閱讀作為一個(gè)復(fù)雜的認(rèn)知過(guò)程涉及讀者與語(yǔ)篇之間的交互。閱讀理解能力,尤其是在特定語(yǔ)境中理解語(yǔ)篇的能力尤為重要。顯而易見(jiàn),對(duì)某一語(yǔ)篇的理解需要特定的語(yǔ)境,語(yǔ)言不僅反映語(yǔ)境,也能夠構(gòu)建語(yǔ)境。語(yǔ)境影響著對(duì)語(yǔ)篇的理解,語(yǔ)境越充實(shí),對(duì)語(yǔ)篇的理解就越容易。有諸多因素制約著對(duì)語(yǔ)篇的正確理解,脫離語(yǔ)境的語(yǔ)篇理解會(huì)出現(xiàn)問(wèn)題。為了提高閱讀中的語(yǔ)篇理解能力,有必要掌握基本的閱讀技巧和閱讀模式。而且,語(yǔ)境作為語(yǔ)用學(xué)中的一個(gè)重要概念在英語(yǔ)閱讀中發(fā)揮的重要作用不容忽視。語(yǔ)境因素直接影響著讀者對(duì)于語(yǔ)篇的理解程度,是提高學(xué)生英語(yǔ)閱讀能力的關(guān)鍵因素。 Sperber和Wilson從認(rèn)知心理學(xué)的角度,突破傳統(tǒng)的靜態(tài)語(yǔ)境觀,用認(rèn)知的方法解釋語(yǔ)言。依據(jù)關(guān)聯(lián)理論,語(yǔ)境是動(dòng)態(tài)的,在真實(shí)的交際過(guò)程中,說(shuō)話人可以構(gòu)建和控制語(yǔ)境,聽(tīng)話人能夠選擇和延伸語(yǔ)境。Verschueren從交際的角度研究語(yǔ)境。依據(jù)順應(yīng)論,語(yǔ)境是在語(yǔ)言使用的過(guò)程中或者在動(dòng)態(tài)交際的過(guò)程中構(gòu)建的。在此過(guò)程中,語(yǔ)言使用者能夠積極主動(dòng)地控制語(yǔ)境,直到交際結(jié)束�；陉P(guān)聯(lián)理論和順應(yīng)理論,筆者提出“動(dòng)態(tài)語(yǔ)境分析閱讀模式”,并通過(guò)教學(xué)實(shí)驗(yàn)驗(yàn)證該模式的有效性。 為此,筆者進(jìn)行了教學(xué)實(shí)...

【文章頁(yè)數(shù)】：129 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter I Introduction
    1.1 Aim of the Present Study
    1.2 Significance of the Present Study
    1.3 Organization of the Thesis
Chapter II Literature Review
    2.1 Researches on Reading Teaching
    2.2 Researches on Context
        2.2.1 Static Study of Context
        2.2.2 Dynamic Study of Context
    2.3 Researches on Context in Reading
    2.4 Summary
Chapter III Theoretical Foundations
    3.1 Interactive Reading Model
    3.2 Relevance Theory
        3.2.1 Notion of Relevance
            3.2.1.1 Definition and Degree of Relevance
            3.2.1.2 Principle of Relevance
        3.2.2 Notion of Cognitive Context
            3.2.2.1 Cognitive Environment and Mutual Manifestness
            3.2.2.2 Contextual Assumptions and Contextual Effects
        3.2.3 Dynamics of Context
    3.3 Adaptation Theory
        3.3.1 Making Linguistic Choices
        3.3.2 Notion of Context
            3.3.2.1 Ingredients of communicative context
            3.3.2.2 Ingredients of Linguistic Context
            3.3.2.3 Generation of Context
        3.3.3 Notion of Adaptation
        3.3.4 Dynamics of Adaptability
    3.4 A Critical Evaluation of the Existing Literature
        3.4.1 Dynamic Properties of Context in Reading
        3.4.2 Relevance Based Model of Reading
        3.4.3 Adaptation Based Model of Reading
    3.5 A Proposed Reading Model of Dynamic Context Analysis
        3.5.1 Ingredients of Dynamic Context Analysis Reading Model
        3.5.2 Teachers and Students’ Roles in Dynamic Context Analysis Readi Model
        3.5.3 Means of Constructing Dynamic Context Analysis in Reading
Chapter IV An Experimental Study of Reading Model of Dynamic Context Analysis
    4.1 Research Design
        4.1.1 Subjects
        4.1.2 Instruments
            4.1.2.1 Questionnaire
            4.1.2.2 Reading Comprehension Tests
            4.1.2.3 Reading Speed Tests
            4.1.2.4 SPSS Software
    4.2 Procedures
        4.2.1 Questionnaire
        4.2.2 The Pre-test of Reading Comprehension
        4.2.3 Teaching Practice
        4.2.4 The post-test of Reading Comprehension
        4.2.5 Reading Speed Tests
        4.2.6 Data Collection and Analysis
        4.2.7 A Sample Lesson
    4.3 Results and Discussion
        4.3.1 Results of Questionnaires
        4.3.2 Results of Reading Comprehension Pre-test
        4.3.3 Results of Reading Comprehension Post-test
        4.3.4 Results of Reading Speed tests
Chapter V Conclusion
    5.1 Major Findings of the Present Study
    5.2 Contributions of the Present Study
    5.3 Limitations and Directions for Further Studies Appendices
Appendix 1 Story of Ms Tong (Sample Lesson: teaching material)
Appendix 2 Reading Comprehension Pre-test
Appendix 3 Reading Comprehension Post-test
Appendix 4 Questionnaire
Appendix 5 Frequencies of the Questionnaire
Appendix 6 The Results of Experimental Group from the Reading Comprehension Pre- and Post-test
Appendix 7 The Results of Control Group from the Reading Comprehension Pre-test Post-test
Appendix 8 The Results of the Experimental Group and Control Group from the Readi 5peed Tests
Bibliography



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