通过语篇分析教学提高NMET短文改错

论文摘要

英语是现代社会一种必备的交际工具。根据高中新课标要求规定，英语教学的主要目的是培养具有语言综合能力的应用型人才，短文改错是英语测试中一种综合性语言测试题型，能较客观地反映学生的语言综合能力。但很多学生认为短文改错是英语试题最难的题型。失分很多，其失误的主要原因是缺乏语篇知识。为此，本文以“通过语篇分析教学提高NMET短文改错能力”为题，对高中英语教学中采用语篇分析法，希望能使高中英语教师的注意力从单一的句型教学法转移到语篇层次上来，寻求提高学生语言综合能力的有效途径。文章首先阐述了语篇分析的相关理论和短文改错的理论基础和特点。短文改错在语篇中测试语法、词汇，也可以考语篇制约范围语篇层次的考点。然后通过分析在短文改错中存在的问题了解现代高中英语教学中过分强调语法、词汇教学，忽视了语篇分析教学，从而导致了短文改错中大量的失误。紧接着笔者从语篇的衔接与连贯、语境和篇章结构等几个方面论述了语篇分析在高中英语教学中的具体应用。第五章通过实验验证两种教学法——句型教学法和语篇分析法对学生短文改错能力的影响。本选题的重点在于：A、研究短文改错的特点、理论基础和学生失误的主要原因；B、研究语篇分析在高中英语教学中的具体应用，以加强学生的语篇意识，提高其语言综合能力。本选题的创新点在于：从短文改错测试特点、理论基础及其错误类型来分析短文改错与语篇分析的关系，把语篇分析的具体内容与综合改错测试结合起来，这样做的原因是因为国内外大多数研究都是从测试学角度来探讨改错的信度和效度，而反映短文改错与语篇分析的联系的研究很少。经过理论研究和实验验证，结果得出：高中英语教学应在词汇、语法教学的基础上，加强语篇分析教学，增强学生的语篇意识，从宏观的角度来分析理解文章，在语境中学习词汇、语法。有利于提高学生的语言综合能力，提高学生的短文改错能力。

论文目录

• Abstract
• 内容摘要
• Chapter One Introduction
• 1.1 The Rationale of the Study
• 1.2 Research Design
• 1.2.1 Research Procedures
• 1.2.2 Hypothesis
• 1.3 Organization of the Paper
• Chapter Two Literature Review about Proofreading
• 2.1 Previous Studies on Proofreading
• 2.2 The Characteristics and Type of Proofreading
• 2.3 The Theoretical Foundations of Proofreading
• 2.4 The Requirements for Proofreading Design
• 2.5 Features of Proofreading in NMET
• 2.6 The Factors for Influencing Students' Performance in NMET Proofreading
• 2.7 The Basic Steps for Doing Proofreading in NMET
• Chapter Three Theories Contributing to the Discourse-Analysis Teaching Approach
• 3.1 The Nature of Discourse and Discourse Comprehension
• 3.2 Cohesion in Discourse
• 3.2.1 Co-reference
• 3.2.2 Discourse Markers
• 3.3 Coherence in Discourse
• 3.3.1 Theme/Rheme of Discourse
• 3.3.2 Text Types/Rhetorical Structure
• 3.4 Context of Discourse
• 3.4.1 Situational Context
• 3.4.2 Co-text and Cultural Context
• 3.4.3 Inference from the Context
• 3.5 Meaning of Discourse
• Chapter Four Application of Discourse-Analysis Reading Teaching to Improve NMET Proofreading
• 4.1 The Problems Existing in NMET Proofreading
• 4.2 Introducing Discourse-Analysis Teaching in Reading Class to Improve Students' Performance in NMET Proofreading
• 4.2.1 Application of Cohesion to Instruct Students' Proofreading Performance
• 4.2.1.1 Reading in Details and Getting a Better Comprehension
• 4.2.1.2 Reference and Detail Interpreting
• 4.2.1.3 Ellipsis and Substitution Clues to Detail Interpreting
• 4.2.1.4 Conjunction and the Arrangement of a Text
• 4.2.2 Application of Theme and Thematic Structure in Coherence to Instruct Students'Proofreading Performance
• 4.2.2.1 Getting the Main Idea
• 4.2.2.2 Knowing the Arrangement of the Article to Get the Author's Writing Purpose
• 4.2.2.3 Getting the Author's Attitude
• 4.2.3 Application of Contextual Analysis to Instruct Students' Proofreading Performance
• 4.2.3.1 Introducing the Background Knowledge
• 4.2.3.2 Making Inference from the Context
• Chapter Five The Study
• 5.1 Overview
• 5.2 Experiment
• 5.2.1 Research Design
• 5.2.2 Variables
• 5.2.3 Subjects:
• 5.2.4 Hypothesis
• 5.2.5 Procedure
• 5.2.6 Data Collecting
• 5.2.7 Analytical Methods
• 5.2.8 Data Analyzing and Results
• 5.2.8.1 Results of T-test
• 5.2.8.2 Findings from Statistical Analysis
• Chapter Six Conclusion
• 6.1 General Review
• 6.2 Major Findings
• 6.3 Limitation and Further Improvement
• References
• Appendix Proofreading in NMET from 2000—2002