本文選題：語(yǔ)篇分析 + 英語(yǔ)閱讀教學(xué)��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：閱讀作為語(yǔ)言學(xué)習(xí)最直接有效的輸入方式之一,是學(xué)生獲取信息,學(xué)習(xí)語(yǔ)言知識(shí),提高文化意識(shí),培養(yǎng)思維能力的手段。閱讀作為英語(yǔ)學(xué)習(xí)的四項(xiàng)基本技能之一,是英語(yǔ)教學(xué)的重要組成部分。在初中英語(yǔ)教學(xué)中,英語(yǔ)閱讀教學(xué)歷來是英語(yǔ)教師的重點(diǎn)和難點(diǎn)。本研究針對(duì)初中英語(yǔ)閱讀教學(xué)耗時(shí)低效,學(xué)生缺乏語(yǔ)篇技能的問題,基于圖式理論和銜接理論,采用語(yǔ)篇分析方法:語(yǔ)境、體裁、語(yǔ)篇模式、銜接,綜合運(yùn)用于英語(yǔ)閱讀教學(xué),旨在提高初中生的英語(yǔ)閱讀能力。本研究采用行動(dòng)研究方法,研究問題包括:1.基于語(yǔ)篇分析的英語(yǔ)閱讀教學(xué)對(duì)初中生的英語(yǔ)閱讀成績(jī)有何影響?2.基于語(yǔ)篇分析的英語(yǔ)閱讀教學(xué)對(duì)初中生的閱讀技能是否產(chǎn)生積極影響?研究對(duì)象為廣州市某中學(xué)初三年級(jí)1個(gè)班的38名學(xué)生。該行動(dòng)研究持續(xù)了14周,經(jīng)歷兩個(gè)循環(huán)過程。第一階段以《牛津英語(yǔ)(9B)》的閱讀課文為教學(xué)材料,引導(dǎo)學(xué)生利用語(yǔ)境預(yù)測(cè)及理解文章內(nèi)容,學(xué)習(xí)分析文章的體裁、模式及銜接手段,從宏觀和微觀的角度理解文章內(nèi)容。第二階段以《2016年廣州市初中畢業(yè)生學(xué)業(yè)考試指導(dǎo)用書英語(yǔ)》的閱讀文章為材料,學(xué)生運(yùn)用語(yǔ)篇分析的知識(shí)和技能,分析理解4種初中階段常見的體裁:記敘文、科普文、歷史故事、應(yīng)用文。研究工具包括:測(cè)試,問卷調(diào)查,訪談。3次英語(yǔ)閱讀測(cè)試(前測(cè),階段性測(cè)試,后測(cè))旨在了解學(xué)生的閱讀成績(jī)是否得到提高,以及在哪些方面得到提高;前后2次問卷調(diào)查旨在了解學(xué)生閱讀技能的使用是否有變化;3次訪談旨在了解學(xué)生對(duì)基于語(yǔ)篇分析的閱讀教學(xué)模式的反饋以及在閱讀中存在的困難。基于此研究過程與數(shù)據(jù)分析,行動(dòng)研究結(jié)果如下:1.基于語(yǔ)篇分析的英語(yǔ)閱讀教學(xué)能有效地提高初中生的英語(yǔ)閱讀成績(jī),尤其在細(xì)節(jié)信息、推理、文章大意、排序、結(jié)構(gòu)和銜接的題型方面。2.基于語(yǔ)篇分析的英語(yǔ)閱讀教學(xué)能提高初中生的閱讀技能,尤其是語(yǔ)篇技能。經(jīng)過分析討論,本研究認(rèn)為,基于語(yǔ)篇分析的閱讀教學(xué)模式能有效地高初中生的英語(yǔ)閱讀能力,對(duì)初中英語(yǔ)閱讀教學(xué)具有良好的借鑒作用。
[Abstract]:As one of the most direct and effective input methods in language learning, reading is a means for students to acquire information, learn language knowledge, improve their cultural awareness and cultivate their thinking ability. As one of the four basic English learning skills, reading is an important part of English teaching. In junior middle school English teaching, English reading teaching has always been the focus and difficulty of English teachers. Aiming at the problem of time-consuming and inefficient English reading teaching in junior high school and the students' lack of discourse skills, this study adopts discourse analysis methods based on schema theory and cohesion theory: context, genre, discourse pattern, cohesion, and their application to English reading teaching. The aim is to improve the English reading ability of junior high school students. This study uses the action research method, the research question includes: 1. The influence of discourse Analysis based English Reading Teaching on Junior High School students' English Reading Achievement. Does teaching English reading based on discourse analysis have a positive impact on junior high school students' reading skills? The subjects of the study were 38 students in Grade 1 of Grade 3 in a middle school in Guangzhou. The action study lasted 14 weeks and went through two cycles. In the first stage, the reading text of Oxford English 9B is used as the teaching material to guide the students to use context to predict and understand the content of the article, to learn and analyze the genre, mode and cohesive devices of the article, and to understand the content of the article from the macro and micro angles. In the second stage, based on the reading article of "English for Junior Middle School graduates in 2016", the students use the knowledge and skills of discourse analysis to analyze and understand four common genres in junior middle school: narrative, popular science, and so on. Historical story, practical writing. The research tools include: tests, questionnaires, interviews with 3 times of English reading tests (pre-test, stage test, post-test) to understand whether the students' reading performance has been improved, and in which aspects; The purpose of the two questionnaires was to find out whether there were any changes in the use of students' reading skills. Three interviews were conducted to find out the students' feedback on the teaching mode of reading based on discourse analysis and the difficulties in reading. Based on this research process and data analysis, the results of action research are as follows: 1. English reading teaching based on discourse analysis can effectively improve junior high school students' English reading performance, especially in detail information, reasoning, article main idea, sorting, structure and cohesion. English reading teaching based on discourse analysis can improve junior high school students' reading skills, especially text skills. Through analysis and discussion, the present study holds that the reading teaching model based on discourse analysis can effectively improve the English reading ability of junior high school students and has a good reference value for junior high school English reading teaching.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1806984