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语用关联理论与大学英语阅读理解

作　者: 郭旭婷
导　师: 王珏纯
学　校: 中国海洋大学
专　业: 外国语言学及应用语言学
关键词: 关联理论阅读理解最佳关联语境影响
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 32次
引　用: 0次
阅　读: 论文下载

内容摘要

阅读理解一直以来都是我们生活中获取信息的一种重要方式,在大学英语教学中处于重要地位。关联理论是一个试图从认知角度探讨人类话语理解与交际的理论,近来已越来越广泛的被研究者用来探讨英语教学。本文作者假定关联理论可以提高学生的英语阅读理解能力,然后进行了为期四个月的试验活动,并且对一项调查和对试验前后两次测试的数据进行了收集和分析。结果证实了与传统的教学法相比,关联理论可以更有效的提高学生的英语阅读能力。本文认为,关联理论对提高学生英语阅读能力的启示是：(1)读者应该运用关联理论努力的寻找出最佳关联；(2)读者应充分借助已有的背景知识对生僻单词的词义进行推理；(3)读者还应注重培养良好的记忆力、集中的注意力以提高英语阅读水平。而关联理论对大学英语阅读课堂教学的启示是：(1)教学应加强背景知识尤其是英语国家文化背景知识的教学；(2)教学应培养学生注重分析阅读材料文体风格的意识；(3)教学不能忽略对英语阅读技巧的传授；(4)教师应采取提问或设计与课文内容有关的学习任务等教学措施以帮助学生获取最佳关联的信息,促进学生阅读的成功。本文在关联理论的指导下探讨一种更为有效的大学英语阅读教学模式,对改进当前大学英语阅读教学,帮助大学生提高英语阅读水平具有现实的指导意义。但由于作者的水平有限,本文单从读者的语言知识和背景知识的角度探讨如何有效地寻求阅读中的关联信息,而对影响英语阅读这一复杂推理过程的一些心理因素所做的分析不多,这是值得我们课后的研究有待进一步深入探讨的问题。

全文目录

摘要  5-6
Abstract  6-9
Chapter One Introduction  9-11
  1.1 The significance and objectives of our research  9-10
  1.2 Organization of the paper  10-11
Chapter Two Relevance Theory  11-14
  2.1 Relevance Theory's definition  11-12
  2.2 Optimal relevance  12-14
  2.3 Cognitive context and mutual manifestness  14
Chapter Three English Reading Comprehension  14-18
  3.1 The definition of Reading Comprehension  15
  3.2 Reading's three natures  15-16
    3.2.1 Communication is reading's basic nature  15-16
    3.2.2 Seeking optimal relevance is Reading's original idea  16
    3.2.3 Making inference is reading's actually progress  16
  3.3 Current problems in Reading Comprehension  16-18
    3.3.1 Can't accurate understanding the vocabulary and sentences meaning in the dynamic context  17
    3.3.2 Non visual information between the writer and the readers  17
    3.3.3 Pay little attention to text's structure  17-18
Chapter Four Relevance Theory and Reading Comprehension  18-22
  4.1 Previous researches on the relationship between Relevance Theory and Reading Comprehension  18-19
  4.2 Relevance Theory and Reading Comprehension process  19-21
    4.2.1 Reading Comprehension based on the context assumption  19-20
    4.2.2 Reading as a process of seeking optimal relevance  20-21
    4.2.3 Reading as an Ostensive-inferential making process  21
  4.3 Conclusions  21-22
Chapter Five A teaching experiment  22-33
  5.1. Subjects  22
  5.2. Procedures  22-23
  5.3 Research procedures  23
  5.4. Instruments  23-25
  5.5 Textbook  25-26
  5.6 Teaching process  26-28
  5.7 Data collection and analysis  28-31
    5.7.1 The survey and its result's data analysis  28-29
    5.7.2 The pretest and the posttest and their analysis  29-31
    5.7.3 Results of the experiment  31
  5.8 Conclusions  31-33
Chapter Six The implications  33-39
  6.1 How to improve the learning of English Reading Comprehension  33-37
    6.1.1 Searching for the optimal relevance in interactive reading model  33-35
    6.1.2 Word meaning inference  35-36
    6.1.3 Reading extensively to improve memory and concentration  36-37
  6.2 How to improve the teaching of English Reading Comprehension  37-39
    6.2.1 Emphasizing cultural background knowledge's input  37
    6.2.2 Cultivating the' awareness of analyzing writing style  37-38
    6.2.3 Emphasizing the effective reading skills  38
    6.2.4 Guiding the students to find the optimal relevance  38-39
Chapter Seven Conclusion  39-41
  7.1 Contribution  39-40
  7.2 Limitations and suggestions  40-41
Bibliography  41-44
Appendix Ⅰ  44-46
Appendix Ⅱ Pretest  46-57
Appendix Ⅲ Posttest  57-69
Appendix Ⅳ  69-71
Acknowledgements  71-72
个人简历  72
在校期间发表的学术论文与研究成果  72

语用关联理论与大学英语阅读理解

内容摘要

全文目录

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