英语简易读物与高中英语课程的结合

论文摘要

阅读对于外语学习者来说是一项基本技能,而文学是以语言为中介的一种艺术形式,是丰富有趣的阅读材料。文学作品给我们提供了原滋原味的语言范例,接触文学作品会增加学生更经常用英语进行广泛阅读的兴趣。在素质教育中,文学是中学外语教学的学习内容之一,《高中英语课程标准》把英语文学欣赏列为选修课程。课标在语言技能目标(八级)中规定,学习者能在教师的帮助下欣赏浅显的英语文学作品,语言技能目标(九级)中规定,学习者能阅读一般英文原著,抓住主要情节,了解主要人物。本研究试图把英语简易读物融入高中英语课程,论证其对学生的语言能力产生的积极作用。为了检验其可行性,作者在本校高二年段的两个平行班中进行了比较。研究采用描述性研究和实验性研究,实验结果采用定性分析和定量分析。论文首先调查中学英语课堂文学教学现状,在现状分析和前期文学教学研究的基础上,进行了为期八个月的英语简易读物阅读实验。结果表明,英语简易读物和高中英语课程相结合不仅能够促进学生语言技能和文化意识,而且能够激发学生的阅读兴趣。本研究主要发现是:英语简易读物教学有助于提高学生听力、阅读和写作技能,有利于促进了学生积极阅读的态度和兴趣,提升了学生的跨文化意识。作者相信,英语简易读物和高中英语课程相结合是中学英语阅读教学的有效途径,本研究有一定的理论价值和实际意义。

论文目录

• Chinese Abstract
• Abstract
• Chinese Synopsis
• Synopsis
• Chapter One Introduction
• 1.1 Significance of literature
• 1.2 Requirements of New English Curriculum Standards
• 1.3 The purpose of the present study
• 1.4 Research methods and the framework of the thesis
• Chapter Two Theoretical background
• 2.1 An overview of research abroad
• 2.2 Researches on this topic at home
• 2.3 Krashen's input hypothesis
• 2.4 Literary works and extensive reading
• 2.5 Researches on literature teaching
• Chapter Three A Survey of English reading classroom
• 3.1 Participants
• 3.2 Questionnaires and analysis
• 3.2.1 Questionnaire One
• 3.2.1.1 Items of Questionnaire One
• 3.2.1.2 Data analysis of Questionnaire One
• 3.2.2 Questionnaire Two
• 3.2.2.1 Teacher factors
• 3.2.2.2 Data analysis of Questionnaire Two
• Chapter Four A simplified literature reading program
• 4.1 Objectives of the program
• 4.2 Research design
• 4.2.1 Subjects
• 4.2.2 Criteria of selecting materials
• 4.2.2.1. Appropriation
• 4.2.2.2 Readability
• 4.2.2.3 Variety
• 4.2.2.4 Authenticity
• 4.2.3 Materials
• 4.2.4 Methods
• 4.2.4.1 Treatment for experiment groups
• 4.2.4.2 Organization of classroom activities
• 4.2.4.3 Simplified literature reading outside class
• 4.2.4.4 Treatment for the control groups
• 4.2.5 Assessment in the program
• 4.3 Instruments of the study
• 4.4 Results
• Chapter Five Analysis and Discussion
• 5.1 Analysis
• 5.2 Discussion
• 5.2.1 The effect on listening competence
• 5.2.2 The effect on reading competence
• 5.2.3 The effect on writing competence
• Chapter Six Conclusion
• 6.1 Major findings
• 6.2 Limitations
• 6.3 Suggestions for further research
• References
• Appendix1 Book list of Penguin Readers
• Appendix2 Questionnaire of literature reading status of students
• Appendix3 Questionnaire of literature reading status of teachers
• Acknowledgements