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高中生语篇分析阅读策略使用情况的调查分析

作　者: 刘军民
导　师: 王小萍
学　校: 首都师范大学
专　业: 课程与教学论
关键词: 高中生语篇分析阅读策略青少年文学阅读材料
分类号: G633.41
类　型: 硕士论文
年　份: 2009年
下　载: 343次
引　用: 0次
阅　读: 论文下载

内容摘要

本研究中的“青少年文学语篇”是指各种适合青少年阅读或以青少年为目标读者的阅读材料。它既可以是小说，戏剧，散文，诗歌，也可以是以反映青少年成长或生活为主题的其他形式的文本材料。作为学生语篇分析能力培养的重要途径和媒介，“青少年文学语篇”不仅更能激发学生的英语阅读兴趣，而且由于它具有词汇与理解程度的分级特征更易于学生陶冶情操，提升自我。本研究旨在通过实地调查，分析和发现造成高中生语篇分析阅读策略缺失的原因，探究出有效的应对策略，从而既为一线英语教师的日常阅读教学提供一些借鉴和帮助，同时也提高了青少年文学语篇在英语教学中的作用和地位。本研究的调查对象主要是：北京市高二年级的部分英语教师和学生；调查的范围包括海淀区、宣武区、朝阳区、门头沟四个城区中类别不同的5所学校。其中做过深入访谈的教师和学生分别为16名和21名：有效的教师问卷和学生问卷分别为38份和587份。通过调查了解到，无论是在阅读课内还是在阅读课外，在阅读的过程中学生很少主动使用语篇分析阅读策略帮助自己理解文章。更令人震惊的是52%的调查对象从未听说也从未使用过这种阅读策略.通过进一步的研究发现，存在以上问题的原因主要有以下几点。第一，现行阅读课的教法更多的是强调语法和词汇，将整个语篇作为学生学习语法和词汇的载体，从而忽略了语篇的整体性。在这种教法的潜移默化下，学生在阅读的过程中更多的是注重字面上的理解而不是从语篇的总体角度出发使用语篇分析策略理解文章。第二，功利性的阅读目的使教师更看重的是阅读的结果而不是阅读的过程。调查中发现几乎所有的老师都给学生留有课外阅读练习，但在处理这些作业时的方式却令人吃惊。仅有16%老师在意学生是否真正读懂语篇。而更多的老师却更关心的是学生是否选对答案。在这种评价方式的影响下，学生便失去了练习运用语篇分析阅读策略的最佳场地。第三，课外阅读的练习材料没有精挑细选，很多一部分阅读材料的内容脱离学生的生活实际，从而打击了学生的阅读积极性，更谈不上阅读策略的使用。为了培养学生的语篇分析阅读策略，本研究提出了如下策略：第一，溶语篇分析方面的知识于现行的阅读教学中，使学生在掌握了必要的语法和词汇的前提下向语篇分析方法的知识渗透。第二，以易引起学生浓厚兴趣的青少年文学语篇为输入材料，使学生运用所学的语篇知识，进行语篇分析练习以掌握语篇分析阅读策略。第三，建立有效的评价机制。处理课外阅读练习时不仅注重结果，也要注重过程。帮助学生使用语篇分析知识从整体上把握文章的意义，从而使学生的语篇分析阅读策略得以巩固。第四，形成正迁移。在学生具备语篇分析能力之后，引导他们从青少年文学语篇向其他类型的语篇过渡，使语篇分析策略在阅读其它类型的语篇时也能的发挥效用。

