語篇銜接與連貫理論在高中英語閱讀教學(xué)中的應(yīng)用研究
發(fā)布時間：2024-03-03 07:37
眾所周知,語篇閱讀是閱讀的最常見形式之一。對于高中英語閱讀教學(xué),語篇閱讀不僅需要詞匯和語法,還需要語篇知識和閱讀策略。銜接與連貫既是語篇知識,又涉及閱讀策略。作為語篇的基本語義特征,銜接與連貫對于解讀和建構(gòu)語篇極其重要。然而,當前英語閱讀教學(xué)總是被模式化:第一課時,老師提出閱讀問題,學(xué)生通過掃讀和查讀尋找單句回答問題。第二課時,教師從文本中挑選出個別單詞或者語法來進行所謂的知識點講解。閱讀教學(xué)僅限于孤立的句子、單詞和語法的學(xué)習(xí),學(xué)生難以獲得銜接和連貫的語篇理解。這是典型的碎片化閱讀教學(xué)。而事實上,銜接和連貫是重要的語篇知識,識別和理解他們又是不可或缺的閱讀策略。因此我們的閱讀教學(xué)不應(yīng)該局限于學(xué)習(xí)單句層面的詞匯和語法,而是應(yīng)該通過分析語篇的銜接和連貫,從而使理解上升到語篇層面,以便于學(xué)生獲得整體、充分和連貫的解讀。長期以來,銜接和連貫的研究多集中在理論的擴展。雖然學(xué)者們在利用銜接和連貫理論指導(dǎo)教學(xué)上做出了深入的研究,但在教學(xué)實踐中,應(yīng)用語篇銜接與連貫理論指導(dǎo)高中英語閱讀教學(xué),具體效果還不夠清晰。作者在信陽市第一高級中學(xué)開展了為期18周的教學(xué)實驗。120名高三學(xué)生參加了這項研究。高三(2)...
【文章頁數(shù)】：116 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.1.1 Requirements of Senior High School English Curriculum Standard
1.1.2 Requirements for English College Entrance Examination
1.2 Statement of the Problems
1.2.1 Reading for Language Points
1.2.2 Reading for Fragmentation Information
1.2.3 Reading for Testing Reading Comprehension
1.3 Objectives of the Study
1.4 Significance of the Study
1.4.1 Theoretical Significance
1.4.2 Practical Significance
1.4.2.1 To Improve Students’Ability of Text Interpretation
1.4.2.2 To Cultivate Strategic Readers
1.5 Layout of the Thesis
Chapter 2 Literature Review
2.1 Literature Review on Textual Cohesion and Coherence Abroad
2.1.1 Literature Review on Cohesion abroad
2.1.2 Literature Review on Coherence abroad
2.2 Literature Review on Textual Cohesion and coherence at home
2.2.1 Literature Review on Cohesion at home
2.2.2 Literature Review on Coherence at home
2.3 Literature Review on Applying Cohesion and Coherence Theory to English readingTeaching
2.3.1 Studies on Applying Cohesion and Coherence Theory to English ReadingTeaching abroad
2.3.2 Studies on Applying Cohesion and Coherence Theory to English Reading athome
2.4 A Historical Overview of Reading Models
2.4.1 Bottom-up Reading Model
2.4.2 Top-down Reading Model
2.4.3 Interactive Reading Model
2.4.4 Schema Based Reading Model
Chapter 3 Theoretical Foundation
3.1 Definitions of Cohesion and Coherence
3.2 Characteristics of Cohesion and Coherence
3.3 Devices of Textual Cohesion and Coherence
3.3.1 Reference
3.3.2 Structural Cohesion
3.3.3 Conjunction
3.3.4 Lexical Cohesion
3.3.5 Theme－Rheme Structure
3.3.6 Text Structure
3.4 Four Elements Affecting Reading Process
Chapter 4 Experimental Design
4.1 Experiment Questions
4.2 Subjects
4.3 Data Collection Instruments
4.3.1Think-aloud Protocols
4.3.2 Questionnaire
4.3.3 Reading Comprehension Tests
4.3.4 Data Analysis Tools
4.4 Experimental Procedures
4.4.1 The Overall Experimental Procedures
4.4.2 The Specific Experimental Procedures
4.4.2.1 Procedures of Think-aloud Protocols
4.4.2.2 Procedures of Questionnaire
4.4.2.3 Procedures of Reading Comprehension Tests
Chapter 5 The Application of Cohesion an coherence Theory to ReadingTeaching
5.1 Basic Framework of Instructional Design
5.2 The Stages of Application
5.2.1 The Stage of Introduction
5.2.2 The Stage of Training
5.3 The Specific Teaching Cases
5.3.1 Teaching Case1 at the Introducing Stage
5.3.2 Teaching Case2 at the Introduction Stage
5.3.3 Teaching Case1 at the Training Stage
5.3.4 Teaching Case2 at the Training Stage
Chapter 6 Research Results and Analysis
6.1 Analysis of Think-aloud Protocols
6.1.1 Analysis of Results from Think-aloud Protocols Before Experiment
6.1.2 Analysis of Results from Think-aloud Protocols After Experiment
6.2 Analysis of Questionnaire results
6.3 Statistic Analysis of Testing Reading Comprehension
6.3.1 Statistic Analysis of Testing Reading Comprehension Before Experiment
6.3.2 Statistic Analysis of Testing Reading Comprehension After Experiment
Chapter 7 Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Research
7.4 Recommendations for Future Research
Bibliography
Appendix A：Reading Material in Think-aloud Protocol Experiment
