互动教学法在大学英语阅读教学中的应用

论文摘要

中国与世界其它国家日益频繁的交流对中国的英语教学提出了越来越高的要求。而且学生接触的英语材料也越来越多,这要求学生的英语阅读能力也要满足时代的需要,提高到新的水平。20世纪60年代以来,国外阅读理论获得了巨大的发展。到了80年代初,许多学者提出了一系列阅读模式。本篇文章选取了其中的交互式阅读模式进行分析,探讨了互动教学模式在大学英语阅读教学中的应用。阅读应该是一个积极地寻找意义的过程,而学习者必须积极地参与到这个过程之中才能建构自己的意义。顾名思义,互动式阅读教学模式强调阅读过程之中教师与学生之间,学生与学生之间以及学生与阅读材料之间的互动。在互动式阅读教学模式下,学生能够运用各种策略激活他们的先前知识,从阅读信息中建构自己的意义,从而扩大他们的知识图示结构。在这篇论文中,我们进行了一个教学实验和一个调查问卷用来阐释互动教学模式在提高学生阅读能力方面的有效性。通过四个月的教学实践,原本不存在显著差异的两个组(实验组和控制组)的学生在阅读测验中取得了不同的成绩,其差异具有统计学上的显著性。在教学实践之后进行的旨在调查学生在运用阅读策略方面情况的调查问卷显示实验组的学生运用阅读策略比较频繁而娴熟。教学实验以及调查问卷都证明互动式教学法的确是一个促进大学英语阅读教学的有效的教学模式。但是由于各种局限性,在该领域还有必要进行进一步的研究。

论文目录

• Chinese abstract
• English abstract
• Acknowledgements
• 1 Introduction
• 1.1 Need for the study
• 1.2 Significance of the study
• 1.3 Research questions and hypothesis
• 1.4 Organization of the thesis
• 2 Theoretical framework for interactive teaching of reading
• 2.1 Literature review on reading teaching
• 2.1.1 Goals and techniques for reading teaching
• 2.1.2 Developing reading activities
• 2.2 Reading models
• 2.2.1 Bottom-up reading model
• 2.2.2 Top-down reading model
• 2.2.3 Interactive reading model
• 2.3 Views and previous studies about the interactive reading model
• 2.3.1 Emerald Dechant’s views
• 2.3.2 Kenneth Goodman’s views—reading as a psycholinguistic guessing game
• 2.3.3 David E. Rumelhart’s parallel processing model of reading
• 2.3.4 Keith E Stanovich’s Interactive-Compensatory Model of reading
• 2.4 Literature review on interactive teaching approach
• 2.4.1 Theoretical basis of interactive teaching
• 2.4.2 Interaction in language teaching
• 2.4.3 Characteristics of interactive teaching
• 2.4.4 Principles of interactive teaching
• 2.4.5 Roles of the interactive teacher and learner
• 2.4.6 Interactive features of reading process
• 2.5 Synthesis of interactive reading teaching model
• 3 Research design
• 3.1 Subjects
• 3.2 Purpose of the research
• 3.3 Research questions
• 3.4 Instruments of the research
• 3.5 Procedures of the research
• 3.6 A description about the teaching practice
• 3.6.1 Interactive reading teaching in the experimental group
• 3.6.2 Reading teaching in the controlled group
• 3.7 Data collection
• 3.8 Research findings
• 4 Analysis and discussions
• 4.1 Analysis of the experiment data
• 4.1.1 Results of pretest analysis
• 4.1.2 Results of posttest analysis
• 4.1.3 Results of correlation analysis
• 4.1.4 Description of the questionnaire results
• 4.2 Discussion about interactive reading
• 4.2.1 Schema theory and interactive reading
• 4.2.2 Social constructivist theory and interactive reading teaching
• 4.3 Pedagogical implications
• 5 Conclusion
• 5.1 Results of the study
• 5.2 Significance of the study
• 5.3 Limitations of the study
• 5.4 Suggestions for the future research
• References
• Appendix I Pre-test for reading comprehension
• Appendix Ⅱ Post -test for reading comprehension
• Appendix Ⅲ Pretest results
• Appendix Ⅳ Posttest results
• Appendix Ⅴ Questionnaire