全文目录

摘要  5-7
Abstract  7-13
List of Abbreviations, Tables and Figures  13-14
ChapterⅠ Introduction  14-25
  1.1 Background for the study  14-16
    1.1.1 The importance of Discourse analysis reading strategy  14
    1.1.2 The requirements of new English curriculum on DA strategy  14-15
    1.1.3 The insufficiency of present reading teaching methods in DA strategy  15-16
  1.2 Definition of the core concept and research questions in the study  16-19
    1.2.1 Definition of YAL  16-17
    1.2.2 Definition of DA reading strategy in the study  17-19
    1.2.3 Research questions in this study  19
  1.3 Methods used in the study  19-22
    1.3.1 Investigation  19-21
    1.3.2 Literature study  21-22
  1.4 Significance of the study  22-24
    1.4.1 Theoretic significance  22-23
    1.4.2 Practical significance  23-24
  1.5 Organization of the thesis  24-25
Chapter Ⅱ Literature Review  25-45
  2.1 Development of discourse analysis  25-29
    2.1.1. Discourse analysis abroad  25-28
      2.1.1.1 Origin of discourse analysis  25-26
      2.1.1.2 Development and boom of discourse analysis  26-28
    2.1.2 Discourse analysis studies in China  28-29
  2.2 Past studies of using discourse analysis in English teaching  29-31
    2.2.1 Discourse analysis used in college English teaching  29-30
    2.2.2 Discourse analysis used in senior high school English teaching  30-31
    2.2.3 Evaluation of the past studies  31
  2.3 Theoretical framework of discourse analysis used in the present study  31-40
    2.3.1 Coherence  32-33
    2.3.2 Cohesion and cohesion device  33-38
      2.3.2.1 Reference  34-35
      2.3.2.2 Substitution and Ellipsis  35-36
      2.3.2.3 Ellipsis  36-37
      2.3.2.4 Conjunction  37-38
    2.3.3 Discourse structure (text patterns)  38-40
      2.3.3.1 General-Particular Pattern  39
      2.3.3.2 Problem-Solution Pattern  39-40
      2.3.3.3 Matching Pattern  40
  2.4 Brief on YAL and YAL passages  40-45
    2.4 1 The advantages of YAL passages  41-45
      2.4.1.1 Guidance for students’ mental development  42
      2.4.1.2 Emotional identity and self enhancement  42-43
      2.4.1.3 Readability  43-45
Chapter Ⅲ Investigation about students’ DA reading strategy  45-59
  3.1. Purpose of the field investigation  45
  3.2. Execution of the investigation  45-51
    3.2.1. Two questionnaires and an outline of the interview  45-47
    3.2.2 Subjects of the investigation  47-48
    3.2.3 Methods and time used in the investigation  48-49
    3.2.4 Basic situation of respondents  49-51
  3.3 Results of the investigations  51-59
    3.3.1 Knowledge and strategy of DA that students possess  51-54
    3.3.2 Students’ attitudes towards DA reading strategy  54-56
    3.3.3 Students’ attitudes towards YAL discourse  56-57
    3.3.4 Status quo that students read young adult literature books or passages  57-59
Chapter Ⅳ Data analysis  59-77
  4.1 Devoid of teachers’ awareness in training students’ DA reading strategy  59-70
    4.1.1 Neglecting the importance of training students’ DA reading strategy  59-63
    4.1.2 The key points that teachers mainly deal with in reading class  63-67
    4.1.3 Teachers’ more attention on results not on the process of the RC exercises  67-70
  4.2 The students’ responsibilities for lacking in DA reading strategy  70-73
    4.2.1 Students’ poor reading habits in reading class  70-72
    4.2.2 Students’ poor reading habits when doing RC exercises  72-73
  4.3 Functions of reading materials for training DA reading strategy  73-77
    4.3.1 Overlooking the function of YAL in stimulating students’ reading interest  73-75
    4.3.2 Teachers’ attitudes to use YAL training students’ DA reading strategy  75-77
Chapter Ⅴ Ways to develop students’ DA reading strategy by using YAL discourse as reading materials  77-97
  5.1 Building up new concepts on English reading teaching  77-88
    5.1.1 Building up strong awareness of developing students’ DA reading strategy  77-81
    5.1.2 Changing the usual ways of dealing with RC exercises  81-82
    5.1.3 Complementing DA knowledge and reading strategy in reading class  82-83
    5.1.4 The content of DA training in daily reading class  83-86
    5.1.5 Measures teachers should take to give students good instruction on DA  86-88
      5.1.5.1 Reading more books on discourse analysis  86-87
      5.1.5.2 Sharing DA training experience with other teachers  87
      5.1.5.3 Learning from the experts and make friends with them  87-88
  5.2 Developing students’ DA strategy using YAL discourse  88-95
    5.2.1The advantages of choosing YAL discourse as the reading material  88-90
    5.2.2 The criteria of choosing the YAL discourse as the reading material  90-91
    5.2.3 Useing YAL discourse as RC materials in classroom  91-92
    5.2.4 A sample lesson plan  92-95
    5.2.5 Evaluating students' command of DA and ability to use it in reading  95
  5.3 Transferring DA strategies to coping with other genres through RC exercises  95-97
Chapter Ⅵ Conclusion  97-100
  6.1 General Summary  97
  6.2 The main findings of the paper  97-98
  6.3 Limitations and Suggestions  98-100
References  100-103
Appendix1 关于语篇分析策略和青少年文学语篇知识的问卷调查（教师问卷）  103-105
Appendix2 关于语篇分析策略和青少年文学语篇知识的问卷调查（学生问卷）  105-107
Appendix3 关于语篇分析策略和青少年文学语篇知识的访谈提纲（教师）  107-108
Appendix4 关于语篇分析策略和青少年文学语篇知识的访谈提纲（学生）  108-109
Appendix5 An example of YAL passage  109-112
Acknowledgments  112-114

高中生语篇分析阅读策略使用情况的调查分析

内容摘要

全文目录

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