本文選題：語篇分析 + 閱讀教學��； 參考：《廣州大學》2017年碩士論文

【摘要】：在中學階段,閱讀能力是聽說讀寫四項能力當中最重要的能力之一,關于閱讀教學的研究一直倍受國內(nèi)外專家學者的關注。因此,如何幫助學生高效地理解文章,提高學生根據(jù)語境猜測新單詞意思的能力,成為英語教學研究的一個重要課題。國內(nèi)外學者認為,基于語篇分析的英語閱讀教學是有效的教學手段。其中銜接理論和語境理論被認為是語篇分析當中最重要的理論,本文基于語篇分析的這兩種理論,嘗試開展實驗研究去探討在閱讀教學中,基于語篇分析的英語閱讀教學能否提高初中生英語閱讀能力,為了讓研究更加具體,作者由此提出下列兩個研究問題:1.基于語篇分析的英語閱讀教學能否有助于提高初中生的英語閱讀能力?2.初中生根據(jù)語境猜測新單詞意思的能力在基于語篇分析的英語閱讀教學中是否能得到提高?作者在廣州市白云區(qū)的同和中學初一年級選擇兩個水平相當?shù)淖匀话喙?0人作為實驗班和控制班。初一8班(35人)為實驗班,初一5班(35人)為控制班,實驗是從2016年九月到2017年一月,一共展開了為期12周的實驗研究。實驗的教材是選取自學生的上海牛津出版社七年級上冊的英語課本,試驗步驟包括前測調(diào)查問卷、前測試卷、實驗前訪談、課堂教學活動、后測、后測調(diào)查問卷和試驗后訪談。作者在兩個班級教授同樣的內(nèi)容,但采用不同的教學方法,作者在實驗班采取基于語篇分析的英語閱讀教學方法,在控制班仍然采用傳統(tǒng)的教學方法。前測調(diào)查問卷和訪談的目的是為了了解學生對于根據(jù)上下文猜測生詞意思的能力的情況,前測試卷確保兩個班英語閱讀水平?jīng)]有明顯的差異,后測試卷在教學實驗結(jié)束后馬上在兩個班分別進行,目的是測試基于語篇分析的英語閱讀教學方法能否提高學生的閱讀能力。實驗結(jié)束后,所有的數(shù)據(jù)都是用SPSS17.0統(tǒng)計分析出來。分析結(jié)果證明了運用語篇分析理論能夠提高初中生的閱讀理解能力,后測調(diào)查問卷進一步證實基于語篇分析的閱讀教學能夠提高學生根據(jù)語境猜測生詞意思的能力。最后得出結(jié)論,基于語篇分析的英語閱讀教學的實驗研究是一種有效的英語閱讀教學方法。
[Abstract]:In the middle school, reading ability is one of the most important of the four abilities of listening, speaking, reading and writing, and the research on reading teaching has been paid much attention by experts and scholars at home and abroad. Therefore, how to help students understand the text efficiently and improve their ability to guess the meaning of new words according to the context has become an important topic in English teaching. Scholars at home and abroad believe that the teaching of English reading based on discourse analysis is an effective teaching method. Cohesion theory and context theory are considered to be the most important theories in discourse analysis. Based on the two theories of discourse analysis, this paper attempts to carry out an experimental study to explore the teaching of reading. In order to make the study more specific, the author puts forward the following two research questions: 1: 1, whether the teaching of English reading based on discourse analysis can improve the English reading ability of junior high school students. Whether the teaching of English reading based on discourse analysis can help junior high school students to improve their English reading ability? Can junior high school students' ability to guess the meaning of new words according to context be improved in English reading teaching based on discourse analysis? In the first grade of Tonghe Middle School in Baiyun District, Guangzhou City, 70 students from two natural classes of the same level were selected as experimental class and control class. The experiment was conducted for 12 weeks from September 2016 to January 2017. The teaching materials of the experiment are English textbooks from the seventh grade of Shanghai Oxford Publishing House. The experimental steps include pre-test questionnaire, pre-test paper, pre-experiment interview, classroom teaching activities, post-test questionnaire and post-test interview. The author teaches the same content in two classes, but adopts different teaching methods. In the experimental class, the author adopts the teaching method of English reading based on discourse analysis, and the traditional teaching method is still adopted in the control class. The purpose of the pretest questionnaire and interview is to understand the students' ability to guess the meaning of new words according to the context. The pre-test paper ensures that there is no significant difference in English reading level between the two classes. The post-test is conducted in two classes immediately after the teaching experiment. The purpose of this paper is to test whether the teaching method based on discourse analysis can improve the students' reading ability. After the experiment, all the data were analyzed with SPSS17.0 statistics. The results show that the theory of discourse analysis can improve the reading comprehension of junior high school students, and the posttest questionnaire further proves that the reading teaching based on discourse analysis can improve the students' ability to guess the meaning of new words according to the context. Finally, it is concluded that the experimental study of English reading teaching based on discourse analysis is an effective method of English reading 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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