作為一項(xiàng)重要的語(yǔ)言技能,閱讀在英語(yǔ)學(xué)習(xí)中占有重要地位。英語(yǔ)閱讀能力的提高不僅能為聽(tīng)說(shuō)及寫(xiě)作能力的發(fā)展打好基礎(chǔ),而且能培養(yǎng)學(xué)生的思維、分析和理解能力。根據(jù)《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》(2007版)中有關(guān)英語(yǔ)閱讀能力培養(yǎng)的要求,高中生在英語(yǔ)閱讀過(guò)程中,不僅要積累大量的閱讀詞匯,而且要逐步掌握有效的閱讀技巧并培養(yǎng)閱讀興趣。更為重要的是學(xué)生在閱讀過(guò)程中要培養(yǎng)用英語(yǔ)獲取信息、處理信息、分析問(wèn)題、解決問(wèn)題和進(jìn)行思維的能力。但是,就目前來(lái)說(shuō),高中生的英語(yǔ)閱讀水平與《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》(2007版)中有關(guān)英語(yǔ)閱讀能力培養(yǎng)的要求還有差距。因此怎樣提高高中生的英語(yǔ)閱讀能力一直是困擾國(guó)內(nèi)外學(xué)者的一道難題。處于研究熱點(diǎn)中的詞塊理論與二語(yǔ)習(xí)得相結(jié)合的研究為英語(yǔ)閱讀教學(xué)提供了新的思路。Lewis認(rèn)為目前高中英語(yǔ)閱讀教學(xué)的重要內(nèi)容之一,是培養(yǎng)學(xué)習(xí)者理解和運(yùn)用詞塊的能力(1993:95)。近年來(lái),雖然從事詞塊應(yīng)用研究的學(xué)者不斷增多,實(shí)證研究的數(shù)量也不斷增加,但是對(duì)于如何把詞塊應(yīng)用到英語(yǔ)教學(xué)中,特別是高中英語(yǔ)閱讀教學(xué)的相關(guān)研究則相對(duì)不足。筆者依托記憶容量理論和Lewis的詞塊教學(xué)理論,依據(jù)高中英語(yǔ)閱讀教學(xué)的現(xiàn)狀,整合了...

【文章頁(yè)數(shù)】：109 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
    1.l Research Background
    1.2 The Problems of English Reading Teaching in Senior High School
    1.3 Research Purpose and Significance
        1.3.1 Research Purpose
        1.3.2 Research Significance
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 A Historical Overview of the Studies on English Reading Teaching
        2.1.1 Studies on English Reading Teaching abroad
        2.1.2 Studies on English Reading Teaching at Home
    2.2 Studies on the Application of Lexical Chunk Theory to Reading Teaching in Senior High School
        2.2.1 Theoretical Studies
        2.2.2 Practical Studies
Chapter 3 Theoretical Basis
    3.1 Memory Capacity Theory
    3.2 Lewis's Lexical Approach
    3.3 Lexical Chunks
        3.3.1 Definition of Lexical Chunks
        3.3.2 Functions of Lexical Chunks
        3.3.3 Features of Lexical Chunks
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Tests
        4.3.2 Questionnaire
        4.3.3 Interview
        4.3.4 Data Analysis Tools
    4.4 Research Procedure
Chapter 5 The Application of Lexical Chunk Theory to Reading Teaching
    5.1 Teaching Design
        5.1.1 Introduction Stage
        5.1.2 Guidance Stage
        5.1.3 Actual Application Stage
    5.2 Teaching Cases
        5.2.1 Teaching Case at Introduction Stage
        5.2.2 Teaching Case at Guidance Stage
Chapter 6 Research Results and Analysis
    6.1 Analysis of Vocabulary Test Results
        6.1.1 Before Experiment between EC and CC
        6.1.2 After Experiment between EC and CC
        6.1.3 Before and after Experiment of CC
        6.1.4 Before and after Experiment of EC
    6.2 Analysis of Reading Speed Test Results
        6.2.1 Before Experiment between EC and CC
        6.2.2 After Experiment between EC and CC
        6.2.3 Before and after Experiment of CC
        6.2.4 Before and after Experiment of EC
    6.3 Analysis of Questionnaire Results about Students' Reading Interest
        6.3.1 Before Experiment
        6.3.2 After Experiment
    6.4 Analysis of Interview Results about Students' Reading Skills
        6.4.1 Before Experiment
        6.4.2 After Experiment
Chapter 7 Conclusion
    7.1 Major Findings
    7.2 Pedagogical Implications
    7.3 Limitations of the Research
    7.4 Prospection for Future Research
Bibliography
Appendix



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