窄式閱讀對高中生英語閱讀能力影響的研究
發(fā)布時間：2019-07-09 18:10
【摘要】：窄式閱讀是指讀者在一段時間內(nèi)集中閱讀同一體裁,同一主題或同一作家的多部作品,來加深對這個主題或體裁的文章的了解、提高閱讀水平、促進(jìn)語言習(xí)得的方法。結(jié)合現(xiàn)行新人教版高中英語教材的編寫特點—“話題-功能-活動”,本文以同一主題的窄式閱讀為主線,旨在通過對高中生進(jìn)行窄式閱讀訓(xùn)練,來探尋窄式閱讀對高中生閱讀能力的影響,主要回答以下兩個問題:(1)窄式閱讀能否激發(fā)高中生的英語閱讀興趣和閱讀的積極性?(2)窄式閱讀在哪些方面對高中生的英語閱讀能力有影響?本研究以輸入理論和圖式理論為基礎(chǔ),使用調(diào)查問卷、訪談和實驗來探究以上研究問題。本研究依據(jù)高一下學(xué)期末英語考試成績,選取了甘肅省民勤一中高二年級的兩個平行班9班和11班共140人為研究對象。研究對象分為實驗班(窄式閱讀組)和對照班(泛讀組),兩個班的英語周課時量和閱讀任務(wù)均相同,并由同一位教師任教。在實驗前發(fā)放調(diào)查問卷對高中生閱讀現(xiàn)狀進(jìn)行了調(diào)查,同時進(jìn)行閱讀前測發(fā)現(xiàn)兩個班學(xué)生的英語閱讀水平無明顯差異。在此基礎(chǔ)上,圍繞新人教版高中英語必修五和六的單元主題,為實驗班選擇了相同話題的閱讀材料,進(jìn)行窄式閱讀訓(xùn)練,每兩周一個話題,課堂導(dǎo)讀和課外自主窄式閱讀相結(jié)合。對照班采用傳統(tǒng)的閱讀訓(xùn)練,每節(jié)課要求學(xué)生閱讀4篇不限主題或風(fēng)格的文章并完成相應(yīng)的閱讀任務(wù)。經(jīng)過為期14周的窄式閱讀訓(xùn)練,再次對該實驗班進(jìn)行問卷調(diào)查,就有些問題對實驗班的6位同學(xué)進(jìn)行了跟蹤訪談,后又對兩個班進(jìn)行了閱讀測試。收集、整理了實驗數(shù)據(jù),從定量與定性兩方面對數(shù)據(jù)進(jìn)行分析。研究結(jié)果表明,基于教材單元主題、相同話題的窄式閱讀訓(xùn)練,能使學(xué)習(xí)者反復(fù)接觸到相同的詞匯、語法結(jié)構(gòu)及背景知識等,降低了閱讀的難度,逐步提高了高中生的英語閱讀興趣,激發(fā)了他們的閱讀積極性。試驗后,許多學(xué)生希望教師幫助他們選擇適合其語言水平的閱讀材料,進(jìn)行大量、有趣的可理解性閱讀輸入。研究也發(fā)現(xiàn),運(yùn)用窄式閱讀訓(xùn)練,并在閱讀過程中進(jìn)行閱讀策略指導(dǎo),能夠促進(jìn)學(xué)習(xí)者閱讀策略運(yùn)用意識,有助于培養(yǎng)學(xué)習(xí)者的快速閱讀技巧和猜測詞義策略。同時,基于話題的課外延伸窄式閱讀,能幫助學(xué)生克服閱讀選材的盲目性,有利于培養(yǎng)學(xué)生良好的英語自主閱讀習(xí)慣,增強(qiáng)他們長期閱讀英語的意向�？傊�,運(yùn)用窄式閱讀,在提高學(xué)習(xí)者閱讀能力的同時,他們的綜合運(yùn)用英語的能力也提高了。
[Abstract]:Narrow reading refers to the way in which readers focus on reading many works of the same genre, the same theme or the same writer in a period of time in order to deepen the understanding of the articles on this theme or genre, improve the reading level and promote language acquisition. Combined with the characteristics of the current high school English teaching materials-"topic-function-activity", this paper takes narrow reading on the same topic as the main line, aiming at exploring the influence of narrow reading on senior high school students' reading ability through narrow reading training for senior high school students. This paper mainly answers the following two questions: (1) can narrow reading stimulate senior high school students' interest in English reading and the enthusiasm of reading? (2) what aspects of narrow reading have an impact on senior high school students' English reading ability? Based on input theory and schema theory, this study uses questionnaires, interviews and experiments to explore the above research issues. Based on the English test results at the end of the semester, 140 students in Class 9 and Class 11 in Grade 2 of Minqin No. 1 Middle School in Gansu Province were selected as the subjects of this study. The subjects were divided into experimental class (narrow reading group) and control class (extensive reading group). The English weekly hours and reading tasks of the two classes were the same and taught by the same teacher. A questionnaire was sent out before the experiment to investigate the reading status of senior high school students. At the same time, it was found that there was no significant difference in English reading level between the two classes. On this basis, around the new high school English compulsory 5 and 6 unit themes, the same topic reading materials are selected for the experimental class, narrow reading training is carried out, one topic every two weeks, classroom reading guidance and extracurricular autonomous narrow reading are combined. The control class adopts traditional reading training, each class requires students to read four articles with unlimited theme or style and complete the corresponding reading tasks. After 14 weeks of narrow reading training, a questionnaire survey was conducted in the experimental class again. Six students in the experimental class were followed up and interviewed on some questions, and then the reading tests were carried out in the two classes. The experimental data are collected and sorted out, and the data are analyzed quantitatively and qualitatively. The results show that narrow reading training based on the unit theme of the textbook and the same topic can make learners repeatedly exposed to the same vocabulary, grammatical structure and background knowledge, reduce the difficulty of reading, gradually improve the English reading interest of senior high school students, and stimulate their reading enthusiasm. After the experiment, many students hope that teachers will help them choose reading materials suitable for their language proficiency and carry out a large number of interesting comprehensible reading inputs. It is also found that the use of narrow reading training and reading strategy guidance in the process of reading can promote learners' awareness of the use of reading strategies and help to cultivate learners' fast reading skills and guessing word meaning strategies. At the same time, extracurricular extended narrow reading based on topic can help students overcome the blindness of reading material selection, cultivate students' good English autonomous reading habits and enhance their intention to read English for a long time. In a word, the use of narrow reading not only improves learners' reading ability, but also improves their comprehensive ability to use English.
