發(fā)布時間：2018-03-04 21:03

  本文選題：銜接理論　切入點：大學英語閱讀　出處：《沈陽師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：閱讀是大學英語教學的重要組成部分,閱讀能力的高低是衡量一個人英語水平的重要尺度。閱讀作為語言輸入和語言積累的主要來源,直接影響著人們信息收集與吸收的效果與效率,也影響其它能力的進步與提高。20世紀70年代,英國著名語言學家韓禮德和哈桑首次提出了銜接理論。作為語篇分析的重要內容之一,近年來許多國內外學者都對銜接理論進行了研究,使其不斷發(fā)展。本文基于前人的研究成果將銜接理論應用于大學英語閱讀教學,旨在解決以下三個研究問題:(1)銜接理論應用于大學英語閱讀教學中是否能夠提高學生的閱讀成績?(2)銜接理論在大學英語閱讀教學中的應用對學生的閱讀能力存在怎樣的影響?(3)學生對銜接理論在大學英語閱讀教學中的作用有何看法?本研究選取沈陽師范大學非英語專業(yè)兩個平行班級的大二學生作為研究對象。為了避免其它干擾因素,被試的兩個班級英語水平相近,學習環(huán)境相近,人數(shù)均為40人,由同一位英語老師授課,實驗時間為15周。實驗班在閱讀課上運用銜接理論來教授閱讀,對照班運用傳統(tǒng)的教學模式進行教學。本研究采用實驗法、問卷法和訪談法三種研究方法對研究問題進行探究,并通過SPSS18.0對實驗數(shù)據(jù)進行系統(tǒng)的分析。實驗結果如下:(1)相比傳統(tǒng)的閱讀教學方法,將銜接理論運用到大學英語閱讀教學中更能有效的提高學生的英語閱讀成績。(2)銜接理論對于不同類型的閱讀問題有不同的影響。作者主要探討了三種類型的閱讀問題:基于語篇的細節(jié)題、推理判斷題和主旨大意題。學生對于解決這三種閱讀題型的能力都有不同程度的提高。學生在基于語篇做出推理判斷的閱讀題型上表現(xiàn)的最好。(3)學生愿意學習和運用銜接理論并對銜接理論這種新的閱讀方法持有肯定的態(tài)度。研究結果表明,銜接理論是提高英語閱讀成績和能力的一種有效途徑,并為非英語專業(yè)大學英語閱讀教學提供了一些借鑒和啟示。
[Abstract]:Reading is an important part of college English teaching. Reading ability is an important measure of a person's English proficiency. Reading is the main source of language input and language accumulation. It has a direct impact on the effectiveness and efficiency of people's information collection and absorption, as well as on the progress and improvement of other capabilities in 70s of the 20th century. Halliday and Hasan, famous English linguists, put forward cohesion theory for the first time. As an important part of discourse analysis, many scholars at home and abroad have studied cohesion theory in recent years. This paper applies cohesion theory to college English reading teaching based on previous research results. The purpose of this paper is to solve the following three research questions: (1) can the application of cohesion theory to the teaching of college English reading improve students' reading performance? (2) how does the application of cohesion theory in college English reading teaching affect students' reading ability? What are the students' views on the role of cohesion theory in college English reading teaching? In this study, two sophomores of two parallel classes of non-English major in Shenyang normal University were chosen as the subjects. In order to avoid other interference factors, the two classes had similar English level and similar learning environment, and the number of students was 40. The experiment lasted 15 weeks by the same English teacher. The experimental class used cohesion theory to teach reading, while the control class used the traditional teaching mode. Questionnaire and interview are three research methods to explore the research problems, and the experimental data are systematically analyzed by SPSS18.0. The experimental results are as follows: 1) compared with the traditional reading teaching methods, Applying cohesion Theory to College English Reading Teaching can improve students' English reading scores more effectively.) cohesion theory has different effects on different types of reading problems. The author mainly discusses three types of reading. Question: based on the details of the text, The ability of students to solve these three types of reading questions has been improved to varying degrees. Students are the best performers of reading question types based on text reasoning judgment) students are willing to learn and. Using cohesion theory and holding a positive attitude towards the new reading method of cohesion theory. Cohesion theory is an effective way to improve English reading achievement and ability, and provides some reference and enlightenment for non-English major college English reading teaching.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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本文編號：1567287