本文選題：生詞密度 + 主題熟悉度��； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：閱讀是獲取信息和語(yǔ)言學(xué)習(xí)的重要工具,在高中英語(yǔ)教學(xué)中占有重要的地位。本文以圖式理論為基礎(chǔ)認(rèn)為在高中英語(yǔ)閱讀理解過(guò)程中僅憑語(yǔ)言知識(shí)是不夠的,還需要將文章中的信息與背景知識(shí)結(jié)合起來(lái)。過(guò)去幾十年,眾多學(xué)者發(fā)現(xiàn)背景知識(shí)和詞匯是影響閱讀理解的重要因素,然而卻忽略了將生詞密度與主題熟悉度相結(jié)合而研究。本研究以漳州某中學(xué)高二年級(jí)的120名學(xué)生為實(shí)驗(yàn)對(duì)象,以主題熟悉度問(wèn)卷、閱讀測(cè)試與自由回憶測(cè)試為研究工具,以高考全國(guó)統(tǒng)一考試中精選的四篇基于不同主題的文章為測(cè)試材料,采用多因素2×3混合因子設(shè)計(jì),將測(cè)試材料分為六份,即生詞密度2%,5%,10%三個(gè)水平和主題熟悉與主題不熟悉兩個(gè)層面組合而成的6份閱讀測(cè)試卷,并圍繞兩個(gè)研究問(wèn)題:1、生詞密度和主題熟悉度分別對(duì)高中英語(yǔ)閱讀理解有無(wú)顯著影響?2、生詞密度與主題熟悉度之間有無(wú)交互影響?如果有,影響程度如何?本研究運(yùn)用SPSS21.0軟件對(duì)數(shù)據(jù)進(jìn)行描述性統(tǒng)計(jì)分析、雙因素方差分析以及簡(jiǎn)單效應(yīng)檢驗(yàn)。研究發(fā)現(xiàn)不管是在閱讀測(cè)試還是在自由回憶測(cè)試中,生詞密度和主題熟悉度的顯著水平均為0.000,表明二者均對(duì)閱讀理解產(chǎn)生顯著影響,并在方差分析主效應(yīng)圖中得到驗(yàn)證。而兩者的交互作用顯著水平為0.000和交互作用圖表明二者之間存在顯著的交互效應(yīng),并從簡(jiǎn)單效應(yīng)結(jié)果分析圖中得到驗(yàn)證。但從圖中可以看出發(fā)生交互作用時(shí)兩者具體變化略微不同:在閱讀測(cè)試中,生詞密度的三個(gè)水平在主題熟悉度的兩個(gè)層面的影響趨勢(shì)不一致,當(dāng)學(xué)生閱讀不熟悉主題的文章時(shí),成績(jī)不太受生詞密度的影響,而閱讀熟悉主題的文章時(shí),生詞密度越大,成績(jī)?cè)降?生詞密度越小,成績(jī)?cè)礁�。主題熟悉度的兩個(gè)層面在生詞密度的三個(gè)水平影響趨勢(shì)也不一致,在生詞密度10%上沒(méi)有明顯差異,而在另外兩個(gè)水平上有明顯差異。在自由回憶測(cè)試中,生詞密度的三個(gè)水平在主題熟悉度的兩個(gè)層面的影響趨勢(shì)也不一致,與閱讀測(cè)試結(jié)果一致,但是趨勢(shì)明顯平緩一些。主題熟悉度的兩個(gè)層面在生詞密度的三個(gè)水平影響趨勢(shì)也不一致,在生詞密度的三個(gè)水平上均有明顯差異,與閱讀測(cè)試結(jié)果不一致。根據(jù)上述實(shí)驗(yàn)結(jié)果,筆者指出了其對(duì)高中英語(yǔ)閱讀教與學(xué)的建議,如:教師在選用閱讀材料時(shí)需同時(shí)考慮生詞密度與主題熟悉度對(duì)閱讀理解的影響。本研究雖然存在不足,但是由于該領(lǐng)域研究涉及較少,本文不僅拓寬了研究對(duì)象,而且通過(guò)使用自由回憶測(cè)試這一研究工具,發(fā)現(xiàn)學(xué)生在理解文章中的具體情況,為教師的教學(xué)提供參考。
[Abstract]:Reading is an important tool for obtaining information and language learning, and plays an important role in English teaching in senior high school. Based on schema theory, this paper argues that it is not enough to rely on language knowledge in the process of reading comprehension in senior high school, and it is also necessary to combine the information in the article with the background knowledge. In the past few decades, many scholars have found that background knowledge and vocabulary are important factors in reading comprehension, but they have neglected to study the combination of new word density and topic familiarity. In this study, 120 senior middle school students in a middle school in Zhangzhou were chosen as the experimental subjects, and the subject familiarity questionnaire, reading test and free recall test were used as the research tools. Four articles based on different subjects selected in the national unified examination of the college entrance examination were used as test materials, and the test materials were divided into six parts by using a multi-factor 2 脳 3 mixed factor design. That is, the density of new words is 2 / 5 / 10%, which is composed of three levels and two levels of familiarity and unfamiliarity with the subject. And around two research questions: 1, whether the density of new words and the degree of topic familiarity have significant influence on English reading comprehension in senior high school, and whether there is any interaction between the density of new words and the degree of familiarity of topic? If so, to what extent? In this study, descriptive statistical analysis, two factor variance analysis and simple effect test were carried out with SPSS21.0 software. The study found that the significant level of word density and subject familiarity was 0.000 in both reading test and free recall test, indicating that both of them had significant effects on reading comprehension, and were validated in ANOVA principal effect map. The significant level of interaction between them is 0.000 and the interaction diagram shows that there is a significant interaction effect between them, which is verified by the simple effect analysis diagram. However, it can be seen from the diagram that the specific changes are slightly different when the interaction occurs: in the reading test, the influence of the three levels of new word density on the two levels of topic familiarity is inconsistent, and when students are reading articles that are not familiar with the topic, Results are not affected by the density of new words, but when reading articles familiar with the topic, the greater the density of new words, the lower the score, the smaller the density of new words, the higher the score. The influence trend of the two levels of topic familiarity on the three levels of new word density is also inconsistent, there is no significant difference in the density of new words at 10%, but there are obvious differences in the other two levels. In the free recall test, the influence trend of the three levels of new word density on the two levels of topic familiarity was also inconsistent, which was consistent with the reading test results, but the trend was more gentle. The influence trend of the two levels of topic familiarity on the three levels of the new word density is also inconsistent, and there are obvious differences in the three levels of the new word density, which are inconsistent with the reading test results. Based on the above experimental results, the author points out his suggestions on English reading teaching and learning in senior high school. For example, teachers should consider the influence of new word density and topic familiarity on reading comprehension when selecting reading materials. Although there are some shortcomings in this study, because of the lack of research in this field, this paper not only widens the research object, but also finds out that the students understand the specific situation of the article by using the free recall test as a research tool. To provide a reference for the teaching of teachers.
【學(xué)位授予單位】：閩南師范大學(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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本文編號(hào)：1965215