本文選題：銜接理論 + 詞匯銜接　； 參考：《洛陽師范學院》2017年碩士論文

【摘要】：詞匯銜接理論出現(xiàn)于上個世紀六十年代。從上個世紀八十年代開始,作為語篇銜接理論的詞匯銜接開始出現(xiàn)在英語閱讀教學的課堂里。自從詞匯銜接被運用到閱讀課堂教學之后,學生的英語閱讀能力得到了發(fā)展。通過篇章中的詞匯銜接方式,學生可以更好地理解篇章中各個層次上面的語義關系。在此基礎上,學生就能更加深刻、全面地理解整個篇章的含義。因此,詞匯銜接被認為是提高學生閱讀能力的一種好方法。筆者主要通過問卷調查和師生訪談的方式,其目的就是了解詞匯銜接理論對提高初中學生的英語閱讀能力是否有效,以及詞匯銜接在初中英語閱讀教學中的實際應用。筆者在實習期間,首先觀察到初中學生在英語閱讀的態(tài)度方面有所變化,與此同時,英語教師的教學方法也會隨著學生閱讀態(tài)度的變化而做出相應的調整;然后,筆者又通過對英語教師的訪談,結果發(fā)現(xiàn)他們在教學方式方面也有相應的轉變。隨后,筆者進一步深入研究了初中英語教師如何利用詞匯銜接理論來提高英語閱讀教學的質量。本研究通過對初中英語教師的問卷調查及訪談,結果發(fā)現(xiàn),其中有69%的教師認為,對于詞匯銜接的講解在英語閱讀教學中是非常有必要的,因為它對閱讀教學的作用是有效的。本研究通過對初中學生的問卷調查及訪談,結果發(fā)現(xiàn),其中有80%的學生認為,如果老師在英語閱讀課上用詞匯銜接的方式講解語篇,將更加有利于學生對整篇文章的理解,同時也能提高他們的閱讀理解速度�？傊�,通過詞匯銜接在初中英語閱讀教學中的調查研究,最終得出的結論是,如果教師在初中英語閱讀教學中能夠正確使用詞匯銜接理論,這不但能夠提升學生的英語閱讀速度,也可以提高學生的英語閱讀能力和閱讀理解水平。與此同時,還可以提高初中英語閱讀教學的質量和效果。因此,這為今后初中英語閱讀教學的改進提供了一個新的教學思路,同時也提出了一個新的英語閱讀教學視角和行之有效的教學方法。
[Abstract]:The theory of lexical cohesion appeared in the 1960 s. Since 1980's, lexical cohesion, as a discourse cohesion theory, has appeared in English reading class. Since the use of lexical cohesion in reading class, students' English reading ability has been developed. Through the lexical cohesion in the text, the students can better understand the semantic relationship at all levels in the text. On this basis, students can understand the meaning of the whole text more deeply and comprehensively. Therefore, lexical cohesion is considered to be a good way to improve students' reading ability. The purpose of this paper is to find out whether lexical cohesion theory is effective in improving junior high school students' English reading ability and the practical application of lexical cohesion in junior high school English reading teaching. During the practice period, I first observed that the attitude of junior middle school students in English reading has changed. At the same time, the teaching methods of English teachers will be adjusted accordingly with the change of students' reading attitude. Through interviews with English teachers, the author finds that they have also changed their teaching methods. Then, the author makes a further study on how to improve the quality of English reading teaching by using lexical cohesion theory. Based on a questionnaire survey and an interview with English teachers in junior high school, the results show that 69% of the teachers think that the explanation of lexical cohesion is very necessary in English reading teaching, because it is effective in reading teaching. Based on a questionnaire survey and an interview with junior high school students, it is found that 80% of the students believe that if teachers use lexical cohesion to explain the text in English reading class, it will be more beneficial to the students' understanding of the whole article. It also improves their reading comprehension. In a word, through the investigation of lexical cohesion in junior high school English reading teaching, the final conclusion is that if teachers can correctly use lexical cohesion theory in junior middle school English reading teaching, This can not only improve the students' English reading speed, but also improve their English reading ability and reading comprehension. At the same time, it can also improve the quality and effect of junior high school English reading teaching. Therefore, it provides a new teaching idea for the improvement of English reading teaching in junior high school in the future. At the same time, it also puts forward a new perspective of English reading teaching and effective teaching methods.
【學位授予單位】：洛陽師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關期刊論文 前4條

1 王秀榮;;新課程理念下初中英語有效教學的探究[J];上海教育科研;2015年09期

2 閆美玲;;新課程背景下初中英語教學觀念的轉變[J];學周刊;2011年09期

3 鐘啟泉;;“有效教學”研究的價值[J];教育研究;2007年06期

4 姚利民;國外有效教學研究述評[J];外國中小學教育;2005年08期

相關博士學位論文 前1條

1 韓曉蕙;可理解輸入影響第二語言閱讀理解和附帶詞匯習得之實證研究[D];上海外國語大學;2010年

相關碩士學位論文 前3條

1 楊穎;初中英語教師課堂教學行為的有效性研究[D];四川外國語大學;2014年

2 吳新穎;新課程背景下以學生為中心的高中英語有效教學探究[D];陜西師范大學;2013年

3 王文佳;克拉申的輸入假說對中學英語閱讀的啟示[D];贛南師范學院;2013年

，

本文編號：2044297