词汇衔接模式对英语阅读者理解能力的影响研究

论文摘要

英语阅读教学一直都是中国英语教学的一个重要组成部分,也被视为二语学习的重要组成部分之一。阅读的真正目的就是培养学习者的阅读能力和语篇能力,并通过拓展学习者的语篇技能来提高他们的阅读能力。随着人们对阅读过程认识的不断深化,阅读理论在不断更新,阅读方法也在逐渐改变。迄今为止,阅读教学经历了从传统模式,即自下而上模式,自上而下模式,交互式阅读模式,图式阅读模式到基于语篇的阅读教学模式。这些模式都有各自的特点,但当代大学生在英语阅读理解方面,尤其是当涉及到对语篇整体及深层含义的理解时,仍存在很大的问题,因而,对在如何快速把握语篇大意等方面,我们仍有待于进一步研究。作者认为衔接,特别是语篇中词汇的衔接,对提高学习者的阅读理解有很大作用。本研究试图找出一种新的阅读教学模式来帮助学习者具有这种技能。本文以Halliday＆Hasan的衔接理论为基础,以Hoey的语篇词汇衔接模式为基本发展框架,尝试将语篇的词汇衔接模式引入大学英语阅读教学,构建一种新的教学模式,即基于语篇词汇衔接的阅读教学模式。该模式强调语篇的关系是层次的,非线性的,并指出词汇重复所形成的粘结可用来鉴别不同类型的句式,如:主题引发句,主题结论句,中心句和边缘句,这些句式可帮助形成不同语篇类型的摘要。它强调从整体对语篇篇章进行理解。为验证本研究的可行性,作者设计并进行了一项实验。利用西京大学人文科学系新闻采编专业的两个自然班分别作为控制班和实验班,一共110人参加了实验。本研究首先对这110名大学生进行了语篇衔接和阅读策略等知识的问卷调查和阅读测试,然后对实验班进行了三个月的语篇词汇衔接训练,又对控制班和实验班进行了第二次的问卷调查和阅读测试,通过使用描述性分析,t-检验等手段对收集的数据进行了统计分析。最后,得出如下结论,这种基于语篇词汇衔接的阅读教学模式对提高学生英语阅读能力是有帮助的,它可培养学生在语篇框架下的词汇理解意识,从而帮助学生形成较为准确和快速写出语篇摘要的能力,对学生的整体阅读理解能力有所帮助。本论文由七部分组成。第一章讨论了阅读的重要性,在中国英语阅读教学的状况和存在问题,以及本研究的意义。第二章为文献综述,主要就本研究在国内外的发展和研究状况进行了简要回顾。第三章讨论了对本研究有帮助的相关理论,如Halliday&Hasan和Hoey的衔接理论,以及有关阅读的本质及策略。第四章主要介绍了词汇衔接在理解篇章中的作用,及基于衔接的阅读教学模式的应用。第五章阐述了实验的设计、方法、步骤和具体的教学步骤。通过问卷调查,了解受试者的个人学习情况和阅读方法。为了解实验班和控制班学生在受试前后对学习方法的掌握和提高,进行阅读的前测和后测,并通过检验证明两班之间是否存在显著差异。第六章对数据进行分析,并得出研究结果。第七章总结全文,提出本研究的不足之处和今后的发展。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 The Importance of Reading
• 1.2 The Situations and the Problems of English Reading Teaching in China
• 1.3 The Significance of the Study
• 1.4 The Purpose of the Study
• Chapter'Two Literature Review
• 2.1 Overseas Study
• 2.2 Domestic Study
• 2.3 Summary
• Chapter Three Theoretical Framework of the Present Study
• 3.1 Halliday and Hasan's Cohesion Theory
• 3.2 Hoey's Patterns of Lexical Cohesion in Text
• 3.2.1 The Repetition Links and Bonds
• 3.2.2 Central Sentences and Marginal Sentences
• 3.2.3 Types of Lexical Repetition
• 3.2.4 Repetition Matrix
• 3.3 Different Terms Used between Halliday & Hasan and Hoey
• 3.4 Summary
• 3.5 Reading
• 3.5.1 The Nature and Process of Reading
• 3.5.2 Interactive Reading
• 3.5.3 Reading Activities
• 3.5.4 Reading Strategies Based on Lexical Cohesion
• 3.6 Summary
• Chapter Four The Application of Lexical Cohesion in Reading
• 4.1 Introduction
• 4.2 Function of Lexical Cohesion in the Understanding of a Text
• 4.3 The Model of Lexical Cohesion in the Teaching of ESL Reading
• Chapter Five Methodology
• 5.1 Introduction
• 5.2 Hypothesis
• 5.3 Subjects
• 5.4 Instruments
• 5.4.1 The Questionnaire
• 5.4.2 Pre-test and Post-test
• 5.5 The Experiment
• 5.5.1 The First Phase
• 5.5.2 The Second Phase
• 5.5.3 The Third Phase
• 5.5.4 Summary
• 5.6 Instructional Procedures
• 5.6.1 The Procedure of the Lexical Cohesion-based Teaching Approach
• 5.6.1.1 Pre-reading Activities
• 5.6.1.2 While-reading Activities
• 5.6.1.3 Post-reading Activities
• 5.6.2 The Procedure of the Traditional Method
• Chapter Six Data Collection and Result Analysis
• 6.1 Data Collection
• 6.2 The Analysis of the Questionnaire Survey
• 6.2.1 The Analysis of the Personal Questionnaire at the Beginning of the Term
• 6.2.2 The Analysis of the Questionnaire Survey on the EC and CC at the Beginning of the Term
• 6.2.2.1 Whether the Subjects Had the Training of Cohesion
• 6.2.2.2 Whether Knowing the Significance of Cohesion in Reading
• 6.2.2.3 Whether Employing Lexical Cohesion in Reading
• 6.2.2.4 Summary of the Analysis
• 6.2.3 The Analysis of the Questionnaire Survey on the EC Students at the End of the Term
• 6.2.3.1 Whether Having Mastered the Cohesion Skills in Reading
• 6.2.3.2 Whether Having Changed Their Original Reading Methods
• 6.2.3.3 Whether the Lexical Cohesion Being Helpful To Their Reading comprehension
• 6.2.3.4 Summary of the Analysis
• 6.3 The Comparison in the Pre-test of Independent Sample T-test within EC and CC
• 6.3.1 The Purpose of the Comparison of the EC and CC
• 6.3.2 The Comparison in the Pre-test of Independent Sample T-test Within the EC and CC
• 6.4 The Comparison in the Post-test of Independent Sample T-test within EC and CC
• 6.4.1 The Purpose of the Comparison of the EC and CC
• 6.4.2 The Comparison in the Post-test of Independent Sample T-test within EC and CC
• 6.5 The Comparison in the Pre-test and the Post-test of Paired Sample T-test
• 6.5.1 The Result of the Comparison of the Pre-test and Post-test within the CC
• 6.5.2 The Result of the Comparison of the Pre-test and Post-test within the EC
• 6.6 Summary
• Chapter Seven Conclusions
• 7.1 Major Findings
• 7.2 Pedagogical Implications
• 7.2.1 Emphasizing the Teaching of Text Structure
• 7.2.2 Improving the Training of Reading Skills
• 7.3 Limitations and Suggestions for Further Study
• Bibliography
• Appendices
• Papers Published