目前我國(guó)高等院校開(kāi)設(shè)的商務(wù)英語(yǔ)主要課程目標(biāo)是提高學(xué)生的商務(wù)英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)、譯五個(gè)方面,其中商務(wù)英語(yǔ)閱讀最為重要,也是歷來(lái)商務(wù)英語(yǔ)教學(xué)的重點(diǎn)。但是受傳統(tǒng)教學(xué)法的影響,我國(guó)商務(wù)英語(yǔ)閱讀教學(xué)的弊端逐漸暴露。教師過(guò)多的講解閱讀材料中的詞匯、語(yǔ)法和句型,而不能體現(xiàn)商務(wù)英語(yǔ)閱讀的特殊性,使學(xué)生無(wú)法提高其商務(wù)英語(yǔ)的應(yīng)用能力。圖式理論是一種心理學(xué)理論。圖式理論認(rèn)為,人們?cè)陂喿x過(guò)程中會(huì)將之前原有的知識(shí)和經(jīng)驗(yàn)構(gòu)成一個(gè)圖式,并將其應(yīng)用于現(xiàn)有的閱讀當(dāng)中。所以,閱讀從本質(zhì)上來(lái)說(shuō)是將已有的圖式與閱讀文本相結(jié)合的過(guò)程。相對(duì)于傳統(tǒng)教學(xué)法,圖式理論能夠從多個(gè)方面提高學(xué)生的商務(wù)英語(yǔ)閱讀能力,一定程度上彌補(bǔ)傳統(tǒng)教學(xué)法的弊端。首先筆者通過(guò)調(diào)查文獻(xiàn)資料闡述本次研究的理論基礎(chǔ)和前人的研究成果。然后運(yùn)用問(wèn)卷調(diào)查法分析目前商務(wù)英語(yǔ)閱讀教學(xué)的現(xiàn)狀。最后通過(guò)教學(xué)實(shí)驗(yàn)和訪(fǎng)談來(lái)驗(yàn)證圖式理論的有效性。本論文的研究問(wèn)題如下:（1）通過(guò)在實(shí)驗(yàn)班的商務(wù)英語(yǔ)閱讀教學(xué)中應(yīng)用圖式理論,學(xué)生的商務(wù)英語(yǔ)閱讀成績(jī)和水平能否得到有效提高?（2）相比于傳統(tǒng)的語(yǔ)法翻譯教學(xué)法,在商務(wù)英語(yǔ)閱讀教學(xué)中應(yīng)用圖式理論能否更有效地提高學(xué)生英語(yǔ)閱讀的興趣和自信心?本次研究選用... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：69 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 Structure of the Thesis
Chapter Two Literature Review
    2.1 Theoretical Basis
        2.1.1 Definition of Schema Theory
        2.1.2 Classification of Schema and Their Characteristics in Business EnglishReading
        2.1.3 Features of Schema
        2.1.4 Function of Schema Theory in Business English Reading
    2.2 Studies on Application of Schema Theory in English Reading
        2.2.1 Studies on Application of Schema Theory in English Reading Abroad
        2.2.2 Studies on Application of Schema Theory in English Reading at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Material
        3.3.1 Textbook
        3.3.2 BEC-Test
    3.4 Instruments
        3.4.1 Questionnaire
        3.4.2 Tests
        3.4.3 Interview
    3.5 Procedure
        3.5.1 Pre-questionnaire
        3.5.2 Pre-test
        3.5.3 Teaching Procedure in Experimental Class
        3.5.4 Teaching Procedure in Control Class
        3.5.5 Post-questionnaire
        3.5.6 Post-test
        3.5.7 Interview
Chapter Four Results and Discussion
    4.1 Comparison of Students’ Reading Acheivement and Level of BusinessEnglish in Two Classes
        4.1.1 Students’ Business English Reading Scores in Pre-test
        4.1.2 Comparison of Students’ Business English Reading Scores inExperimental Class in Pre-test and Post-test
        4.1.3 Comparison of Students’ Business English Reading Scores in ControlClass in Pre-test and Post-test
        4.1.4 Comparison of Business English Reading scores Between Experimentalclass and Control class in Post-test
        4.1.5 Discussion of Students’ Business English Reading Scores in Pre-testand Post-test
    4.2 Comparison of Students’ Interests and Confidence Before and After Research
        4.2.1 Changes of Students’ Interests and Confidence betweenPre-questionnaire and Post-questionnaire
        4.2.2 Students’ Performance of Business English Reading and Their AttitudeTowards Schema Theory in Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitation of the Study and Suggestions for Further Research
Bibliography
Appendix
    Appendix Ⅰ Pre-questionnaire
    Appendix Ⅱ Post-questionnaire
    Appendix Ⅲ Thesiss Published and Research Findings
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
[1]文化背景知識(shí)與高中英語(yǔ)閱讀教學(xué)探究[J]. 黃群.  中小學(xué)教學(xué)研究. 2011(07)
[2]改革開(kāi)放30年中國(guó)基礎(chǔ)外語(yǔ)教育的回顧與前景展望[J]. 王薔.  中小學(xué)外語(yǔ)教學(xué)(中學(xué)篇). 2009(02)
[3]圖示理論在第二語(yǔ)言閱讀中的作用和對(duì)課堂教學(xué)的啟示(英文)[J]. 董君,宋俊.  內(nèi)蒙古工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版). 2006(01)
[4]英語(yǔ)閱讀教學(xué)中激活背景知識(shí)的策略[J]. 余懷松,劉驍明.  中小學(xué)外語(yǔ)教學(xué)(中學(xué)篇). 2006(05)
[5]圖式理論與英語(yǔ)閱讀教學(xué)[J]. 馬宇.  基礎(chǔ)教育外語(yǔ)教學(xué)研究. 2004(09)
[6]圖式理論和中國(guó)外語(yǔ)教學(xué)研究的回顧與前瞻[J]. 韋漢,章柏成.  西安外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2004(03)
[7]我國(guó)閱讀理論研究的發(fā)展[J]. 姚喜明,梅曉宇.  山東外語(yǔ)教學(xué). 2003(06)
[8]圖式理論在L2閱讀理解中的運(yùn)用[J]. 崔雅萍.  外語(yǔ)教學(xué). 2002(05)
[9]圖式理論與閱讀教學(xué)[J]. 白靖宇.  山東外語(yǔ)教學(xué). 2000(02)
[10]試論圖式理論與閱讀教學(xué)[J]. 顧曄.  北京第二外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 1998(03)



本文編號(hào)：3238998