通过“词汇分析策略”提高语篇整体理解的教学尝试

论文摘要

在阅读理解中文章相关图式及词汇分析策略是影响理解的诸因素中的两大因素已得到共识。本文主要依据图式理论探讨词汇分析策略对中国中学生外语阅读理解的影响以及对如何应用这一策略改进我们的外语阅读教学提出自己的看法和观点。本文通过周密的课堂设计、真实的教学活动来获取数据信息,报道了在北师大平谷附中高中三年级的为期十二个星期的教学实验结果。研究发现如果学习者学会了如何思考所读语言材料、如何较多地依靠已经具有的知识并在语言材料和读者之间产生交互作用,便能获得更为准确的理解。如果学习者能够更好地把握段落中句与句的逻辑关系及基本构词法则,便能获得更为清晰的猜词线索,了解词义。作者还发现利用上下文及原有相关知识来辨别词义的课堂活动越多,就会有更多的学生成为熟练的阅读者。

论文目录

• ABSTRACT
• TABLE OF CONTENTS
• CHAPTER Ⅰ — INTRODUCTION
• 1.1 Background to the Study
• 1.2 The S ignificance of the Study
• CHAPTER Ⅱ — LITERATURE REVIEW
• 2.1 A Review of Theories and Models of Reading Comprehension
• 2.1.1 Importance of Vocabulary in EFL Reading
• 2.1.2 How Many Exposures Are Needed to Learn a Word?
• 2.1.3 Depth of Word Knowledge
• 2.1.4. Teaching Word-attack Skills
• 2.1.5 Lower and Higher Order Processing
• 2.1.6 Language Learning Strategy Training Models
• The Schema Theory
• Interactive Model
• 2.2. Why Schema Theory and Word attack Skills Training
• CHAPTER Ⅲ — RESEARCH DESIGN
• 3.1. Hypotheses and research questions
• 3.2. Subjects
• 3.3. Materials
• 3.3.1 Source and Text Content
• 3.3.2 Considerations in Selecting the Reading Texts
• 3.4. Design of the Pretest
• 3.5. Investigation of Teachers' Teaching Behavior
• 3.6.Investigation of Students' Learning Performance
• 3.7. Research Limitations
• CHAPTER Ⅳ — CLASSROOM APPLICATION OF CONTEXTUAL WORD ATTACK SKILL TRAINING
• 4.1 Predicting the text
• 4.1.1 Predicting Through Semantic Webbing Method
• 4.1.2. Set Different Predicting Tasks to Different Groups．
• 4.1.3. From Text Prediction To Unknown Words Guessing
• 4.1.4. Class Performance and Reactions
• 4.2. Learning When to Ignore Difficult Words & When to Use Dictionaries
• Class Performance and Reactions
• 4.3. Guessing from Word Structure
• Class Performance and Reactions
• 4.4. Inference from Context
• 4.4.1. Demonstrating kinds of Context Clues
• 4.4.1. （1） Definition and restatement
• 4.4.1. （2） Comparison and contrast
• 4.4.1. （3） Examples
• 4.4.1. （4） Common Sense and Experience
• 4.4.2. A Sample
• 4.4.3. Class Performance and Reactions
• CHAPTER Ⅴ — DATA ANALYSIS
• CHAPTER Ⅵ—CONCLUSION
• REFERENCES
• APPENDICES
• A． （Questionnaire on the Investigation from Students）
• B． （Passages for the Reading Comprehension Pre-test and Posttest）
• C． （A Sample of Teaching Note for Word Attack Skills Training Activities）
• D． （Materials for Word Attack Skills Training Activities）