發(fā)布時間：2021-06-20 10:11

　　目前我國高等院校開設(shè)的商務(wù)英語主要課程目標(biāo)是提高學(xué)生的商務(wù)英語聽、說、讀、寫、譯五個方面,其中商務(wù)英語閱讀最為重要,也是歷來商務(wù)英語教學(xué)的重點。但是受傳統(tǒng)教學(xué)法的影響,我國商務(wù)英語閱讀教學(xué)的弊端逐漸暴露。教師過多的講解閱讀材料中的詞匯、語法和句型,而不能體現(xiàn)商務(wù)英語閱讀的特殊性,使學(xué)生無法提高其商務(wù)英語的應(yīng)用能力。圖式理論是一種心理學(xué)理論。圖式理論認(rèn)為,人們在閱讀過程中會將之前原有的知識和經(jīng)驗構(gòu)成一個圖式,并將其應(yīng)用于現(xiàn)有的閱讀當(dāng)中。所以,閱讀從本質(zhì)上來說是將已有的圖式與閱讀文本相結(jié)合的過程。相對于傳統(tǒng)教學(xué)法,圖式理論能夠從多個方面提高學(xué)生的商務(wù)英語閱讀能力,一定程度上彌補傳統(tǒng)教學(xué)法的弊端。首先筆者通過調(diào)查文獻資料闡述本次研究的理論基礎(chǔ)和前人的研究成果。然后運用問卷調(diào)查法分析目前商務(wù)英語閱讀教學(xué)的現(xiàn)狀。最后通過教學(xué)實驗和訪談來驗證圖式理論的有效性。本論文的研究問題如下:（1）通過在實驗班的商務(wù)英語閱讀教學(xué)中應(yīng)用圖式理論,學(xué)生的商務(wù)英語閱讀成績和水平能否得到有效提高?（2）相比于傳統(tǒng)的語法翻譯教學(xué)法,在商務(wù)英語閱讀教學(xué)中應(yīng)用圖式理論能否更有效地提高學(xué)生英語閱讀的興趣和自信心?本次研究選用... 

【文章來源】：山東師范大學(xué)山東省

【文章頁數(shù)】：69 頁

【學(xué)位級別】：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


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期刊論文
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