發(fā)布時間：2018-01-27 12:17

  本文關鍵詞： 問題引導 文本凸顯 英語閱讀訓練 行動研究　出處：《五邑大學》2017年碩士論文　論文類型：學位論文

【摘要】：閱讀能力被認為是語言學習者,尤其是高中學生最基本的技能之一。然而,初步的調(diào)查表明絕大部分學生在英語閱讀理解上存在較大困難,特別是在獲取文章的主旨大意、猜測生詞、推理判斷和理解作者觀點態(tài)度。就此筆者做了大量文獻檢索和調(diào)查,發(fā)現(xiàn)高中學生缺乏一定的語篇閱讀策略是造成以上問題的主要原因。在語篇分析理論、支架理論和注意假設理論的基礎上,筆者開展了一項以問題引導和文本凸顯的英語閱讀訓練行動,試圖從體裁、結(jié)構(gòu)、上下文和銜接四個方面培養(yǎng)高中學生的語篇閱讀策略和逐步提高高中學生的英語閱讀能力。本次行動研究的參與者是新會實驗中學高二年級的45名學生,閱讀教材為普通高中課程標準實驗教科書英語5和英語6。研究歷時一學期,共實施三輪教學行動,具體如下:開學前3周,筆者通過前測、問卷調(diào)查和訪談來確認問題,制定本階段的行動方案,實施第一輪行動(第四周至第六周)。本輪行動結(jié)束后,筆者通過測驗、訪談等實證數(shù)據(jù)來進行教學反思、改進行動方案,并實施第二輪行動(第九周至第十一周)。如此,至第三輪行動(第十四周至第十七周)結(jié)束,筆者對學生進行后測、問卷調(diào)查和訪談,并收集、分析數(shù)據(jù)和撰寫行動報告。筆者采用定量分析和定性分析相結(jié)合的方法對測驗、問卷調(diào)查和訪談數(shù)據(jù)進行分析,并以此實證數(shù)據(jù)來反思教學和改進教學行動。其中描述性統(tǒng)計用來確定學生訓練前后閱讀能力的現(xiàn)狀和語篇閱讀策略意識的改變,配對樣本T檢驗用來找出學生訓練前后閱讀能力和語篇閱讀策略使用的顯著性。行動研究結(jié)果表明問題引導和文本凸顯訓練對高中學生的語篇閱讀意識有著積極的影響,學生在閱讀中使用語篇策略的頻率顯著提高,尤其是從文章體裁、結(jié)構(gòu)和段落間關系分析文章、從上下文推測單詞詞義和從銜接手段理解文章真正含義等策略。其次,測驗結(jié)果表明問題引導下的文本凸顯訓練在一定程度上提高學生的閱讀能力,尤其是獲取文章的主旨大意、猜測生詞、推理判斷和理解作者觀點態(tài)度等能力。與此同時,本次閱讀培訓也增強了高中學生對閱讀理解的認識和學習英語的自信心。
[Abstract]:Reading ability is considered to be one of the most basic skills for language learners, especially high school students. However, a preliminary survey shows that most of the students have great difficulties in English reading comprehension. Especially in the acquisition of the main idea of the article, guess new words, reasoning, judgment and understanding of the author's attitude. The author has done a lot of literature retrieval and investigation. It is found that the lack of certain reading strategies is the main cause of the above problems, based on discourse analysis theory, scaffold theory and attention hypothesis theory. The author carries out a problem-oriented and text-oriented English reading training to try to form a genre and structure. In this study, the participants of this action study are 45 senior middle school students from Xinhui Experimental Middle School and 45 senior middle school students from Xinhui Experimental Middle School, who are involved in the development of discourse reading strategies and the gradual improvement of high school students' English reading ability in the four aspects of context and cohesion. Reading textbooks are English 5 and English 6.The study lasted for one semester and carried out three teaching actions, as follows: 3 weeks before the start of school, the author passed the pre-test. Questionnaires and interviews were conducted to identify the problems, formulate the action plan for this stage, and implement the first round of action (week 4 to week 6th). After the end of this round, the author passed the test. Empirical data, such as interviews, were used to reflect on teaching, improve the action plan, and implement the second round of action (9th to 11th weeks). Thus, the third round (14th to 17th weeks) ended. The author carries on the post-test, the questionnaire survey and the interview to the student, and collects, analyzes the data and writes the action report. The author adopts the method of combining quantitative analysis and qualitative analysis to test. The questionnaire and interview data were analyzed. The descriptive statistics are used to determine the present situation of students' reading ability before and after training and the change of discourse reading strategy consciousness. The paired sample T test was used to find out the significance of reading ability and the use of discourse reading strategies before and after training. The results of action study showed that question guidance and text highlighting training had a positive effect on high school students' discourse reading awareness. The impact. The frequency of using discourse strategies in reading is significantly increased, especially in terms of genre, structure and the relationship between paragraphs. Second, the test results show that the text highlighting training under the guidance of the question can improve the students' reading ability to a certain extent. Especially to obtain the main idea of the article, guess new words, reasoning, judgment and understanding of the author's views and attitudes. At the same time. The reading training also enhanced high school students' understanding of reading and confidence in learning English.
【學位授予單位】：五邑大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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