本文選題：評(píng)價(jià)理論 + 商務(wù)英語(yǔ)閱讀教學(xué)��； 參考：《廣東外語(yǔ)外貿(mào)大學(xué)》2017年碩士論文

【摘要】：隨著國(guó)際經(jīng)濟(jì)貿(mào)易發(fā)展日益頻繁,商務(wù)英語(yǔ)在過(guò)去二十年里引起人們的廣泛關(guān)注和興趣。中國(guó)經(jīng)濟(jì)的飛速發(fā)展更是需要培養(yǎng)大量符合社會(huì)需要的商務(wù)英語(yǔ)人才,然而不可否認(rèn)的是,學(xué)生的商務(wù)英語(yǔ)閱讀能力卻普遍較為薄弱,同時(shí)缺乏閱讀興趣。究其原因,目前商務(wù)英語(yǔ)閱讀教學(xué)始終存在著一些問(wèn)題,使得閱讀教學(xué)效果不盡人意。第一,商務(wù)英語(yǔ)閱讀教學(xué)仍以傳統(tǒng)的語(yǔ)法-翻譯教學(xué)法為主,這就造成學(xué)生過(guò)度關(guān)注單詞,語(yǔ)法和句子結(jié)構(gòu),只滿足于了解文章的字面意思,卻不能更好地理解文章的主題思想及作者立場(chǎng)。第二,傳統(tǒng)的商務(wù)英語(yǔ)閱讀教學(xué)仍然傾向于將閱讀看作是語(yǔ)言知識(shí)的傳授,而忽略了對(duì)閱讀能力和閱讀興趣的培養(yǎng)。評(píng)價(jià)理論是系統(tǒng)功能語(yǔ)言學(xué)理論框架下對(duì)人際意義方面研究的新發(fā)展。評(píng)價(jià)理論是關(guān)于評(píng)價(jià)的,即語(yǔ)篇中所協(xié)商的各種態(tài)度、所涉及到的情感的強(qiáng)度以及表明價(jià)值和聯(lián)盟讀者的各種方式。評(píng)價(jià)理論包括三個(gè)子系統(tǒng):態(tài)度,介入和級(jí)差。運(yùn)用評(píng)價(jià)理論指導(dǎo)商務(wù)英語(yǔ)閱讀教學(xué)意義重大,它能幫助學(xué)生培養(yǎng)閱讀的敏銳度和洞察力,以更好的理解和揭示隱藏在語(yǔ)言表達(dá)背后的作者意圖和文章主旨。本文試圖將評(píng)價(jià)理論應(yīng)用到商務(wù)英語(yǔ)閱讀教學(xué)中,通過(guò)引導(dǎo)學(xué)生在閱讀過(guò)程中有意識(shí)地識(shí)別并分析評(píng)價(jià)資源,來(lái)培養(yǎng)他們的閱讀能力和興趣,進(jìn)而提高整體閱讀水平。作者于2016年上半年在廣東白云學(xué)院進(jìn)行了16周的實(shí)驗(yàn)教學(xué),受試者為英語(yǔ)專業(yè)(國(guó)際商務(wù))2015級(jí)兩個(gè)班的80名大一學(xué)生,每班均為40人。作者隨機(jī)將一個(gè)班作為實(shí)驗(yàn)班,采用評(píng)價(jià)理論指導(dǎo)下的教學(xué)方法,另一個(gè)班作為控制班,采用傳統(tǒng)的以語(yǔ)法-翻譯為基礎(chǔ)的教學(xué)方法。以SPSS(19.0)為數(shù)據(jù)統(tǒng)計(jì)分析工具,對(duì)兩個(gè)組實(shí)驗(yàn)前后的成績(jī)進(jìn)行比較分析發(fā)現(xiàn):評(píng)價(jià)理論指導(dǎo)下的商務(wù)英語(yǔ)閱讀教學(xué)方法有助于提高學(xué)生的閱讀能力和興趣。本研究中實(shí)驗(yàn)對(duì)象數(shù)量較少,教學(xué)材料數(shù)據(jù)有限,因此可能會(huì)限制實(shí)驗(yàn)結(jié)論的普遍性,希望以后的研究予以補(bǔ)足。
[Abstract]:With the increasing development of international economic and trade, business English has attracted wide attention and interest in the past two decades. With the rapid development of Chinese economy, it is necessary to train a large number of business English talents who meet the needs of the society. However, it is undeniable that students' reading ability of business English is generally weak and lack of interest in reading. At present, there are some problems in the teaching of business English reading, which makes the effect of reading teaching unsatisfactory. First, the teaching of business English reading is still dominated by the traditional grammar-translation approach, which results in students paying too much attention to words, grammar and sentence structure, and only content to understand the literal meaning of the article. However, it can not better understand the main ideas of the article and the author's position. Secondly, the traditional business English reading teaching still tends to regard reading as the teaching of language knowledge, while neglecting the cultivation of reading ability and interest. Evaluation theory is a new development of interpersonal meaning research in the framework of systemic functional linguistics. The theory of evaluation is about evaluation, that is, the attitudes negotiated in the discourse, the emotional intensity involved, and the ways in which values are expressed and the readers are confederated. Evaluation theory includes three subsystems: attitude, intervention and differential. It is of great significance to use evaluation theory to guide the teaching of business English reading. It can help students to cultivate their reading acumen and insight so as to better understand and reveal the author's intention and the main purpose of the article hidden behind the language expression. This paper attempts to apply the theory of evaluation to the teaching of business English reading. By instructing students to consciously identify and analyze the evaluation resources in the process of reading, this paper aims to cultivate their reading ability and interest, and then improve their overall reading level. In the first half of 2016, the author conducted 16 weeks of experimental teaching at Guangdong Baiyun University. The subjects were 80 freshmen in two classes of International Business Class 2015, each with 40 students. The author randomly takes one class as the experimental class, adopts the teaching method under the guidance of the evaluation theory and the other class as the control class, and adopts the traditional grammar translation based teaching method. Using SPSS 19.0 as a statistical analysis tool, this paper makes a comparative analysis of the results of the two groups before and after the experiment. It is found that the teaching method of business English reading under the guidance of evaluation theory is helpful to improve the students' reading ability and interest. In this study, the number of experimental objects is relatively small and the data of teaching materials are limited, so the universality of experimental conclusions may be limited, and it is hoped that future studies will complement them.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3;F710-4

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本文編號(hào)：1886103