閱讀是英語(yǔ)語(yǔ)言能力中最重要和最基礎(chǔ)的部分,同時(shí)也是英語(yǔ)學(xué)習(xí)者重要的語(yǔ)言輸入渠道,大量的有意義的語(yǔ)言輸入會(huì)對(duì)學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)產(chǎn)生很大的影響,因此確保學(xué)生在有意義的語(yǔ)境中學(xué)習(xí)是很重要的。在學(xué)生語(yǔ)言學(xué)習(xí)初期培養(yǎng)語(yǔ)言學(xué)習(xí)者的閱讀素養(yǎng)會(huì)對(duì)學(xué)生未來(lái)的語(yǔ)言發(fā)展產(chǎn)生深遠(yuǎn)而持久的影響。近年來(lái),英語(yǔ)閱讀在小學(xué)課程中不斷地受到重視,然而小學(xué)英語(yǔ)課程中的英語(yǔ)閱讀素養(yǎng)培養(yǎng)仍然無(wú)法令人滿意。而閱讀材料的選擇就是這些困難的其中之一。根據(jù)圖式理論,認(rèn)知發(fā)展理論和輸入假說(shuō)理論,筆者發(fā)現(xiàn)英文繪本符合兒童語(yǔ)言學(xué)習(xí)者的心理發(fā)展和需求。繪本中有趣味的插圖能激發(fā)起兒童存儲(chǔ)于大腦中的圖式,在圖片的幫助下,能夠更全面的理解文字。繪本中圖畫和文字的相輔相成不僅能夠幫助兒童們更全面的理解故事,而且能培養(yǎng)兒童的語(yǔ)言能力發(fā)展。因此,本研究的目的就是探索英文繪本對(duì)小學(xué)4年級(jí)學(xué)生英語(yǔ)閱讀素養(yǎng)的影響。為了解決研究問(wèn)題,作者在研究工具的輔助下運(yùn)用文獻(xiàn)分析和數(shù)據(jù)分析的方法開(kāi)展實(shí)驗(yàn)。該教學(xué)實(shí)驗(yàn)持續(xù)了3個(gè)月。筆者選取了大學(xué)同學(xué)執(zhí)教的新世紀(jì)小學(xué)的86名小學(xué)4年級(jí)學(xué)生為實(shí)驗(yàn)對(duì)象,并且隨機(jī)分成實(shí)驗(yàn)組和對(duì)照組。在實(shí)驗(yàn)過(guò)程中,對(duì)實(shí)驗(yàn)班進(jìn)行英語(yǔ)繪本教學(xué),而控制班進(jìn)行... 

【文章頁(yè)數(shù)】：76 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the research
    1.2 Significance of the research
    1.3 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Picture books
        2.1.1 Definitions of picture books
        2.1.2 Features of English picture books
        2.1.3 Functions of English picture books on language development
    2.2 Definitions of reading
    2.3 Definitions of reading literacy
    2.4 Studies on picture books
        2.4.1 Studies on picture books abroad
        2.4.2 Studies on picture books at home
    2.5 Theoretical foundations for English picture books reading
        2.5.1 Cognitive development theory
        2.5.2 Schema theory
        2.5.3 Input hypothesis
CHAPTER THREE METHODOLOGY
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Reading tests
        3.3.3 English picture books
    3.4 Research procedures
        3.4.1 Preparation stage
        3.4.2 Implementation stage
        3.4.3 Summary stage
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 Results and discussions of pupils' reading status
    4.2 Results and discussions from pupils' English reading preferences
    4.3 Results and discussions from pupils' English reading attitudes
    4.4 Results and discussions of tests
        4.4.1 Analysis of the pretest
        4.4.2 Analysis of posttest
CHAPTER FIVE CONCLUSION
    5.1 Major findings
    5.2 Pedagogical Implications
    5.3 Limitations and suggestions
Bibliography
Appendixes
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
攻讀碩士學(xué)位期間取得的研究成果



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