江蘇省自主命題英語高考卷,其難度系數(shù)高,區(qū)分度大。閱讀理解是江蘇省英語高考卷中占分最大的題型,該項成績的好壞直接影響學生的英語成績,甚至對高考總分也有很大的影響。因此,不管是在課堂教學,還是在日常的習題訓練中,閱讀理解都是教師和學生關(guān)注的重點。然而,當今的閱讀課堂仍然存在許多問題,其中最大的問題是不少教師仍然使用傳統(tǒng)的語法翻譯法。語法翻譯法有很多弊端,其教學效果差強人意,學生的閱讀能力也不能得到有效提高。副詞性關(guān)聯(lián)詞語是指在復句和語篇中起關(guān)聯(lián)作用的副詞和副詞性詞語。國外學者夸克,國內(nèi)學者趙元任、原蘇榮都對其做了大量的研究。他們指出副詞性關(guān)聯(lián)詞語在篇章中不僅能表達語言要素的邏輯語義關(guān)系,還能更好地連接上下文,表達作者的寫作意圖。在做閱讀理解題時,關(guān)注副詞性關(guān)聯(lián)詞語,不僅能加快做題速度,更能提高做題的準確率。所以,學生應(yīng)當關(guān)注副詞性關(guān)聯(lián)詞語。然而,根據(jù)問卷調(diào)查發(fā)現(xiàn),不少學生對副詞性關(guān)聯(lián)詞語知之甚少,教師也沒有給系統(tǒng)教授這類詞。因此,為了提高老師和學生對副詞性關(guān)聯(lián)詞語的意識,本研究提出基于副詞性關(guān)聯(lián)詞語的教學模式,該模式既能顯著提高學生閱讀理解能力,又能彌補傳統(tǒng)閱讀教學法的不足。本文先介紹研...

【文章頁數(shù)】：101 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Lists of Abbreviations
Chapter1 Introduction
    1.1 Research Background
        1.1.1 The Significance of Reading Comprehension in Jiangsu CEE
        1.1.2 The Necessity of Focusing on ACs in Reading Comprehension of CEE
    1.2 Research Objectives and Significance
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Adverbial Conjunctions
        2.1.1 The Definition and Judging Benchmarks of Adverbial Conjunctions
        2.1.2 The Range of Adverbial Conjunctions
        2.1.3 The Classification of Adverbial Conjunctions
    2.2 Related Researches on Reading Comprehension
        2.2.1 The Definition of Reading Comprehension
        2.2.2 The Current Reading Models in Senior High School
    2.3 Theoretical Bases
        2.3.1 The Theory of Cohesion
        2.3.2 The Theory of Relevance
        2.3.3 Krashen’s Input Hypothesis
        2.3.4 The Requirements of Jiangsu College Entrance Examination Syllabus
        2.3.5 Summary of the Relevant Theories
Chapter3 The Investigation of Adverbial Conjunctions in the Reading Discourses of English Test in Jiangsu CEE
    3.1 Statistics of ACs’Frequency in the Reading Discourses of the Past10 Years’English Test in Jiangsu CEE
    3.2 Statistics of ACs’Distribution in the Reading Discourses of the Past10 Years’English Test in Jiangsu CEE
    3.3 Reasons for ACs’Different Frequency and Distribution in the Past10 Years’Reading Discourses of English Test in Jiangsu CEE
    3.4 Examples of Using ACs to Answer Reading Comprehension Questions in CEE
Chapter4 The Application Experiment of ACs-based Teaching Model in Reading Class
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methodology
        4.3.1 Literature Research Method
        4.3.2 Corpus-based Approach
        4.3.3 Questionnaire
        4.3.4 Experiment
    4.4 Data Analysis of Questionnaires
        4.4.1 Data Analysis of the Pre-questionnaire
        4.4.2 Data Analysis of the Post-questionnaire
        4.4.3 Comparison of Data between Pre-questionnaire and Post-questionnaire
    4.5 Data Analysis of Tests
        4.5.1 Data Analysis of Pre-test
        4.5.2 Data Analysis of Post-test
        4.5.3 Comparison of Data between Pre-test and Post-test
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Suggestions
        5.2.1 Suggestions to Students
        5.2.2 Suggestions to Teachers
        5.2.3 Suggestions to Test Designers
    5.3 Limitations of Present Study
Bibliography
Appendix I:The Pre-questionnaire
Appendix II:The Post-questionnaire
Appendix III:The Pre-test Reading Material
Appendix IV:The Post-test Reading Material
攻讀學位期間研究成果
Acknowledgements



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