圖式理論視角下的大學英語任務(wù)型閱讀教學的研究
發(fā)布時間：2019-05-07 19:03
【摘要】：閱讀作為大學英語教學的重要組成部分,對于提高學生分析問題、解決問題的能力起著至關(guān)重要的作用。傳統(tǒng)英語閱讀教學側(cè)重于詞匯和語法的學習,忽視學生及其原有知識在閱讀中所起的作用。本研究將圖式理論運用于大學英語任務(wù)型閱讀教學中,激發(fā)學生的原有知識及作用,為大學英語閱讀教學改革提供一定思路借鑒。本研究目的在于研究圖式理論和任務(wù)型教學對大學英語閱讀教學效果的影響。回顧圖式理論和任務(wù)型教學的研究歷史與現(xiàn)狀,并將其應(yīng)用于大學英語閱讀教學中。研究問題如下:(1)學生的英語閱讀現(xiàn)狀如何?如學生對閱讀的態(tài)度,閱讀風格,處理閱讀中的困難和閱讀策略等方面。(2)將圖式理論運用于大學英語任務(wù)型閱讀教學后,學生的閱讀成績是否有所提高?(3)學生對閱讀的態(tài)度,閱讀風格,處理閱讀中的困難和閱讀策略是否有所改善?學生對圖式理論視角下的大學英語任務(wù)型閱讀教學感受如何?本研究選擇沈陽師范大學2015級新入學非英語專業(yè)本科生兩個平行自然班為研究對象,共計65名學生,任意選擇其一為實驗班(33人),另一個班為控制班(32人),語言能力等級分配相對平等,男女比例大致相同,進行為期一學期的實驗教學。實驗研究工具主要采用前后調(diào)查問卷,前后英語閱讀測試及訪談。在實驗過程中,實驗班采用將圖式理論應(yīng)用于大學英語任務(wù)型閱讀的教學方法,控制班采取傳統(tǒng)的英語閱讀教學。本研究使用SPSS 19.0對從實驗前后實驗班和控制班中所收集的數(shù)據(jù)進行全面分析。數(shù)據(jù)統(tǒng)計結(jié)果顯示,與控制班相比,實驗班學生的閱讀成績顯著提高,學生對閱讀的態(tài)度,閱讀風格,處理閱讀中的困難及閱讀策略等方面也有所改善。研究結(jié)果發(fā)現(xiàn),將圖式理論運用于大學英語任務(wù)型閱讀教學中能有效提高學生的閱讀水平,同時對學生英語閱讀的態(tài)度和閱讀策略等方面也有所改善。最后,本文總結(jié)了本研究中的不足之處,概括出在閱讀過程中增強學生的閱讀興趣,激發(fā)學生的圖式知識等教學啟示,并對今后的大學英語閱讀教學研究提出了相關(guān)建議。
[Abstract]:As an important part of college English teaching, reading plays an important role in improving students' ability to analyze and solve problems. Traditional English reading teaching focuses on vocabulary and grammar learning, neglecting the role of students and their original knowledge in reading. This study applies schema theory to college English task-based reading teaching, stimulates students' original knowledge and functions, and provides some ideas for the reform of college English reading teaching. The purpose of this study is to study the effects of schema theory and task-based teaching on college English reading teaching. This paper reviews the research history and present situation of schema theory and task-based teaching, and applies it to college English reading teaching. The research questions are as follows: (1) what is the current situation of students' English reading? Such as students' attitude towards reading, reading style, dealing with reading difficulties and reading strategies and so on. (2) applying schema theory to college English task-based reading teaching. Students' reading performance has improved? (3) students' attitude towards reading, reading style, handling difficulties in reading and reading strategies have been improved? How do students feel about task-based reading teaching in college English from the perspective of schema theory? In this study, two parallel natural classes for newly enrolled non-English majors in Shenyang normal University 2015 were selected. A total of 65 students were selected, one of whom was the experimental class (33 students), the other class was the control class (32 students), and the other class was the control class (32 students). The level distribution of language competence is relatively equal, the ratio of men and women is roughly the same, and the experimental teaching lasts for one semester. Experimental research tools include pre-and post-questionnaire, pre-and post-English reading tests and interviews. In the course of the experiment, the experimental class adopts the schema theory applied to college English task-based reading teaching method, and the control class adopts the traditional English reading teaching method. In this study, SPSS 19.0 was used to analyze the data collected from experimental class and control class before and after the experiment. The statistical results show that compared with the control class, the students' reading performance in the experimental class is significantly improved, and the students' attitude towards reading, reading style, dealing with difficulties in reading and reading strategies are also improved. The results show that the application of schema theory to college English task-based reading teaching can effectively improve students' reading level and improve their attitudes and strategies in English reading. Finally, this paper summarizes the shortcomings of this study, summarizes the enhancement of students' reading interest in the process of reading, stimulate students' schema knowledge and other teaching implications, and puts forward some suggestions for future research on college English reading teaching.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
本文編號：2471314
[Abstract]:As an important part of college English teaching, reading plays an important role in improving students' ability to analyze and solve problems. Traditional English reading teaching focuses on vocabulary and grammar learning, neglecting the role of students and their original knowledge in reading. This study applies schema theory to college English task-based reading teaching, stimulates students' original knowledge and functions, and provides some ideas for the reform of college English reading teaching. The purpose of this study is to study the effects of schema theory and task-based teaching on college English reading teaching. This paper reviews the research history and present situation of schema theory and task-based teaching, and applies it to college English reading teaching. The research questions are as follows: (1) what is the current situation of students' English reading? Such as students' attitude towards reading, reading style, dealing with reading difficulties and reading strategies and so on. (2) applying schema theory to college English task-based reading teaching. Students' reading performance has improved? (3) students' attitude towards reading, reading style, handling difficulties in reading and reading strategies have been improved? How do students feel about task-based reading teaching in college English from the perspective of schema theory? In this study, two parallel natural classes for newly enrolled non-English majors in Shenyang normal University 2015 were selected. A total of 65 students were selected, one of whom was the experimental class (33 students), the other class was the control class (32 students), and the other class was the control class (32 students). The level distribution of language competence is relatively equal, the ratio of men and women is roughly the same, and the experimental teaching lasts for one semester. Experimental research tools include pre-and post-questionnaire, pre-and post-English reading tests and interviews. In the course of the experiment, the experimental class adopts the schema theory applied to college English task-based reading teaching method, and the control class adopts the traditional English reading teaching method. In this study, SPSS 19.0 was used to analyze the data collected from experimental class and control class before and after the experiment. The statistical results show that compared with the control class, the students' reading performance in the experimental class is significantly improved, and the students' attitude towards reading, reading style, dealing with difficulties in reading and reading strategies are also improved. The results show that the application of schema theory to college English task-based reading teaching can effectively improve students' reading level and improve their attitudes and strategies in English reading. Finally, this paper summarizes the shortcomings of this study, summarizes the enhancement of students' reading interest in the process of reading, stimulate students' schema knowledge and other teaching implications, and puts forward some suggestions for future research on college English reading teaching.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
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