关联理论在A级考试阅读理解题型中的应用研究

论文摘要

多年来,英语阅读教学一直都是大学英语教学的重点和难点。高职英语阅读教学因为普遍采用传统的阅读教学法,存在着诸多的问题以至于影响英语教学的总体效果。阅读是一个复杂的语言交际过程,是作者和读者之间的交际活动。关联理论从认知语言学角度提出了语言交际是一个明示—推理的过程,明示推理以明示性为向导,在新、旧信息之间进行；话语的理解过程就是确立关联性,寻找最佳关联的推理过程。同时关联性是一个依赖认知语境的概念。本文从语用学中关联理论的角度出发,研究适合高职学生的英语阅读教学方法,并将其应用到高职应用能力A级考试阅读理解这一题型中。以关联理论,阅读教学模式,阅读目的以及阅读理解测试作为理论基础,通过实验的方法研究如何应用关联理论指导英语阅读教学。针对高职英语阅读教学的实际,提出了三个研究问题。通过问卷和测试的方式,得到了相关的数据,并对实验数据进行了分析与讨论,从而回答了三个研究问题,即：1.用关联理论来指导教学确实是一种行之有效的教学方法,学生的阅读准确性和阅读效率得到了很大的提高。2.关联理论对于应用者的英语基础有一定的要求,阅读者的阅读水平和阅读材料的难度越接近,就越容易建立关联。3.关联理论应用的程度和专业背景有内在的联系。

论文目录

• 摘要
• ABSTRACT
• List of Abbreviations
• List of Tables
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Research Significance
• 1.3 Research Questions
• 1.4 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Reading Comprehension
• 2.1.1 Definition of Reading
• 2.1.2 Purpose of Reading
• 2.1.3 Mainstream Reading Models and Their Applications to Teaching English Reading
• 2.2 Reading Comprehension Test
• 2.2.1 Brief Introduction to Reading Comprehension Test
• 2.2.2 Question Types of Reading Comprehension Test
• 2.2.3 Question Types of Reading Comprehension Test in PRETCO-A
• 2.2.3.1 Multiple Choice Question （MCQ）
• 2.2.3.2 Short Answer Questions （SAQ）
• 2.2.3.3 Translation Test （TR）
• 2.3 Relevance Theory
• 2.3.1 Definitions and Main Points Related to Relevance Theory
• 2.3.2 Principles of Relevance Theory
• 2.3.3 Its Implications for Reading Comprehension
• Chapter 3 Research Methodology
• 3.1 Subjects
• 3.2 Data Collection Instrument
• 3.2.1 Questionnaires
• 3.2.2 Tests
• 3.2.3 Software
• 3.3 Process of the Experiment
• 3.4 Teaching Process in Experimental Groups
• Chapter 4 Data Analysis and Discussion
• 4.1 Experimental Results
• 4.1.1 Questionnaire-1 Result in CG and EGs
• 4.1.2 Experimental Result in CG
• 4.1.3 Experimental Results in EGs
• 4.2 Improvement of Reading Accuracy and Efficiency
• 4.2.1 Comparative Analysis of Improvement of Reading Accuracy
• 4.2.2 Comparative Analysis of Improvement of Reading Efficiency
• 4.2.3 Discussion
• 4.2.4 Summary
• 4.3 Applicable Group of Relevance Theory
• 4.3.1 Analysis of Left-behind Students in CG and EGs
• 4.3.2 Discussion
• 4.3.3 Summary
• 4.4 Influence of Professional Background
• 4.4.1 Comparative Analysis of Posttest in EGs
• 4.4.2 Questionnaire-2 Results in EGs
• 4.4.3 Discussion
• 4.4.4 Summary
• Chapter Five Conclusion
• 5.1 Major Findings of the Study
• 5.2 Suggestions for Teaching English Reading
• 5.3 Limitations and Suggestions for Further Research
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Acknowledgements
• Resume