語域理論是系統(tǒng)功能語法的重要理論之一,根據(jù)著名語言學(xué)家韓禮德的界定,決定語言特征的情景因素可以歸納為三個(gè)變量:語場、語式和語旨,而這三個(gè)變量共同決定了語域的取向。韓禮德的語域理論揭示了因情景語境的變化而產(chǎn)生的不同語言變化形式,為閱讀教學(xué)研究開辟了嶄新的視角。根據(jù)語域理論,語域具有反映文化和預(yù)測功能,所以根據(jù)語域的特點(diǎn)教學(xué),有益于使學(xué)生學(xué)習(xí)該語言的文化特點(diǎn)及其表意方式,加快和加深對語篇的理解,進(jìn)而提高閱讀理解能力。本文從語域理論著手,結(jié)合批判性教學(xué)模式,探討其對高中英語閱讀教學(xué)的指導(dǎo)意義,具體研究以下三個(gè)問題:(1)被試者在閱讀理解方面存在哪些問題?(2)語域理論和批判性閱讀模式如何被運(yùn)用到高中英語閱讀課堂中的?(3)基于語域理論的批判性閱讀教學(xué)模式的應(yīng)用給學(xué)生的閱讀水平帶來什么影響?為了使這項(xiàng)研究順利開展,作者抽取了遼寧省蓋州市某高級中學(xué)高二年級的90名學(xué)生作為研究對象,其中控制班和實(shí)驗(yàn)班各45人,通過前測發(fā)現(xiàn)兩個(gè)班學(xué)生的英語閱讀水平?jīng)]有顯著差異。控制班使用傳統(tǒng)教學(xué)模式進(jìn)行閱讀教學(xué),實(shí)驗(yàn)班采用語域理論和批判性閱讀模式相結(jié)合的教學(xué)模式。在數(shù)據(jù)收集方面,本文主要運(yùn)用了問卷,訪談和閱讀理解測...

【文章頁數(shù)】：67 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Research Background
    1.2 Theoretical Significance
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Register Theory
        2.1.1 The Definition of Register Theory
        2.1.2 Three Elements of the Register
        2.1.3 Register and Text Research
        2.1.4 Text Research from the Perspective of Register
        2.1.5 Related Studies on Register Theory at Home
        2.1.6 Related Studies on Register Theory Abroad
    2.2 Critical Reading
        2.2.1 The Definition of Critical Reading
        2.2.2 Critical Reading and Literal Reading
        2.2.3 Related Studies on Critical Reading at Home
        2.2.4 Related Studies on Critical Reading Abroad
    2.3 Theoretical Foundations
        2.3.1 Malinowski?s Context Theory
        2.3.2 Constructivist Reading Theory
        2.3.3 Schema Theory
        2.3.4 Metacognitive Strategy
Chapter3 Methodology
    3.1 Purpose of the Research
    3.2 Research Questions
    3.3 Subjects of the Research
    3.4 Instruments of the Research
        3.4.1 Questionnaire
        3.4.2 Pre-test and Post-test
        3.4.3 Interview
    3.5 Research Procedures
Chapter4 Data Analysis and Discussion
    4.1 Analysis of the Questionnaire
    4.2 Analysis of the Basic Grade Information
    4.3 Analysis of the Tests
        4.3.1 Analysis of the Pre-test and Post-test Results
        4.3.2 Analysis of Scores on Analytical Ability
        4.3.3 Analysis of Scores on Inferring and Judging Ability
    4.4 Analysis of the Interview
    4.5 Findings
Chapter5 Conclusion
    5.1 Conclusion
    5.2 Limitations of the Research
    5.3 Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Acknowledgements



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