聽、說、讀、寫通常被認(rèn)為是英語學(xué)習(xí)的基本技能。在外語教學(xué)語境下,聽和讀的訓(xùn)練是英語教學(xué)中重要的語言輸入部分并直接影響英語教學(xué)效果。在中國,因?yàn)闆]有真實(shí)的英語語言環(huán)境,所以英語學(xué)習(xí)對(duì)于教師和學(xué)生來說都是一個(gè)巨大的挑戰(zhàn)。一直以來,教師在對(duì)學(xué)生進(jìn)行外語教學(xué)時(shí),會(huì)花較多的時(shí)間在閱讀教學(xué)上,但效果總不令人滿意。2017年版的《普通高中英語課程標(biāo)準(zhǔn)》向教師們明確提出了更多的要求,其中包括教師應(yīng)在英語教學(xué)中注重對(duì)學(xué)生“英語學(xué)科核心素養(yǎng)”的培養(yǎng)。英語學(xué)科核心素養(yǎng)主要包括語言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力。在英語課程內(nèi)容中對(duì)學(xué)生應(yīng)具備的核心能力從過去的語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面提升為主題語境、語篇類型、語言知識(shí)、文化知識(shí)、語言技能和學(xué)習(xí)策略六個(gè)方面。教師在教授英語時(shí),不再像往常那樣只強(qiáng)調(diào)語音、詞匯、語法、功能和話題,還需注意語篇和語用的教學(xué)。也就是說,英語教學(xué)更注重學(xué)生在語境中能夠恰當(dāng)?shù)氖褂眠@門語言的能力而不僅僅是應(yīng)試能力。基于這樣的理解,筆者通過對(duì)高考英語(NMET)課標(biāo)卷中的閱讀理解題進(jìn)行語用分析,同時(shí)研究學(xué)生在解題時(shí)的表現(xiàn),進(jìn)一步了解學(xué)生所具備的英語語用能力。本研... 

【文章來源】：云南師范大學(xué)云南省

【文章頁數(shù)】：88 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research background
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Organization of the thesis
Chapter 2 Literature Review
    2.1 Studies on reading comprehension
    2.2 Pragmatic competence
        2.2.1 Definition of Pragmatic competence
        2.2.2 Components of pragmatic competence
    2.3 Studies on pragmatic competence in language teaching
        2.3.1 Study abroad
        2.3.2 Study at home
    2.4 Critical review
Chapter 3 Methodology
    3.1 Research questions
    3.2 Research subjects
        3.2.1 Materials
        3.2.2 Participants
    3.3 Methods
    3.4 Data collection
        3.4.1 Data of NMET test papers
        3.4.2 Data of the municipal test papers
        3.4.3 Data of participants'performance in reading comprehension
Chapter 4 Results and Discussion
    4.1 Types of reading comprehension questions
        4.1.1 Types of reading comprehension questions in NMET
        4.1.2 Types of reading comprehension questions in the Municipal test
        4.1.3 NMET and Municipal test
    4.2 Pragmatic testing in reading comprehension questions
    4.3 Students'pragmatic competence in reading comprehension
        4.3.1 Students'performance in municipal test in March
        4.3.2 Students'performance in municipal test in July
Chapter 5 Conclusion
    5.1 Major findings
        5.1.1 Pragmatic competence as the main content in reading comprehension
        5.1.2 Students'lack of pragmatic knowledge in reading comprehension
    5.2 Implications for EFL teaching
        5.2.1 Importance attached to pragmatic teaching in reading comprehension
        5.2.2 Various types of questions for reading comprehension training
        5.2.3 Genre teaching for improving students’discourse competence
    5.3 Limitations of the study
    5.4 Recommendations for future research
References
Appendix
    Appendix A2011-2018 NMET classification of questions in Volume I-III
    Appendix B2018 Municipal test in March
    Appendix C2018 Municipal test in July



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