發(fā)布時間：2018-03-29 00:24

  本文選題：框架語義學　切入點：信息轉(zhuǎn)述　出處：《廣州大學》2017年碩士論文

【摘要】：英語作為一門運用廣泛的語言已成為各個國家交流學習的重要工具,在我國也被越來越廣泛地運用。然而,我國現(xiàn)階段的初中英語教學中,我們發(fā)現(xiàn)初中生的口語表達能力薄弱,這已成為他們學好英語的最大障礙。如今,如何提高初中生的口語交際能力成為了一線英語老師面臨的重要課題。廣州地區(qū)的中考,從2008年開始實施“人機對話”的口語考試模式,對學生的口語水平提出了更高要求。2016年廣州市中考英語實施改革,出現(xiàn)“聽說考試”這一新的口語能力的考察方式。其中“信息轉(zhuǎn)述”這種新題型,其分值占英語聽說考試中總成績的20%之多,這意味著口語教學應該更重視口語的實際運用能力。一些學者、教師在教學實踐中,根據(jù)框架語義學的基本原理開展聽力、閱讀、寫作等方面的英語教學,取得了很好的教學效果。目前,雖然也有人將框架語義學的基本原理運用于英語口語教學,但在“計算機輔助聽說測試”的背景下,將此理論運用于初三學生英語信息轉(zhuǎn)述教學中的相關研究還尚未發(fā)現(xiàn)。因此,本文作者從框架語義學的視角指導開展“信息轉(zhuǎn)述”教學,闡述初三學生在信息轉(zhuǎn)述時出現(xiàn)的問題及原因,進而闡明提高學生英語信息轉(zhuǎn)述能力的必要性并提出有效方法。通過本實驗,作者試圖探索以下兩個問題:1.基于框架語義學理論的信息轉(zhuǎn)述教學是否有利于幫助學生復述完整的內(nèi)容要點?2.基于框架的信息轉(zhuǎn)述教學能否提高學生表述的流利度?作者通過對自己所教的初三兩個平行班進行為期12周的實驗,對比前后測數(shù)據(jù)、分析問卷數(shù)據(jù)等資料,作者發(fā)現(xiàn):1.在實驗中,教師通過不斷的激發(fā)學生的背景知識,培養(yǎng)學生的框架意識,激活、豐富學生已有的認知框架,有利于學生復述內(nèi)容要點,且復述內(nèi)容具有完整性;2.框架知識越熟悉,即背景知識越豐富,學生表達時就越自信,越流利。因此,作者認為,從框架理論視角開展信息轉(zhuǎn)述教學,能幫助學生在完成計算機輔助的聽說測試的信息轉(zhuǎn)述部分時,轉(zhuǎn)述內(nèi)容更完整,表達更流利。教師可以嘗試使用框架語義學理論來指導相關教學。
[Abstract]:As a widely used language, English has become an important tool for communication and learning in various countries, and has been used more and more widely in our country. We find that the junior high school students' oral expression ability is weak, which has become the biggest obstacle for them to learn English well. Nowadays, how to improve the junior high school students' oral communication ability has become an important task facing the first-line English teachers. Since 2008, the "man-machine dialogue" oral test model has been implemented, which puts forward higher requirements for students' oral English proficiency. "listening and speaking test" has emerged as a new way of investigating oral ability. Among them, "information reporting", a new type of question, has a score of as much as 20% of the total scores in the English listening and speaking examination. This means that oral English teaching should pay more attention to the practical application of oral English. In teaching practice, some scholars and teachers carry out listening, reading, writing and other aspects of English teaching according to the basic principles of frame semantics. At present, some people apply the basic principles of frame semantics to oral English teaching, but in the context of "Computer-Aided listening and speaking Test", The application of this theory to the teaching of English information reporting for junior high school students has not yet been discovered. Therefore, the author of this paper directs the teaching of "information reporting" from the perspective of frame semantics. This paper expounds the problems and causes of the third grade students' information reporting, and then expounds the necessity of improving the students' English information reporting ability and puts forward some effective methods. The author tries to explore the following two questions: 1. Does the teaching of information reporting based on frame semantics help students to retell the whole content? 2. Can framework-based teaching of information reporting improve students' fluency in expression? Through a 12-week experiment on two parallel classes in the third grade of junior high school, the author compares the data before and after the test, analyzes the data of the questionnaire, and finds out that in the experiment, the teacher constantly stimulates the students' background knowledge. Cultivating students' frame consciousness, activating and enriching students' existing cognitive framework is helpful for students to retell the main points of the content, and the retelling content has integrity. The more familiar the frame knowledge is, that is, the richer the background knowledge, the more confident the students will express themselves. Therefore, the author believes that teaching information reporting from a framework theory perspective can help students complete the information reporting section of computer-assisted listening and speaking tests. Express more fluently. Teachers can try to use frame semantics to guide related teaching.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1678746