英語閱讀教學的目的在于培養(yǎng)學生的語言綜合運用能力,歷來是高中英語教學的重點和難點。英語閱讀理解能力被認為是語言學習的四大基本技能之一,在二語習得中扮演著重要的角色。同時,國家英語高考對閱讀理解能力的考察難度和深度在逐年增加。然而,大部分學生英語閱讀能力比較薄弱,對英語閱讀缺乏興趣;英語閱讀時間嚴重不足、閱讀量小、閱讀材料選擇單一;缺乏閱讀策略及技巧的運用;在另一方面,在閱讀課上,老師著眼點放在語言細節(jié),對文章整體重視不夠。因此,如何在有限的時間內快速而有效地提高英語閱讀能力成為了研究焦點。窄式閱讀的提出為英語閱讀教學帶來了新的啟示。窄式閱讀是Krashen于1981年提出的一個閱讀策略,是指學習者通過閱讀同一風格,同一主題或者某位作家的多部作品來提高閱讀能力的一種策略。隨著學生對與主題相關的背景知識的廣度和深度掌握的深入,其閱讀的理解程度會得以提高,閱讀的興趣也會增加。國內外學者也都對此進行了一系列的研究。但是研究者多把重點放在對閱讀理論和模式的探討中,針對高中學生的實證研究論文很少。因此,本研究以高中生為研究對象,采取實驗研究的方式,旨在探究窄式閱讀策略對高中學生的閱讀理解能力的影響... 

【文章來源】：廣州大學廣東省

【文章頁數(shù)】：112 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Acronyms and Abbreviations Used in the Thesis
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 The Related Concepts
        2.1.1 Definition of Reading
        2.1.2 The Essence of Reading Comprehension
        2.1.3 Introduction of Narrow Reading
            2.1.3.1 The Proposal and Definition of Narrow Reading
            2.1.3.2 The Functions of Narrow Reading
            2.1.3.3 Matters Needed Pay Attention to in Narrow Reading
    2.2 Related Studies on English Reading Teaching
        2.2.1 Reading Models
            2.2.1.1 The Bottom-up Model
            2.2.1.2 The Top-down Model
            2.2.1.3 The Interactive Model
        2.2.2 Studies on English Reading Teaching Abroad and At Home
            2.2.2.1 Studies on English Reading Teaching Abroad
            2.2.2.2 Studies on English Reading Teaching At Home
    2.3 Previous Researches on Narrow Reading
        2.3.1 Previous Researches on Narrow Reading Abroad
        2.3.2 Previous Researches on Narrow Reading at Home
        2.3.3 Summary
Chapter Three Theoretical Framework
    3.1 Input Hypothesis Theory
    3.2 Affective Filter Hypothesis
    3.3 Schema Theory
    3.4 The Relationship between Narrow Reading and the Above Theories
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Research Instruments
        4.3.1 Pre-test and Post-test
        4.3.2 Questionnaires
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Experimental Procedures for the Experimental Group
        4.4.2.Procedures for the Control Group
    4.5 Data Collection
Chapter Five Results and Discussions
    5.1 Results and Analyses of Pre-test and Post-test
    5.2 Results and Analyses of the Questionnaires before and after the Experiment
        5.2.1 Results and Analyses of the Questionnaire before the Experiment
        5.2.2 Comparison of the Results and Analyses of the Questionnairesbefore and after the Experiment
    5.3 Results and Analyses of the Interview after the Experiment
    5.4 Discussions
Chapter Six Conclusions
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
        6.2.1 The Change of Students’ Role in Narrow Reading
        6.2.2 The Change of the Teacher’s Role in Narrow Reading
        6.2.3 The Rearrangement of Textbooks by Textbook Compilers
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
References
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10



本文編號：2946534