本文關(guān)鍵詞：語篇分析視角下高考英語閱讀理解文本特點(diǎn)研究及教學(xué)啟示　出處：《伊犁師范學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 語篇分析 語篇類型 語篇模式 銜接手段 閱讀理解

【摘要】：閱讀理解是英語教學(xué)和英語考試中非常重要的一部分,在高考英語試題中所占比例高達(dá)20-30%,受到教師和學(xué)生的廣泛關(guān)注。然而,學(xué)生在閱讀理解方面除了閱讀速度慢,還存在理解不到位的情況,進(jìn)而影響到閱讀理解的成績。要培養(yǎng)學(xué)生的閱讀能力,提高閱讀理解成績,除了具備詞匯量和語言知識的要求外,還應(yīng)該掌握語篇分析的相關(guān)理論知識,從語篇類型,語篇模式以及銜接手段幾方面更深入的理解閱讀理解文本,構(gòu)建結(jié)構(gòu)化的邏輯思維和分析方法,以此提升對文本的理解能力。本研究采用語篇分析理論對96篇高考英語閱讀理解文本進(jìn)行分析,旨在發(fā)現(xiàn)語料中存在的語篇類型,語篇模式,文本的時態(tài)呈現(xiàn)特征,以及文本中涉及到的銜接手段及其實(shí)現(xiàn)方式,并用Excel軟件進(jìn)行數(shù)據(jù)統(tǒng)計。筆者在研究中發(fā)現(xiàn),近十年的高考英語閱讀理解文本中,記敘文出現(xiàn)的頻率最高,說明文次之,議論文第三,描寫文頻率最低。語篇模式中概括—具體模式頻率最高,敘事模式第二,主張—反應(yīng)模式第三,問題—解決模式和提問—回答模式最低。研究還發(fā)現(xiàn)銜接手段中的照應(yīng)出現(xiàn)頻率最高,詞匯銜接第二,邏輯聯(lián)系語第三,替代第四,省略最低。本研究的結(jié)果對高中英語的閱讀理解教學(xué)具有指導(dǎo)意義。首先,教師需要輸入關(guān)于語篇類型,語篇模式以及銜接手段的相關(guān)知識;其次,在日常的閱讀理解教學(xué)中,引導(dǎo)學(xué)生使用語篇分析理論更深入的理解文本;最后,老師要多培養(yǎng)學(xué)生良好的閱讀習(xí)慣,引導(dǎo)閱讀成績差的學(xué)生培養(yǎng)正確的閱讀習(xí)慣,總結(jié)正確的做題方法。
[Abstract]:Reading comprehension is a very important part of English teaching and English examination. It accounts for 20-30% of the test questions in the college entrance examination, which has been widely concerned by teachers and students. In addition to the slow reading speed, there are still some problems in reading comprehension, which will affect the results of reading comprehension. It is necessary to cultivate students' reading ability and improve their reading comprehension scores. In addition to the requirements of vocabulary and linguistic knowledge, we should also master the relevant theoretical knowledge of discourse analysis, and better understand the reading and understanding of the text in terms of text types, discourse patterns and cohesive devices. The purpose of this study is to construct a structured logical thinking and analysis method to improve the understanding of the text. This study uses discourse analysis theory to analyze 96 reading comprehension texts in college entrance examination. The purpose of this paper is to find out the text types, discourse patterns, the tense features of the text, and the cohesive devices involved in the texts and their implementation. The author finds that in the past ten years, narrative text appears most frequently, narrative text takes second place, and argumentation is the third. The frequency of descriptive text is the lowest. The generalization-specific mode is the most frequent, the narrative mode is the second, and the proposition-response mode is the third. The model of problem-solving and question-answer is the lowest. The study also found that the frequency of anaphora in cohesive devices is the highest, lexical cohesion is second, and logical connectives are third, instead of 4th. Ellipsis is the lowest. The results of this study are instructive to the teaching of reading comprehension in senior high school English. Firstly, teachers need to input relevant knowledge about text types, discourse patterns and cohesive devices. Secondly, in the daily teaching of reading comprehension, students should be guided to use discourse analysis theory to understand the text more deeply. Finally, teachers should cultivate students' good reading habits, guide students with poor reading performance to cultivate correct reading habits and summarize correct methods of doing problems.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1432319