回指釋義是一種常見(jiàn)的用于語(yǔ)篇構(gòu)建的語(yǔ)言現(xiàn)象和語(yǔ)篇銜接的重要手段,可以避免重復(fù),讓句子和文章更加連貫和簡(jiǎn)練。學(xué)習(xí)者能否正確地進(jìn)行回指語(yǔ)和先行詞的匹配,很大程度上取決于兩者之間聯(lián)系的清晰度。因此,旨在通過(guò)改變語(yǔ)言輸入的外在形式而引起學(xué)習(xí)者注意的文本強(qiáng)化吸引了許多研究者的關(guān)注。迄今為止,有關(guān)文本強(qiáng)化的研究結(jié)論各異。本文主要研究文本強(qiáng)化通過(guò)引起學(xué)習(xí)者對(duì)目標(biāo)語(yǔ)的注意,探究其是否能夠提高英語(yǔ)學(xué)習(xí)者的回指釋義和閱讀理解能力,由此,可以探究文本強(qiáng)化對(duì)學(xué)習(xí)者閱讀中的閱讀理解能力、回指釋義和注意力之間的交互作用的影響。本研究選擇回指語(yǔ)和先行詞作為目標(biāo)語(yǔ)來(lái)探討文本強(qiáng)化在英語(yǔ)學(xué)習(xí)中的影響很有必要。基于輸入假說(shuō)和注意假說(shuō),本文旨在回答以下3個(gè)研究問(wèn)題:1.文本強(qiáng)化對(duì)高中英語(yǔ)學(xué)習(xí)者的回指釋義有什么影響?2.文本強(qiáng)化對(duì)高中英語(yǔ)學(xué)習(xí)者的閱讀理解有什么影響?3.在文本強(qiáng)化條件下,高中英語(yǔ)學(xué)習(xí)者的回指釋義和閱讀理解的相關(guān)性是什么?本研究的受試是來(lái)自深圳市某高中兩個(gè)班的104名高三學(xué)生,其中一個(gè)班級(jí)為實(shí)驗(yàn)班,另一個(gè)班為對(duì)照班。第一,作者實(shí)施了一項(xiàng)閱讀能力測(cè)試以檢測(cè)兩個(gè)班的英語(yǔ)閱讀水平是否相當(dāng)。第二,實(shí)驗(yàn)過(guò)程中,所有受試閱讀... 

【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：105 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 Background of the Research
    1.2 Significance and Purpose of the Research
    1.3 The Layout of Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 Textual Enhancement
        2.1.2 Anaphor Resolution
        2.1.3 Attention
    2.2 Theoretical Foundation
        2.2.1 Input Hypothesis
        2.2.2 Noticing Hypothesis
    2.3 Relevant Studies Abroad
        2.3.1 Research on Textual Enhancement
        2.3.2 Research on Textual Enhancement and Anaphor Resolution
        2.3.3 Research on Anaphor Resolution and Reading Comprehension
        2.3.4 Research on Textual Enhancement and Reading Comprehension
    2.4 Significant Studies at Home
        2.4.1 Research on Textual Enhancement and Reading Comprehension
        2.4.2 Research on Effects of Textual Enhancement on Anaphor Resolution andReading Comprehension
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Interview
    3.4 Research Procedure
        3.4.1 English reading proficiency Test
        3.4.2 Pretreatment
        3.4.3 Posttreatment
        3.4.4 Interview
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Effects of TE on Learners'Anaphor Resolution
        4.1.1 Descriptive Statistics of Reading Proficiency Test
        4.1.2 Descriptive Statistics of Pretest and Posttest
    4.2 Effects of TE on Learners' Reading Comprehension
        4.2.1 Descriptive Results of Pretest and Posttest
        4.2.2 Comparison the Differences of the Results between Pretest and Posttestin Reading Comprehension
    4.3 Correlation between Anaphor Resolution and Reading Comprehension Scores
    4.4 Results and Discussion of Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Theoretical and Pedagogical Implications
    5.3 Limitations and Suggestions for Future study
References
Appendices
    Appendix Ⅰ Reading Proficiency Test
    Appendix Ⅱ Pretest
    Appendix Ⅲ Posttest
    Appendix Ⅳ Interview Outline
攻讀碩士學(xué)位期間的科研成果



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