从关联理论视角看大学英语阅读教学

论文摘要

阅读对外语学习者获取和交流信息来说至关重要。阅读是读者和作者之间的一种交流。它是一种复杂的心理和认知过程。通过它,作者表达他的思想感情而读者通过识别、关联以及推理努力尝试去解读读者的真实意图。Sperber和Wilson的关联理论是认知语境发展的沃土。本文作者因此首先解释了关联理论的一些基本概念,比如,关联,最佳关联等等。根据关联理论,阅读即是寻找最佳关联的过程,它也是一种明示和推理的过程。本文然后讨论了关于推理和含意,关联原则以及关联和阅读理解的关系。作者认为这个理论也许可以给我们的教学带来新的启发。为了证明关联理论在在提高学生阅读理解水平方面的有用性,作者开展了一些实验。这些实验旨在证明寻找最佳关联和阅读理解的关系。作者首先在77名非英语专业学生当中展开了问卷调查以期发现他们主要问题所在。然后作者设计了前后两次测试。分别在实验班和控制班当中进行。在第一次测试后给予实验班以关联理论方面的指导而控制班没有这方面的培训。大约半年之后,再进行第二次测试。然后分析两次结果的差异及意义。作者也在文中提出了一些比较具体的建议。总之,对理论和数据的分析最后得出结论：教师们应该注重培养学生寻找最佳关联进行推理的能力,从而提高学生的阅读理解能力。

论文目录

• ACKNOWLEDGEMENTS
• Abstract
• 摘要
• List of Tables and Charts
• Abbreviations
• Chapter One Introduction
• 1.1 The Background of the Research
• 1.2 The Purpose of the Study
• 1.3 The Research Questions
• 1.4 The Layout of the Thesis
• Chapter Two Literature Review
• 2.1 The Nature of Reading
• 2.1.1 The Various Definitions of Reading
• 2.1.2 The Levels of Reading Comprehension Abilities
• 2.2 General Review of Research in Reading
• 2.2.1 The Old View on Reading
• 2.2.2 The New View on Reading
• 2.2.3 Reading Studies at Home
• 2.2.4 Reading Studies Abroad
• Chapter Three the Relevance Theory
• 3.1 Introduction
• 3.2 Major Concepts
• 3.2.1 Relevance
• 3.2.2 Two Principles of Relevance
• 3.2.3 Optimal Relevance
• 3.2.4 Ostensive-Inferential Communication
• 3.2.5 Contextual Effects
• 3.3 Relevance-based Comprehension Process
• Chapter Four Research Design and Methodology
• 4.1 Design
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Questionnaire Survey
• 4.3.2 Reading Comprehension Tests
• 4.3.3 Interviews
• 4.4 Data Collection
• 4.5 Analysis of the Questionnaire Survey
• 4.5.1 Analysis from Linguistic Facet
• 4.5.2 Analysis from Cultural Facet
• 4.5.3 Analysis from Emotional Facet
• 4.6 Analysis of Two Reading Tests
• 4.6.1 The Discussion of the Pre-test
• 4.6.2 The Cultivation of Relevance-Awareness
• 4.6.3 The Discussion of the Post-test
• 4.7 Analysis of the Interview
• Chapter Five Research Findings and Conclusions
• 5.1 Employ RT to Cultivate Students' Abiliities to Make Inference
• 5.2 Implications for Teaching
• 5.2.1 The Selection of Appropriate Reading Materials
• 5.2.2 Cultivating Students' Abilities of Seeking Optimal Relevance
• 5.2.3 The Increase of Cultural Background Knowledge Input
• 5.2.4 The Improvement of Extracurricular Reading
• 5.2.5 The Enhancement of Lexis and Grammar Teaching
• 5.2.6 The Improvement of Sudents' Motivation
• 5.2.7 The Cultivating of Students' Awareness of Identifying Writing Style
• Chapter Six Limitations and Suggestions for Further Research
• 6.1 Limitations
• 6.2 Suggestions for Future Research
• References
• Appendix
• 作者简介