閱讀是從語音、詞匯、句法、語義等層面不斷提取和整合文本信息的過程。語法知識能夠幫助讀者準(zhǔn)確理解句子意義,把握篇章銜接手段,因此在閱讀理解的過程中起著至關(guān)重要的作用。近年來,越來越多的研究者提出語法知識可以進(jìn)一步劃分為顯性、隱性兩種不同的維度,并對顯性及隱性語法知識的概念、區(qū)別和測量方式等諸多問題進(jìn)行了探討,但這兩種語法知識在二語閱讀理解中的作用至今卻鮮有研究涉及。因此,本研究擬探討顯性、隱性語法知識與高中生英語閱讀理解能力的相關(guān)關(guān)系,重點關(guān)注以下三個問題:（1）當(dāng)前高中生顯性及隱性語法知識的總體水平如何?（2）顯性及隱性語法知識與閱讀理解能力的關(guān)系如何?（3）導(dǎo)致兩者對閱讀理解能力的影響可能存在差異的原因是什么?針對上述問題,本研究選取了南京市某重點高中的86名高二學(xué)生為研究對象,先后進(jìn)行了詞匯量測試、元語言知識測試、非限時語法判斷、限時語法判斷及兩次限時閱讀理解測試,分別測量受試的詞匯水平、顯性語法知識、隱性語法知識及閱讀理解能力。在閱讀理解測試中,閱讀題型包含細(xì)節(jié)搜尋、推理判斷、詞義猜測以及主旨大意四個類別,用以測量受試相應(yīng)的閱讀理解子技能。在對收集的測試和訪談數(shù)據(jù)進(jìn)行分析后發(fā)現(xiàn):... 

【文章來源】：南京師范大學(xué)江蘇省 211工程院校

【文章頁數(shù)】：111 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Reading Comprehension Ability
        2.1.1 Definitions of Reading Comprehension Ability
        2.1.2 Components of Reading Comprehension Ability
        2.1.3 Major Factors Affecting Reading Comprehension Ability
            2.1.3.1 Vocabulary Knowledge
            2.1.3.2 Grammatical Knowledge
    2.2 Implicit Knowledge and Explicit Knowledge
        2.2.1 Definitions of Implicit Knowledge and Explicit Knowledge
        2.2.2 Interface between Implicit Knowledge and Explicit Knowledge
        2.2.3 Measurements of IGK and EGK
    2.3 Implicit and Explicit Grammatical Knowledge in L2 Learning
        2.3.1 Relationship between IGK,EGK and L2 Proficiency
        2.3.2 Relationship between IGK,EGK and Reading Comprehension
    2.4 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Vocabulary Test
        3.3.2 IGK Test
        3.3.3 EGK Test
        3.3.4 Reading Comprehension Test
        3.3.5 Interview
    3.4 Research Procedure
        3.4.1 Pilot Study
        3.4.2 Formal Study
    3.5 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 EGK and IGK of Senior High School Students
        4.1.1 Descriptive Statistics of Grammatical Knowledge Tests
        4.1.2 Discussion of High School Students’EGK and IGK
    4.2 Relationship between EGK,IGK and Reading Comprehension Ability
        4.2.1 Correlation between Vocabulary,Grammatical knowledge and Reading Comprehension
        4.2.2 Effects of EGK and IGK on Reading Comprehension Ability
        4.2.3 Discussion of the Relationship between EGK,IGK and Reading Comprehension Ability
    4.3 Factors Influencing the Contributions of EGK and IGK to Reading Comprehension Ability
        4.3.1 Descriptive Statistics of Reading Comprehension Skills
        4.3.2 Correlation between EGK,IGK and Reading Comprehension Skills
        4.3.3 Discussion of the Relationship between EGK,IGK and Reading Comprehension Skills
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions
References
Appendix Ⅰ Vocabulary Levels Test
Appendix Ⅱ Implicit Grammatical Knowledge Test
Appendix Ⅲ Listening Materials of Timed Grammatical Judgement Task
Appendix Ⅳ Explicit Grammatical Knowledge Test
Appendix Ⅴ Results of Pilot Study One
Appendix Ⅵ Reading Comprehension Test
Appendix Ⅶ Interview Outline
Acknowledgements


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博士論文
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