主位理论在大学英语阅读中的作用探究

论文摘要

由于阅读能力在语言基本技能中的重要地位,如何提高中国学生的英语阅读能力一直是语言学家和英语教师共同关心的话题。人们对阅读过程与阅读本质的研究已有多年,从“自下而上”、“自上而下”模式到如今备受欢迎的交互模式,其根本目的只有一个:提高语言使用者的阅读能力。中国非英语专业大学生的英语学习和其他不同年龄及知识层次的学习者相比有其共性和特性,这些都将影响其二语阅读能力。本文作者尝试把主位理论应用到大学英语阅读教学中,希望通过实验证明:向学生传授相应的主位理论知识有助于提高学生的阅读能力和二语综合能力,以期对大学英语阅读教学起到一定的帮助。该课题试图回答以下问题:(1)如今大学英语阅读教学中存在什么问题?(2)能否用主位推进理论解决这些问题?(3)如果可以,将解决哪些问题?如何解决?(4)如果不可以,失败的原因是什么?本课题采用了问卷、实验前测试和实验后对照测试等方法,为研究提供尽可能多的资料和数据。问卷调查发现本校大学英语的教学存在以下问题:(1)对阅读练习缺少应有的重视。(2)阅读课堂教学效率不高,效果不显著。(3)学生阅读方式不正确,缺少应有的策略与技巧和一定的语篇知识,缺少应有的阅读量。对照测试结果如下表:经过对取得数据的分析,发现主位理论能帮助读者较快的获得对文章内容的整体把握,并能提高对文章细节理解的准确性,对大学英语快速与仔细阅读教学都有一定的促进作用。因此,本研究认为向学生传授这一理论在大学英语阅读教学中有一定的可行性。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• Chapter Two Literature review of Thematic studies
• 2.1 Theme and Rheme
• 2.1.1 The definition of Theme and Rheme
• 2.1.2 The classification of Theme
• 2.1.2.1 Simple Theme
• 2.1.2.2 Multiple Theme
• 2.1.2.3 Clausal Theme
• 2.1.3 Subject, Topic and Theme
• 2.1.3.1 Subject and Theme
• 2.1.3.2 Topic and Theme
• 2.1.3.3 Topic and Subject
• 2.2 Thematic Progression Patterns
• 2.2.1 The definition of Thematic Progression
• 2.2.2 Basic patterns of Thematic Progression
• 2.2.2.1 Constant Theme
• 2.2.2.2 Constant Rheme
• 2.2.2.3 Simple Linear
• 2.2.2.4 Alternative Pattern
• 2.2.2.5 Comparative Pattern
• 2.2.2.6 Derivative Pattern
• 2.3 Development of Thematic Theory
• 2.3.1 The Prague School
• 2.3.2 Hallidayan Approach
• 2.3.3 Thematic Theory in China
• Chapter Three Thematic Theory and it’s relevance to Second Language Reading
• 3.1 Second Language Reading
• 3.1.1 Definition of reading
• 3.1.2 The importance of reading in second language learning
• 3.1.3 Characteristics of efficient reading
• 3.1.4 Key studies in Second Language Reading
• 3.1.4.1 Bottom-up Approach
• 3.1.4.2 Top-down Approach
• 3.1.4.3 Interactive Approach
• 3.1.4.4 Schema Theory
• 3.2 Application of Thematic Theory to Second Language Reading teaching
• 3.2.1 Limitations of approaches mentioned above
• 3.2.2 Studies of applying Thematic Theory to Second Language Reading teaching
• 3.3 Summary
• Chapter Four Research design
• 4.1 Research questions
• 4.2 Research methodology
• 4.2.1 Objective of the study
• 4.2.2 Participants of the study
• 4.2.3 Research instruments
• 4.2.3.1 Questionnaire
• 4.2.3.2 Tests
• 4.2.4 Process of the study
• 4.2.4.1 A survey of college English reading
• 4.2.4.2 Pre test
• 4.2.4.3 Introduction of Thematic Progression to students
• 4.2.4.4 Different reading procedures in different classes
• 4.2.4.5 Post test
• 4.3 Data collection and analysis
• 4.3.1 Questionnaire
• 4.3.2 Test
• Chapter Five Results and discussion
• 5.1 Questionnaire
• 5.1.1 Less attention to reading practice
• 5.1.2 Lower efficiency in reading class
• 5.1.3 Improper ways of reading
• 5.1.3.1 Inappropriate reading habits
• 5.1.3.2 Lack of proper reading strategies and skills
• 5.1.3.3 Lack of discourse knowledge
• 5.1.3.4 Insufficient reading practice
• 5.2 Post test
• Chapter Six Conclusion
• 6.1 Findings
• 6.2 Conclusion
• 6.3 Limitations
• Bibliography
• Appendix I
• 大学英语阅读教学现状调查问卷
• Appendix II
• Pre test
• Post test
• Appendix III
• Examples used in the introduction of the Thematic Theory