江蘇省泰州市自主命題的中考英語(yǔ)卷,盡管用于地區(qū)性考試,但是難度系數(shù)較大。閱讀理解是英語(yǔ)考試的重難點(diǎn),也是占分比最大的一道題型,所以閱讀理解的分?jǐn)?shù)直接影響著學(xué)生的整體英語(yǔ)成績(jī)。因此,在日常教學(xué)中,教師的教學(xué)側(cè)重點(diǎn)就在于閱讀理解。與此同時(shí),閱讀課堂也是最具有問(wèn)題的課堂,英語(yǔ)教師依舊以傳統(tǒng)的語(yǔ)法翻譯法對(duì)學(xué)生進(jìn)行閱讀教學(xué),這樣的教學(xué)環(huán)境不利于學(xué)生成績(jī)的提高和閱讀能力的訓(xùn)練。副詞性關(guān)聯(lián)詞語(yǔ)是指在英語(yǔ)復(fù)句或語(yǔ)篇中出現(xiàn)的具有關(guān)聯(lián)銜接作用的副詞,作者查找大量文獻(xiàn)發(fā)現(xiàn),國(guó)外學(xué)者哈禮德、夸克,國(guó)內(nèi)學(xué)者趙元任、原蘇榮先生都對(duì)之進(jìn)行了大量的研究。他們認(rèn)為副詞性關(guān)聯(lián)詞在英語(yǔ)語(yǔ)篇中不僅能夠表達(dá)其邏輯語(yǔ)義關(guān)系,還能很好地銜接上下文,這有利于學(xué)生更準(zhǔn)確地抓住文章主旨。作者根據(jù)調(diào)查問(wèn)卷以及訪談發(fā)現(xiàn),大多數(shù)學(xué)生在沒有任何提示下,根本不知道什么是副詞性關(guān)聯(lián)詞。然而,兩個(gè)月的實(shí)驗(yàn)結(jié)束之后,很多學(xué)生不僅能夠?qū)Ω痹~性關(guān)聯(lián)詞有一定的理解,甚至能夠運(yùn)用,而且做題速度隨之加快,效率也隨之提高。因此,本文旨在幫助學(xué)生了解副詞性關(guān)聯(lián)詞的背景和重要性,并提出相關(guān)定義,判定標(biāo)準(zhǔn)以及分類,對(duì)基礎(chǔ)知識(shí)進(jìn)行掌握。除此之外,作者以江蘇泰州近十年中考的... 

【文章來(lái)源】：上海師范大學(xué)上海市

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter1 Introduction
    1.1 Research Background
        1.1.1 The Importance of Reading Comprehension in Taizhou HSEE
        1.1.2 The Obstacles of Students to Doing Reading Comprehension of HSEE
        1.1.3 The Necessity of Application of ACs in reading Comprehension of HSEE
    1.2 Research Objectives and Significance
    1.3 Structure of Thesis
Chapter2 Literature Review and Theoretical Foundation
    2.1 Adverbial Conjunctions
        2.1.1 Definition and Judging Benchmarks of Adverbial Conjunctions
        2.1.2 The Range of Adverbial Conjunctions
        2.1.3 Cohesive Functions of Adverbial Conjunctions
        2.1.4 Classification of Adverbial Conjunctions
    2.2 Related Researches on Reading Comprehension
        2.2.1 Definition and Classification of Reading Comprehension
        2.2.2 Strategies of Doing Reading Comprehension Questions
        2.2.3 The Current Reading Models in Middle School
    2.3 Theoretical Bases
        2.3.1 The Theory of Cohesion
        2.3.2 Scaffolding Theory
        2.3.3 Interactional Linguistics
Chapter3 Experimental Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Methodology
        3.3.1 Literature Research Method
        3.3.2 Corpus-based Approach
        3.3.3 Questionnaire
        3.3.4 Experimental research
        3.3.5 Interview Survey
Chapter4 The Investigation of ACs in the English Test in Taizhou HSEE
    4.1 Statistics of Frequency of ACs in the Past10 Years'English Test in Taizhou HSEE
    4.2 Statistics of Distribution of ACs in the Past10 Years'English Test in Taizhou HSEE
    4.3 A Case Study of ACs in the Reading Discourse
    4.4 Examples of Application of ACs in Answering Reading Comprehension Questions in HSEE
Chapter5 Data Collection and Analysis
    5.1 Analysis of Questionnaire
        5.1.1 Analysis of Pre-questionnaire
        5.1.2 Analysis of Post-questionnaire
    5.2 Analysis of Interview Survey
        5.2.1 The Interview Survey of Students
        5.2.2 The Interview Survey of Teachers
    5.3 Analysis of Test
        5.3.1 Analysis of Pre-test
        5.3.2 Analysis of Post-test
        5.3.3 Comparison between Pre-test and Post-test
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Suggestions
        6.2.1 Some Suggestions to Students
        6.2.2 Some Suggestions for Teachers
        6.2.3 Some Suggestions for Test Designers
    6.3 Limitations of Present Study
References
Appendices
    Appendix Ⅰ:Pre-questionnaire
    Appendix Ⅱ:Post-questionnaire
    Appendix Ⅲ:Interview Outline
    Appendix Ⅳ:The Pre-test Reading Material
    Appendix Ⅴ:Raw Score of Pre-test
    Appendix Ⅵ:The Post-test Reading Material
    Appendix Ⅶ:Raw score of Post-test
    Appendix Ⅷ:Functions of ACs of English Reading Comprehension in Taizhou HSEE
攻讀學(xué)位期間研究成果
Acknowledgements


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碩士論文
[1]副詞性關(guān)聯(lián)詞語(yǔ)在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用研究[D]. 劉斌.上海師范大學(xué) 2015



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