图式理论在高职英语阅读教学中的应用

论文摘要

众所周知,阅读在高职英语教学中是不可或缺的一部分。阅读是英语的听、说、读、写四项技能中最基本的一项语言技能。对于高职学生来说,阅读技能的培养是他们在高等教育中取得成功的关键。通过阅读,能够让高职学生构建起词汇结构,提高写作技能,学习新的知识和技能。因此,提高阅读理解能力是高职英语教学的一个重要目的。在高职院校中,学生的英语水平总体不是很高。传统的教学模式置教师于教学的中心位置,控制着课堂上的一切内容。教师选择教学材料,设置教学活动,甚至在阅读的过程中,决定学生应该掌握的所阅读文章的主旨。按照旧的理解模式,学生在课堂上仅仅是被动的接收者。他们根本没有自己的想法,而是按照教师的讲解去理解课文。长此以往,学生就失去了学习英语的兴趣。现在,英语教学慢慢改变为以学习者为中心,教师应该采取更为有效的教学方法。图式理论在当代被认为是在提高阅读技能方面最为有效的。在高职院校中,阅读是英语教学的一个重要组成部分。本文在图式理论的应用及其在提高非英语专业学生的阅读方面的作用进行了一些探讨。本文设计了四篇阅读理解测试,一份问卷调查,以及对英语教师的访谈。文章主要从以下几个方面进行了研究:第一,图式理论能能够大大地提高学生的阅读能力。第二,语言图式在提高学生的阅读能力方面效果最显著,其次为内容图式。第三,形式图式在提高学生的阅读方面效果甚微。最后,本文对以上几方面进行了分析,提出了一些改善高职英语阅读教学的建议。

论文目录

• ACKNOWLEDGEMENTS
• 摘要
• Abstract
• Introduction
• 1 Reading and Reading Comprehension
• 1.1 The Definition of Reading
• 1.2 The Nature of Reading
• 1.2.1 Reading is meaning-focused
• 1.2.2 Reading is purposeful
• 1.2.3 Reading is constructing meaning at different levels
• 1.2.4 Reading is an active process
• 1.3 The Definition of Reading Comprehension
• 1.4 What do we read
• 1.5 Why do we read?
• 2 Models of Reading
• 2.1 Gough’s Bottom-Up Model
• 2.2 Goodman’s Top-down Model
• 2.3 Interactive Models
• 2.4 Schema Theory Model
• 2.4.1 Linguistic schema
• 2.4.2 Content schema
• 2.4.3 Formal schema
• 3 Necessities of the Application of Schema Theory in English Reading Teaching at Higher Vocational Colleges
• 3.1 Function of Reading Foreign Language.
• 3.2 Importance of Teaching English Reading
• 3.3 Selection of Reading Material for Class Use
• 3.4 Students’Response
• 3.5 The Traditional Methods in Teaching English Reading at Higher Vocational Colleges
• 3.6 The Requirements to Reading in the Syllabus of English Teaching at Higher Vocational Colleges
• 4 Research Method
• 4.1 Reading Comprehension Test
• 4.2 Questionnaire
• 4.2.1 Design
• 4.2.2 Results and Discussion
• 4.3 Interview
• 4.4 Analysis of the Results and Discussion
• 5 Suggestions and Implications of Teaching Methods
• 5.1 The Tasks of Teachers in English Reading Class at Higher Vocational College
• 5.1.1 Helping the students rebuild their linguistic knowledge
• 5.1.2 Giving attention to the background knowledge
• 5.1.2.1 Selecting proper reading material
• 5.1.2.2 Helping students build and activate their background knowledge
• 5.1.3 Not neglecting the formal knowledge
• 5.1.4 Proper handling the relationship among the three schemata in reading class
• 5.2 Teaching Principles Underlying Schema Theory
• 5.2.1 Student-centered class
• 5.2.2 Three schemata oriented
• 5.3 Some Useful Reading Strategies
• 5.3.1 Prediction
• 5.3.2 Inference
• 5.3.3 Skimming and Scanning
• 6 Conclusions and Limitations of This Study
• 6.1 Conclusions
• 6.2 Limitations of the Study
• 6.3 Recommendation for Future Research
• Bibliography
• Appendix I
• Appendix II