【摘要】：2014年,全國英語新課標(biāo)高考卷用語篇型語法填空題代替?zhèn)鹘y(tǒng)的單句語法選擇題。語法填空題是一種綜合性較強(qiáng)的測試題型,能較客觀地反映學(xué)生的語言綜合能力。由于語法填空題是一種新題型,學(xué)生對這種新題型感到非常陌生,得分率普遍不高。語法填空題不僅要求學(xué)生掌握必要的英語基礎(chǔ)知識,更要求學(xué)生具備語篇分析理論知識和語篇意識。語篇分析理論主要包括銜接、連貫、體裁和語境。然而從前測問卷調(diào)查來看,大部分學(xué)生并不了解或者了解一點(diǎn)語篇分析理論。不僅如此,語篇分析理論在國內(nèi)的研究很少,而且一些研究者多把語篇分析理論應(yīng)用于閱讀理解和完形填空題。鑒于此,本文要涉及語篇分析理論在高中英語語法填空題教學(xué)中的實(shí)驗(yàn)研究,以期給廣大的師生提供一些可供參考的建議。筆者以安徽省利辛高級中學(xué)高二(15)班和高二(22)班110名學(xué)生作為研究對象,進(jìn)行了為期四個月的語篇分析理論在高中英語語法填空題中的教學(xué)實(shí)驗(yàn)。擬解決以下兩個問題:1.語篇分析理論應(yīng)用于高中語法填空題的教學(xué)可以培養(yǎng)學(xué)生的語篇分析意識嗎? 2.語篇分析理論應(yīng)用于高中語法填空題的教學(xué)可以提高學(xué)生語法填空題的解題能力嗎?收集數(shù)據(jù)所使用的工具為前后兩次問卷以及前后兩次測試,作者帶領(lǐng)學(xué)生學(xué)習(xí)語篇分析理論并訓(xùn)練他們將這一理論應(yīng)用于語法填空題的練習(xí)和測試之后,就對學(xué)生進(jìn)行實(shí)驗(yàn)后的問卷調(diào)查和后測。筆者如實(shí)記錄實(shí)驗(yàn)數(shù)據(jù),并利用SPSS 20.0統(tǒng)計(jì)軟件對測試數(shù)據(jù)進(jìn)行分析。實(shí)驗(yàn)結(jié)果表明語篇分析理論不僅可以提高學(xué)生的語篇分析意識,還可以有效地提高學(xué)生語法填空的解題能力。
[Abstract]:In 2014, the traditional single sentence grammar multiple choice question was replaced by the text grammar blank in the new national English curriculum. Grammar blanking is a kind of comprehensive test question, which can objectively reflect the students' comprehensive language ability. As grammar blanks are a new type of questions, students are very unfamiliar with the new questions, and the scoring rate is generally low. Grammar blanking requires students not only to master the basic knowledge of English, but also to have theoretical knowledge of discourse analysis and discourse awareness. Discourse analysis mainly includes cohesion, coherence, genre and context. However, from the pretest questionnaire survey, most students do not understand or understand a bit of discourse analysis theory. Moreover, there is little research on discourse analysis theory in China, and some researchers apply it to reading comprehension and cloze problems. In view of this, this paper is concerned with the experimental study of discourse analysis theory in the teaching of English grammar blanks in senior high school, in order to provide some suggestions for teachers and students. Taking 110 students of Grade 2 (15) and Grade 2 (22) in Lixin High School in Anhui Province as subjects, the author conducted a four-month teaching experiment of discourse analysis theory in English grammar blanks in senior high school. The following two problems are to be solved: 1. Can the theory of discourse analysis be applied to the teaching of grammar blanks in senior high school to cultivate students' sense of discourse analysis? 2. Can the application of discourse analysis theory to the teaching of grammar blanks in senior high school improve the students' ability to solve the problems? The data were collected using two questionnaires and two tests. The author led the students to study the theory of discourse analysis and to train them to apply the theory to the practice and test of grammar blanks. A questionnaire survey and a post-test were conducted on the students after the experiment. The author recorded the experimental data truthfully and analyzed the test data by SPSS 20.0 software. The experimental results show that the theory of discourse analysis can not only improve the students' sense of discourse analysis, but also improve the students' ability to solve grammar problems.
【學(xué)位授予單位】：南京師范大學(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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