閱讀在第二語(yǔ)言習(xí)得過(guò)程中占據(jù)舉足輕重的地位,是學(xué)生探索目標(biāo)語(yǔ)言和獲取信息的重要方式。閱讀也是中學(xué)英語(yǔ)考試的重要組成部分。因此,中學(xué)英語(yǔ)教師普遍重視閱讀教學(xué)。在日常教學(xué)中,閱讀教學(xué)的目的主要是激發(fā)學(xué)生的閱讀積極性,加深學(xué)生對(duì)西方文化的了解,幫助學(xué)生積累語(yǔ)言知識(shí),培養(yǎng)學(xué)生的閱讀技巧,進(jìn)而提高他們的閱讀水平。然而,在應(yīng)試教育的體制下,當(dāng)前中學(xué)英語(yǔ)閱讀教學(xué)的效果不容樂(lè)觀,未能有效提高學(xué)生的閱讀素養(yǎng)。本研究采用持續(xù)默讀訓(xùn)練,旨在為中學(xué)英語(yǔ)閱讀教學(xué)提供更好的教學(xué)方法,提高學(xué)生的英語(yǔ)閱讀能力�；诖�,本文基于輸入假設(shè)理論和動(dòng)機(jī)理論,采用個(gè)案研究的方法探討以下兩個(gè)方面的問(wèn)題:（1）持續(xù)默讀對(duì)不同層次初中生的英語(yǔ)閱讀能力有何影響?（2）持續(xù)默讀對(duì)不同層次初中生的英語(yǔ)閱讀情感態(tài)度有何影響?本研究以廣東省河源市某中學(xué)八年級(jí)某班的6名學(xué)生作為研究對(duì)象,開(kāi)展為期三個(gè)月的個(gè)案研究。根據(jù)6名研究對(duì)象的閱讀能力分別將其分為高、中、低三個(gè)層次（各2名）。作者指導(dǎo)學(xué)生自主選擇自己感興趣的并適合自己水平的閱讀材料,每天堅(jiān)持進(jìn)行15分鐘的持續(xù)默讀,讀后填寫(xiě)閱讀記錄表并進(jìn)行讀后分享。本研究的測(cè)量工具是閱讀理解測(cè)試、情感態(tài)度調(diào)查... 

【文章來(lái)源】：廣州大學(xué)廣東省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 The Structure of the Study
Chapter Two Literature Review
    2.1 Reading Competence
        2.1.1 Definition of Reading Competence
        2.1.2 Factors Affecting Reading Competence
    2.2 Emotional Attitude
        2.2.1 The Definition of Emotional Attitude
        2.2.2 Factors Affecting Emotional Attitude
        2.2.3 Relationship between Emotional Attitude and Reading Competence
    2.3 Sustained Silent Reading
        2.3.1 The Definition of Sustained Silent Reading
        2.3.2 The Principles of Sustained Silent Reading
        2.3.3 Previous Studies of Sustained Silent Reading Outside and Inside China
        2.3.4 Summary of the Previous Studies
Chapter Three Theoretical Foundation
    3.1 Input Hypothesis
        3.1.1 Brief Introduction of Input Hypothesis Theory
        3.1.2 Application of the Input Hypothesis to the Present Study
    3.2 Motivation Theory
        3.2.1 Brief Introduction of Motivation Theory
        3.2.2 Application of Motivation Theory to the Present Study
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Tests
        4.3.2 Questionnaires
        4.3.3 Interviews
    4.4 Research Procedure
        4.4.1 General Description of the Study's Procedure
        4.4.2.The Procedure of Implementing Sustained Silent Reading
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of Tests
        5.1.2 Results of Questionnaires
        5.1.3 Results of Interviews
    5.2 Discussion
        5.2.1 Discussion on the Effect on Reading Competence
        5.2.2 Discussion on the Effect on Reading Emotional Attitude
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Research Implications
    6.3 Research Limitations
    6.4 Suggestions for Future Researches
References
Appendixes
    Appendix Ⅰ: Pre-test of Reading Competence
    Appendix Ⅱ:Post-test of Reading Competence
    Appendix Ⅲ:Pre-qusetionnaire
    Appendix Ⅳ:Post-questionnaire
    Appendix Ⅴ:Interviews
    Appendix Ⅵ:Reading List
    Appendix Ⅶ:Reading Log



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