基于關聯(lián)理論的初中英語閱讀教學實證研究
發(fā)布時間：2025-02-09 16:58
關聯(lián)理論提出后，人們開始從認知角度對交流進行深入研究。基于關聯(lián)理論，筆者認為閱讀也是一種讀者和文章作者之間的交流。在閱讀過程中，讀者根據(jù)自身的認知環(huán)境從外露信息中尋找內隱信息，了解文章作者的真實意圖。不同讀者認知環(huán)境不盡相同，也由此產生了不同的語境假設，而讀者接觸到的每一句話也都會對之前的理解產生影響，造成了讀者不同的閱讀理解能力。認知環(huán)境正是通過這種方式來影響讀者的閱讀理解過程的。而在初中學生英語閱讀技能培養(yǎng)過程中，依據(jù)新課標的要求，學生要在閱讀過程中不斷用頭腦中已有的英語知識以及文化常識對所閱讀文章的字面意義進行深層次的聯(lián)想和推理，以抓住文章主旨，推測故事情節(jié)的發(fā)展和可能的結局。因此，筆者嘗試將關聯(lián)理論運用到初中英語閱讀教學當中去以幫助提高學生們的閱讀能力。 為驗證關聯(lián)理論是否可用于初中英語閱讀理解課堂，筆者提出了二個研究問題：第一個問題是關聯(lián)理論閱讀教學模式能否切實提高初中學生英語閱讀能力？第二個問題是關聯(lián)理論教學模式能否使學生對英語閱讀中的認知環(huán)境以及英語閱讀本身態(tài)度發(fā)生積極轉變？ 在實驗中，筆者選取錦州英語培訓學校初中部兩個班為實驗樣本，進行為期三個月的實驗教學。實驗前...
【文章頁數(shù)】：73 頁
【學位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the research
1.2 Structure of the research
1.3 Significance of the study
1.4 The purpose of the research
Chapter Two Literature review
2.1 Relevance theory-a new view on Communication
2.1.1 Communication as an Ostensive--inferential Process
2.1.2 The principles of Relevance
2.1.3 Cognitive Effects
2.1.4 Optimal Relevance
2.2 An Overview of Research on English Reading Process Models
2.2.1 The Bottom-up model
2.2.2 The Top-down model
2.2.3 The interactive model
2.2.4 The Schema-theoretic Model
2.2.5 Assessments of the four models
2.3 Applying Relevance-theory to English Reading Teaching
2.3.1 Reading-the an inference process to interpret the writers' intentions
2.3.2 Reading-the process of context-selecting
2.3.3 Reading-the process of finding the optimal relevance
Chapter Three Research methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.4 Experiment procedure
3.4.1 Application of the relevance-theory to English reading teaching
3.4.2 The teaching cases based on the Relevance-theory approach
Chapter Four Data analysis and discussion
4.1 Data collection
4.2 Data analysis and discussion of the pre-test
4.3 Analysis and discussion of the first questionnaire
4.4 Data analysis and discussion of the post-test
4.5 A comparison of the scores of experiment class in pre-test and post-test
4.6 A comparison of the scores of control class in pre-test and post-test
4.7 Analysis and discussion of the high-score group and low-score group of experiment class
4.8 Analysis of the second questionnaire
Chapter Five Conclusions
5.1 Major findings
5.2 Limitation
5.3 Implication and suggestions
5.3.1 Implication
5.3.2 Suggestions
Bibliography
Appendix I (The first questionnaire)
Appendix II (The second questionnaire)
Appendix III (The Pre-test Paper)
Appendix IV (The Post-test Paper)
Acknowledgements
作者攻讀學位期間發(fā)表的學術論文目錄
本文編號：4032568
【文章頁數(shù)】：73 頁
【學位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the research
1.2 Structure of the research
1.3 Significance of the study
1.4 The purpose of the research
Chapter Two Literature review
2.1 Relevance theory-a new view on Communication
2.1.1 Communication as an Ostensive--inferential Process
2.1.2 The principles of Relevance
2.1.3 Cognitive Effects
2.1.4 Optimal Relevance
2.2 An Overview of Research on English Reading Process Models
2.2.1 The Bottom-up model
2.2.2 The Top-down model
2.2.3 The interactive model
2.2.4 The Schema-theoretic Model
2.2.5 Assessments of the four models
2.3 Applying Relevance-theory to English Reading Teaching
2.3.1 Reading-the an inference process to interpret the writers' intentions
2.3.2 Reading-the process of context-selecting
2.3.3 Reading-the process of finding the optimal relevance
Chapter Three Research methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.4 Experiment procedure
3.4.1 Application of the relevance-theory to English reading teaching
3.4.2 The teaching cases based on the Relevance-theory approach
Chapter Four Data analysis and discussion
4.1 Data collection
4.2 Data analysis and discussion of the pre-test
4.3 Analysis and discussion of the first questionnaire
4.4 Data analysis and discussion of the post-test
4.5 A comparison of the scores of experiment class in pre-test and post-test
4.6 A comparison of the scores of control class in pre-test and post-test
4.7 Analysis and discussion of the high-score group and low-score group of experiment class
4.8 Analysis of the second questionnaire
Chapter Five Conclusions
5.1 Major findings
5.2 Limitation
5.3 Implication and suggestions
5.3.1 Implication
5.3.2 Suggestions
Bibliography
Appendix I (The first questionnaire)
Appendix II (The second questionnaire)
Appendix III (The Pre-test Paper)
Appendix IV (The Post-test Paper)
Acknowledgements
作者攻讀學位期間發(fā)表的學術論文目錄
本文編號：4032568
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