閱讀技能是初中英語需要學習和掌握的一項重要技能,也是中考英語主要考查的內容之一。根據語篇分析和建構理論,閱讀理解要求學生整合上下文信息,在一定程度上檢驗了學生的綜合語言能力。閱讀理解的類型主要包括單項選擇式閱讀理解和任務型閱讀理解。不同類型的閱讀理解會對學生的閱讀能力產生不同的影響。因此,有必要對兩種類型的閱讀理解題目進行深入研究。本文試圖對兩種不同類型的閱讀理解從不同角度進行對比分析來探究哪種閱讀理解對于提高學生的綜合語言能力更有效這項研究有以下三個研究問題:1.學生對于任務型閱讀理解和單項選擇式閱讀理解持有什么態(tài)度?2.任務型閱讀理解與單項選擇式閱讀理解之間在提高學生的綜合語言能力方面存在哪些差異?3.任務型閱讀理解與單項選擇式閱讀理解的難度和區(qū)分度有什么差異?本研究的受試者是來自沈陽市第二十七中學的兩個平行班的90名初二學生。這兩個班級分別被設置為實施任務型閱讀理解教學的1班和實施單項選擇式閱讀理解教學的2班。在本研究的實驗過程中,主要包括前測,后測,問卷調查,訪談和閱讀理解測試。在訓練過程中,對1班進行任務型閱讀理解訓練,對2班進行單項選擇式閱讀理解訓練。同時,作者對兩種閱讀理...

【文章頁數】：98 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 Task-based reading comprehension
        2.1.1 Definition of task-based reading comprehension
        2.1.2 Theoretical basis of task-based reading comprehension
        2.1.3 Advantages and disadvantages of task-based reading comprehension
        2.1.4 Classifications of task-based reading comprehension
    2.2 Multiple choice reading comprehension
        2.2.1 Definition of multiple choice reading comprehension
        2.2.2 Design principles of multiple choice reading comprehension
        2.2.3 Advantages and disadvantages of multiple choice reading comprehension
    2.3 Difficulty
        2.3.1 Definition of difficulty
        2.3.2 The significance of difficulty
        2.3.3 The formula mode of difficulty
    2.4 Discrimination
        2.4.1 Definition of discrimination
        2.4.2 The significance of discrimination
        2.4.3 The formula mode of discrimination
    2.5 Related research on the comparative study of task-based reading comprehension andmultiple choice reading at home and abroad
    2.6 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Questionnaire
        3.3.3 Interview
        3.3.4 SPSS software
    3.4 Research procedure
        3.4.1 Pre-test
        3.4.2 Questionnaire
        3.4.3 Interview
        3.4.4 Training
        3.4.5 Post-test
        3.4.6 Reading comprehension test for the difficulty and discrimination of the item
        3.4.7 Sample lessons
    3.5 Data collection
Chapter Four Data analysis and discussion
    4.1 Data analysis and discussion of Research Question One
        4.1.1 Data analysis and discussion of questionnaire
        4.1.2 Data analysis and discussion of interview
    4.2 Data analysis and discussion of Research Question Two
        4.2.1 Data analysis and discussion of pre-test in Class1-TB and Class2-MC
        4.2.2 Data analysis and discussion of post-test in Class1-TB and Class2-MC
    4.3 Data analysis and discussion of Research Question Three
        4.3.1 Data analysis and discussion of the difficulty and discrimination of the task-basedreading comprehension and multiple choice reading comprehension overall
        4.3.2 Data analysis and discussion of difficulty of task-based reading comprehensionand multiple choice comprehension
        4.3.3 Data analysis and discussion of discrimination of task-based readingcomprehension and multiple choice comprehension
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations and suggestions for the further study
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ Interview questions
Appendix Ⅲ: Pre-test
Appendix Ⅳ: Post-test
Appendix Ⅴ:Reading comprehension test for the difficulty and discrimination of the item
Acknowledgement
The list of the research papers published by author



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