Appendix B：Reading Comprehension Test before Experiment
Appendix C：Reading Comprehension Test after Experiment
Appendix D: Questionnaire
Appendix E：Results of Questionnaire before Experiment
Appendix F：Results of Questionnaire after Experiment
Appendix G：Scores of Reading Comprehension Tests before and after Experiment
本文編號：3917454
【文章頁數(shù)】：116 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.1.1 Requirements of Senior High School English Curriculum Standard
1.1.2 Requirements for English College Entrance Examination
1.2 Statement of the Problems
1.2.1 Reading for Language Points
1.2.2 Reading for Fragmentation Information
1.2.3 Reading for Testing Reading Comprehension
1.3 Objectives of the Study
1.4 Significance of the Study
1.4.1 Theoretical Significance
1.4.2 Practical Significance
1.4.2.1 To Improve Students’Ability of Text Interpretation
1.4.2.2 To Cultivate Strategic Readers
1.5 Layout of the Thesis
Chapter 2 Literature Review
2.1 Literature Review on Textual Cohesion and Coherence Abroad
2.1.1 Literature Review on Cohesion abroad
2.1.2 Literature Review on Coherence abroad
2.2 Literature Review on Textual Cohesion and coherence at home
2.2.1 Literature Review on Cohesion at home
2.2.2 Literature Review on Coherence at home
2.3 Literature Review on Applying Cohesion and Coherence Theory to English readingTeaching
2.3.1 Studies on Applying Cohesion and Coherence Theory to English ReadingTeaching abroad
2.3.2 Studies on Applying Cohesion and Coherence Theory to English Reading athome
2.4 A Historical Overview of Reading Models
2.4.1 Bottom-up Reading Model
2.4.2 Top-down Reading Model
2.4.3 Interactive Reading Model
2.4.4 Schema Based Reading Model
Chapter 3 Theoretical Foundation
3.1 Definitions of Cohesion and Coherence
3.2 Characteristics of Cohesion and Coherence
3.3 Devices of Textual Cohesion and Coherence
3.3.1 Reference
3.3.2 Structural Cohesion
3.3.3 Conjunction
3.3.4 Lexical Cohesion
3.3.5 Theme－Rheme Structure
3.3.6 Text Structure
3.4 Four Elements Affecting Reading Process
Chapter 4 Experimental Design
4.1 Experiment Questions
4.2 Subjects
4.3 Data Collection Instruments
4.3.1Think-aloud Protocols
4.3.2 Questionnaire
4.3.3 Reading Comprehension Tests
4.3.4 Data Analysis Tools
4.4 Experimental Procedures
4.4.1 The Overall Experimental Procedures
4.4.2 The Specific Experimental Procedures
4.4.2.1 Procedures of Think-aloud Protocols
4.4.2.2 Procedures of Questionnaire
4.4.2.3 Procedures of Reading Comprehension Tests
Chapter 5 The Application of Cohesion an coherence Theory to ReadingTeaching
5.1 Basic Framework of Instructional Design
5.2 The Stages of Application
5.2.1 The Stage of Introduction
5.2.2 The Stage of Training
5.3 The Specific Teaching Cases
5.3.1 Teaching Case1 at the Introducing Stage
5.3.2 Teaching Case2 at the Introduction Stage
5.3.3 Teaching Case1 at the Training Stage
5.3.4 Teaching Case2 at the Training Stage
Chapter 6 Research Results and Analysis
6.1 Analysis of Think-aloud Protocols
6.1.1 Analysis of Results from Think-aloud Protocols Before Experiment
6.1.2 Analysis of Results from Think-aloud Protocols After Experiment
6.2 Analysis of Questionnaire results
6.3 Statistic Analysis of Testing Reading Comprehension
6.3.1 Statistic Analysis of Testing Reading Comprehension Before Experiment
6.3.2 Statistic Analysis of Testing Reading Comprehension After Experiment
Chapter 7 Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Research
7.4 Recommendations for Future Research
Bibliography
Appendix A：Reading Material in Think-aloud Protocol Experiment
Appendix B：Reading Comprehension Test before Experiment
Appendix C：Reading Comprehension Test after Experiment
Appendix D: Questionnaire
Appendix E：Results of Questionnaire before Experiment
Appendix F：Results of Questionnaire after Experiment
Appendix G：Scores of Reading Comprehension Tests before and after Experiment
本文編號：3917454
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