Ⅷ
    APPENDIX Ⅸ



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