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基于图示理论教学提高学生的英语阅读能力

作　者: 侯翠仙
导　师: 符晓明
学　校: 首都师范大学
专　业: 英语教育
关键词: 图式理论以图式为导向的阅读教学法阅读能力
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 547次
引　用: 0次
阅　读: 论文下载

内容摘要

阅读作为英语学习的一个重要组成部分,一直为研究者和广大教师所关注。在中国的中学英语教学中,由于教师需要在有限的课堂时间内兼顾语法、词汇、口语等多项内容的教学,因此尽管老师和学生都付出了很大的努力,但是阅读能力的提高却不尽人意。作者带着这个疑问查阅了大量文献,并对图示理论产生了浓厚的兴趣。该理论认为,对文章内容的理解实质上是读者的背景知识和文章相互作用的过程做,而有效的阅读则需要把读者的背景知识和所阅读的文章有效地结合起来。受到图式理论的启发,作者试图研究以图式为导向的阅读教学法对英语阅读的影响,以便能回答以下三个问题:1)以图式为导向的阅读教学法是否能够提高学生的阅读兴趣?2)以图式为导向的阅读教学法是否能够促使学生积极参加课堂活动?3)以图式为导向的阅读教学法是否能从整体上提高学生的阅读能力?行动研究持续了十八周,北京海淀区上庄中学初一两个班共64名学生参加了这次实验。作者把这两个班随机分成一个实验班和一个控制班。实验班用图式理论指导教学,控制班则采用较普遍存在的语法翻译法。收集数据的途径主要包括前测后测、调查问卷、课下访谈、学生日志以及教师日志。数据分析表明,实验班学生的英语阅读成绩比控制班学生提高的幅度更大。实验班学生逐步学会了运用不同的阅读技巧并能利用各种信息达到理解文章的目的。实验证明,以图式为导向的阅读教学法对学生的整体英语阅读水平产生了重要影响。它不但可以大大提高学生阅读的兴趣和能力,而且能够促使学生积极参与课堂活动。作者希望本研究能给初中英语阅读教学提供一个有效可行的模式。

全文目录

Acknowledgements  5-6
Abstract(Chinese)  6-7
Abstract(English)  7-9
List of Abbreviations  9-10
Contents  10-15
Chapter 1 Introduction  15-18
  1.1 Problem Identification  15-16
  1.2 Significance of the Study  16
  1.3 An Outline of the thesis  16-18
Chapter 2 Literature Review  18-36
  2.1 Three Models of Reading Process  18-22
    2.1.1 Bottom-up Models  18-19
    2.1.2 Top-down Models  19-21
    2.1.3 Interactive Models  21-22
  2.2 Schema Theory  22-31
    2.2.1 Background of schema theory  23-25
    2.2.2 The Basic Concept of Schema  25-26
    2.2.3 The Types of Schemata  26-28
      2.2.3.1 Linguistic Schemata  26-27
      2.2.3.2 Formal Schemata  27
      2.2.3.3 Content Schemata  27-28
    2.2.4 The Function of Schemata  28-31
  2.3 Application of Schema Theory for Reading Comprehension  31-32
  2.4 Empirical Research Review  32-36
    2.4.1 Previous researches on applying schema theory to ESL/EFL reading instruction abroad  32-34
    2.4.2 Previous researches on applying schema theory to English reading instruction in China  34-36
Chapter 3 An Action Research  36-60
  3.1 Research Questions  36
  3.2 Hypothesis  36-37
    3.2.1 From Students' Perspective  36-37
    3.2.2 From Teachers' Perspective  37
  3.3 Action Research Design  37-40
    3.3.1 Action research period and reading material adopted  37-38
    3.3.2 Subjects  38
    3.3.3 Instruments  38-40
      3.3.3.1 The Pretest and the posttest  38-39
      3.3.3.2 Investigation  39-40
      3.3.3.3.Observation  40
  3.4 The Procedure of the Action Research  40-42
    3.4.1 Preliminary investigation  40-41
      3.4.1.1 The Preliminary Questionnaire  40
      3.4.1.2 The Preliminary Interview  40-41
      3.4.1.3 Logs  41
    3.4.2 Restatement of the Problem  41-42
  3.5 The Action Plans and the Implementation  42-58
    3.5.1 Developing Students' Linguistic Schemata  43-45
      3.5.1.1 Developing Students' vocabulary  43-44
      3.5.1.2 Improving the Students' Sentence Structure  44-45
    3.5.2 Reinforcing the Students' Awareness of Formal Schemata  45-47
      3.5.2.1 Introduction Characters of Normal Rhetorical Structures  45-47
      3.5.2.2 Helping Students Know Some Signal Words  47
    3.5.3 Enlarging Students' Content Schemata  47-50
      3.5.3.1 Sufficient Input of Cultural Knowledge in Reading Class  48
      3.5.3.2 Making Students Aware of Culture Difference  48-50
      3.5.3.3 Guiding Students to Get Cultural Knowledge themselves  50
    3.5.4.Informing Students of Different Reading Skills  50-52
    3.5.5.Integrating the above mentioned schemata and skills  52-58
      3.5.5.1 Pre-reading Activities  52-55
      3.5.5.2 While-reading Activities  55-57
      3.5.5.3 Post-reading Activities  57-58
  3.6 Post-Investigation  58-59
    3.6.1 Post Questionnaire  58
    3.6.2 Post Interview  58-59
    3.6.3 Logs  59
  3.7 Post-Test  59-60
Chapter 4 Reflections on the Action Research  60-80
  4.1 Reflection on the Questionnaire Survey  60-74
  4.2 Reflection on the Interview  74-75
  4.3 Reflection on the test  75-77
    4.3.1 Pretest  75-76
    4.3.2 Posttest  76-77
  4.4 Discussion  77-80
    4.4.1 Impact on Students' Reading Interest  77-78
    4.4.2 Impact on Students' Performance in Reading Class  78
    4.4.3 Impact on Students' Reading Ability  78-80
Chapter 5 Conclusion  80-84
  5.1 Research Findings and Implications for Teaching  80-82
    5.1.1 Research Findings  80
    5.1.2 Implication for Teaching  80-82
  5.2 Limitations of the Present Study and Suggestions for Further Study  82-84
    5.2.1 Limitation of the study  82-83
    5.2.2 Suggestions for Further Study  83-84
Bibliography  84-90
Appendices  90-106
  Appendix1 Reading Materials for Pre-test  90-93
  Appendix2 Reading Materials for Post-test  93-96
  Appendix3 Sample of Reading Material  96-97
  Appendix4 Questionnaire  97-98
  Appendix5 Pre-interview  98-99
  Appendix6 Post-interview  99-100
  Appendix7 Sample of Teacher Log  100-102
  Appendix8 Samples of Students Log  102-104
  Appendix9 The Chart of Evaluation on the Usage of Reading Skills  104-106
  Appendix10 Raw Scores of Pre-test and Post-test  106

基于图示理论教学提高学生的英语阅读能力

内容摘要

全文目录

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