【學(xué)位授予單位】：天水師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
[Abstract]:Narrow reading refers to the way in which readers focus on reading many works of the same genre, the same theme or the same writer in a period of time in order to deepen the understanding of the articles on this theme or genre, improve the reading level and promote language acquisition. Combined with the characteristics of the current high school English teaching materials-"topic-function-activity", this paper takes narrow reading on the same topic as the main line, aiming at exploring the influence of narrow reading on senior high school students' reading ability through narrow reading training for senior high school students. This paper mainly answers the following two questions: (1) can narrow reading stimulate senior high school students' interest in English reading and the enthusiasm of reading? (2) what aspects of narrow reading have an impact on senior high school students' English reading ability? Based on input theory and schema theory, this study uses questionnaires, interviews and experiments to explore the above research issues. Based on the English test results at the end of the semester, 140 students in Class 9 and Class 11 in Grade 2 of Minqin No. 1 Middle School in Gansu Province were selected as the subjects of this study. The subjects were divided into experimental class (narrow reading group) and control class (extensive reading group). The English weekly hours and reading tasks of the two classes were the same and taught by the same teacher. A questionnaire was sent out before the experiment to investigate the reading status of senior high school students. At the same time, it was found that there was no significant difference in English reading level between the two classes. On this basis, around the new high school English compulsory 5 and 6 unit themes, the same topic reading materials are selected for the experimental class, narrow reading training is carried out, one topic every two weeks, classroom reading guidance and extracurricular autonomous narrow reading are combined. The control class adopts traditional reading training, each class requires students to read four articles with unlimited theme or style and complete the corresponding reading tasks. After 14 weeks of narrow reading training, a questionnaire survey was conducted in the experimental class again. Six students in the experimental class were followed up and interviewed on some questions, and then the reading tests were carried out in the two classes. The experimental data are collected and sorted out, and the data are analyzed quantitatively and qualitatively. The results show that narrow reading training based on the unit theme of the textbook and the same topic can make learners repeatedly exposed to the same vocabulary, grammatical structure and background knowledge, reduce the difficulty of reading, gradually improve the English reading interest of senior high school students, and stimulate their reading enthusiasm. After the experiment, many students hope that teachers will help them choose reading materials suitable for their language proficiency and carry out a large number of interesting comprehensible reading inputs. It is also found that the use of narrow reading training and reading strategy guidance in the process of reading can promote learners' awareness of the use of reading strategies and help to cultivate learners' fast reading skills and guessing word meaning strategies. At the same time, extracurricular extended narrow reading based on topic can help students overcome the blindness of reading material selection, cultivate students' good English autonomous reading habits and enhance their intention to read English for a long time. In a word, the use of narrow reading not only improves learners' reading ability, but also improves their comprehensive ability to use English.
【學(xué)位授予單位】：天水師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 廉紅英;錢小芳;;窄式閱讀對高中生閱讀能力影響的實驗研究[J];瘋狂英語(教師版);2015年04期
2 周若鵬;;以“窄讀”撬動學(xué)生的積極閱讀[J];英語教師;2015年08期
3 黃厚江;;專題閱讀教學(xué)應(yīng)該注意的問題[J];課程教材教學(xué)研究(教育研究);2014年01期
4 支曉來;;基于輸入輸出理論的窄式閱讀與“寫長法”結(jié)合的可行性探討——以中山學(xué)院大學(xué)英語寫作教學(xué)為例[J];長春大學(xué)學(xué)報;2013年04期
5 楊欣泉;;論窄式閱讀在高中英語閱讀訓(xùn)練中的應(yīng)用[J];英語廣場(學(xué)術(shù)研究);2013年02期
6 劉e，
本文編號：2512340
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2512340.html
最近更新
教材專著
