BEC（劍橋商務(wù)英語）是衡量一名高職院校商務(wù)英語專業(yè)學(xué)生專業(yè)英語水平的基本標(biāo)準(zhǔn)。在BEC考試中，閱讀部分往往是造成考試失利的主要因素。原因是在做閱讀試題時，很多學(xué)生只是孤立地去讀一個句子，甚至將閱讀的重點放在自己難以理解的個別單詞上，而不是去分析各語言單位之間的語義關(guān)系。從BEC考試閱讀題型設(shè)計可以看出，每一個閱讀材料是由一個個相互意義關(guān)聯(lián)的語篇構(gòu)成。如果在銜接理論指導(dǎo)下對高職商務(wù)英語專業(yè)學(xué)生的閱讀教學(xué)進(jìn)行實證研究，也許能夠發(fā)現(xiàn)一些改進(jìn)閱讀教學(xué)的技巧和方法。 文章的實證研究基于一個大膽的假設(shè)：將閱讀學(xué)習(xí)策略聚焦于整體語篇的謀篇機制——銜接，就可以大大提升高職院校商務(wù)英語專業(yè)學(xué)生的閱讀效果和理解能力。本研究從某高職院校商務(wù)英語專業(yè)二年級2個自然班級中各抽取30人（共60名學(xué)生）為研究對象，將其分為控制組和實驗組，進(jìn)行實證研究，歷時一個學(xué)期。在控制組實施傳統(tǒng)的閱讀教學(xué)方法，在實驗組采用銜接理論指導(dǎo)下的閱讀教學(xué)，主要聚焦于以下三個問題的研究：運用銜接理論指導(dǎo)商務(wù)英語閱讀教學(xué)是否有助于高職學(xué)生形成積極主動的閱讀學(xué)習(xí)態(tài)度？是否有助于高職學(xué)生掌握語篇的整體意義？是否有助于提升高職學(xué)生在BEC（中級...

【文章頁數(shù)】：102 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
CONTENTS
Chapter 1 Introduction
    1.1 Research background
    1.2 Research objectives and significance
    1.3 Framework of the thesis
Chapter2 Literature Review
    2.1 Studies on reading comprehension teaching
        2.1.1 From the perspective of tradition
        2.1.2 From the perspective of Cognitive Psychology
        2.1.3 From the perspective of Interaction
    2.2 Studies on business English reading teaching
        2.2.1 From the perspective of Schema theory
        2.2.2 From the perspective of Relevance theory
    2.3 Cohesion theory
        2.3.1 Grammatical cohesion
        2.3.2 Lexical cohesion
        2.3.3 Explicit and implicit cohesion
Chapter 3 Research Methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 The questionnaires
        3.3.2 The reading competence tests
            3.3.2.1 Pre-test
            3.3.2.2 Post-test
    3.4 Procedures
    3.5 Application of cohesion theory in BE reading teaching
        3.5.1 The use of grammatical cohesion in reading teaching
        3.5.2 The use of lexical cohesion in reading teaching
Chapter 4 Results and Discussion
    4.1 Results and discussion of the questionnaires
        4.1.1 AComparison between the questionnaire in EG and CG
        4.1.2 Acomparison between the pre-and post-questionnaires in EG
        4.1.3 The open-ended questions in the post-questionnaire
        4.1.4 Analysis of the students’attitudes towards BE reading learning
    4.2 Results and discussion of the BEC（V） reading tests
        4.2.1 Comparison of the pre-tests results between EG and CG
        4.2.2 Comparison of the post-tests results between EG and CG
        4.2.3 Comparison between pre-test and post-test results within each group
Chapter 5 Conclusion
    5.1 Major findings of the study
    5.2 Implication
    5.3 Limitations of the research and suggestions for further study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻讀碩士學(xué)位期間主要科研成果
Acknowledgements



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