【摘要】：英語閱讀在語言教學(xué)過程中至關(guān)重要,然而目前的英語閱讀教學(xué)過程中教師只注重解釋詞匯、句法結(jié)構(gòu)、語法卻忽略了語篇整體性的講解,不重視語言的功能。近幾年來,盡管高中教師開始注重在課前導(dǎo)入背景知識、在課中提供不同任務(wù)、課后布置貼近學(xué)生生活的書寫作業(yè),但是課堂效率低、學(xué)生積極性不高、語言運(yùn)用能力差等不足之處仍然顯著。這在很大程度上影響了學(xué)生學(xué)習(xí)一篇好文章,使得學(xué)生對語篇更加困惑,無法通過現(xiàn)有的閱讀方法迅速找出問題的答案,對作者寫作意圖的解析也是無從下手。因此,為了幫助高中生在英語課堂中高效學(xué)習(xí),并快速掌握閱讀技巧和方法,提高對英語閱讀的積極性,作者認(rèn)為研究一種有效的閱讀教學(xué)模式是十分必要的。為了研究一種最佳教學(xué)模式,作者借鑒了系統(tǒng)功能語法理論中的功能語言學(xué)和語篇分析理論,提出了在閱讀教學(xué)中運(yùn)用有效的功能語言學(xué)理論來指導(dǎo)英語課堂教學(xué)的觀點(diǎn)。功能語言學(xué)強(qiáng)調(diào)語言是服務(wù)于語言的功能產(chǎn)生的,只有充分了解語言具體的功能以及這些功能是如何體現(xiàn)的,又是怎樣通過哪些方法傳達(dá)的,學(xué)生才能在閱讀理解中分析出動詞的及物性,才能通過劃取句子的主位和述位獲取細(xì)節(jié)知識,才能通過解析段落的銜接掌握充分掌握作者的寫作意圖。本文首先介紹了功能語法和語篇分析的相關(guān)知識,然后提出問題以此驗(yàn)證這是一個有效的閱讀教學(xué)模式。本實(shí)驗(yàn)分為控制班和實(shí)驗(yàn)班,控制班采取背景導(dǎo)入、段落講解、課堂練習(xí)的教學(xué)模式;實(shí)驗(yàn)班采取新的閱讀理解模式,即以功能語法的理論為基礎(chǔ)的閱讀教學(xué)模式。首先,通過分析題目和每段第一個句子的主位和述位預(yù)測語篇主要內(nèi)容;其次根據(jù)每個句子中動詞的及物性分析語篇的框架結(jié)構(gòu);最后,根據(jù)銜接推斷出作者的寫作意圖。本研究證明了本文提出的新英語閱讀教學(xué)模式能夠幫助學(xué)生提高閱讀理解能力。學(xué)生開始接觸新的教學(xué)方法,從被動變?yōu)橹鲃�。新的閱讀教學(xué)模式能夠幫助學(xué)生預(yù)測語篇內(nèi)容,了解語篇進(jìn)展,明確作者的寫作意圖�？傊�,這一新的模式在高中英語閱讀中將會是一種更加有效的教學(xué)模式。
[Abstract]:English reading plays an important role in the process of language teaching. However, teachers only pay attention to the explanation of vocabulary, syntactic structure and grammar in the present teaching process of English reading, but ignore the whole explanation of the text and pay little attention to the function of language. In recent years, although high school teachers have begun to focus on introducing background knowledge before class, providing different tasks in the class and arranging writing assignments close to the students' life after class, the classroom efficiency is low and the enthusiasm of the students is not high. The inadequacies such as poor language use ability are still obvious. This greatly affects the students' learning of a good essay, which makes the students more confused about the text, unable to find the answer to the problem quickly through the existing reading methods, and also unable to analyze the author's writing intention. Therefore, in order to help high school students to learn effectively in English classroom, to master reading skills and methods quickly and to improve their enthusiasm for English reading, the author thinks that it is necessary to study an effective reading teaching model. In order to study the best teaching mode, the author draws lessons from the theories of functional linguistics and discourse analysis in the theory of systemic functional grammar, and puts forward the point of view that the effective functional linguistics theory can be used to guide English classroom teaching in reading teaching. Functional linguistics emphasizes that language is produced by the functions that serve the language, only by fully understanding the specific functions of the language, how these functions are embodied, and how they are conveyed. Only in reading comprehension can the students analyze the verb and transitivity, acquire the detailed knowledge by drawing the theme and rheme of the sentence, and master the author's writing intention through the cohesion of the analytic paragraph. This paper first introduces the relevant knowledge of functional grammar and discourse analysis, and then puts forward questions to verify that this is an effective reading teaching model. The experiment is divided into control class and experimental class. The control class adopts the teaching mode of background introduction, paragraph explanation and classroom exercise, and the experimental class adopts a new reading comprehension model, which is based on the theory of functional grammar. Firstly, the main content of the discourse is predicted by analyzing the topic and the theme and rheme of the first sentence in each paragraph; secondly, the frame structure of the discourse is analyzed according to the verb and transitivity in each sentence; finally, the author's writing intention is deduced from cohesion. The present study proves that the new English reading teaching model proposed in this paper can help students to improve their reading comprehension. Students began to contact new teaching methods, from passive to active. The new reading teaching model can help students to predict the content of the text, understand the progress of the text, and clarify the author's writing intention. In short, this new model will be a more effective teaching model in senior high school English reading.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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