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

【摘要】：英語作為一門運(yùn)用廣泛的語言已成為各個(gè)國(guó)家交流學(xué)習(xí)的重要工具,在我國(guó)也被越來越廣泛地運(yùn)用。然而,我國(guó)現(xiàn)階段的初中英語教學(xué)中,我們發(fā)現(xiàn)初中生的口語表達(dá)能力薄弱,這已成為他們學(xué)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(shí)施“人機(jī)對(duì)話”的口語考試模式,對(duì)學(xué)生的口語水平提出了更高要求。2016年廣州市中考英語實(shí)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(jī)的20%之多,這意味著口語教學(xué)應(yīng)該更重視口語的實(shí)際運(yùn)用能力。一些學(xué)者、教師在教學(xué)實(shí)踐中,根據(jù)框架語義學(xué)的基本原理開展聽力、閱讀、寫作等方面的英語教學(xué),取得了很好的教學(xué)效果。目前,雖然也有人將框架語義學(xué)的基本原理運(yùn)用于英語口語教學(xué),但在“計(jì)算機(jī)輔助聽說測(cè)試”的背景下,將此理論運(yùn)用于初三學(xué)生英語信息轉(zhuǎn)述教學(xué)中的相關(guān)研究還尚未發(fā)現(xiàn)。因此,本文作者從框架語義學(xué)的視角指導(dǎo)開展“信息轉(zhuǎn)述”教學(xué),闡述初三學(xué)生在信息轉(zhuǎn)述時(shí)出現(xiàn)的問題及原因,進(jìn)而闡明提高學(xué)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(shí)驗(yàn),作者試圖探索以下兩個(gè)問題:1.基于框架語義學(xué)理論的信息轉(zhuǎn)述教學(xué)是否有利于幫助學(xué)生復(fù)述完整的內(nèi)容要點(diǎn)?2.基于框架的信息轉(zhuǎn)述教學(xué)能否提高學(xué)生表述的流利度?作者通過對(duì)自己所教的初三兩個(gè)平行班進(jìn)行為期12周的實(shí)驗(yàn),對(duì)比前后測(cè)數(shù)據(jù)、分析問卷數(shù)據(jù)等資料,作者發(fā)現(xiàn):1.在實(shí)驗(yàn)中,教師通過不斷的激發(fā)學(xué)生的背景知識(shí),培養(yǎng)學(xué)生的框架意識(shí),激活、豐富學(xué)生已有的認(rèn)知框架,有利于學(xué)生復(fù)述內(nèi)容要點(diǎn),且復(fù)述內(nèi)容具有完整性;2.框架知識(shí)越熟悉,即背景知識(shí)越豐富,學(xué)生表達(dá)時(shí)就越自信,越流利。因此,作者認(rèn)為,從框架理論視角開展信息轉(zhuǎn)述教學(xué),能幫助學(xué)生在完成計(jì)算機(jī)輔助的聽說測(cè)試的信息轉(zhuǎn)述部分時(shí),轉(zhuǎn)述內(nèi)容更完整,表達(dá)更流利。教師可以嘗試使用框架語義學(xué)理論來指導(dǎo)相關(guān)教學(xué)。
[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(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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