试论理论篇章结构论述在高中英语阅读教学中运用

论文导读：
摘要：高中英语课程标准(实验版,2003)要求学生掌握四项基本语言技能：听、说、读和写。其中阅读是非常重要的,因为它是学生获取信息的必要途径。由此,阅读教学是高中英语教学的重心。课程标准制定的高中英语阅读教学的目标是进展学生的阅读能力,使他们能快速有效地阅读。基于新版的英语课程标准,高考试卷中有关阅读理解部分的测试出现了新的倾向：基于语篇,重视对整个篇章的全面理解,目的在于提升学生的语篇意识和阅读能力。而且,阅读在高考试卷中占很大的比重。那么高中英语阅读教学对策是否重视对学生语篇意识和阅读能力的培养呢?答案是否定的。通过查阅文献和问卷调查,发现学生对语篇知识了解甚少,更别说将它们运用于阅读。同时,阅读能力和阅读成绩也不尽如人意。基于刘辰诞(1999)和Grabe and L.Stoller(2005)的篇章结构论述,可以发现篇章结构与阅读的本质联系紧密。由此,毫无疑问,将语篇论述运用于阅读教学的尝试是合理的。这种运用的目的是培养学生的语篇意识和语篇能力,让语篇结构知识帮助其有效的理解和把握语篇体裁,篇章类型,篇章方式和篇章对策连续体,以达到对阅读材料的全面深入的理解,实现与作者文本的沟通交流。本论文试图检验语篇结构论述运用于高中英语阅读教学的效果,具体来说试图回答以下探讨不足,即：将篇章结构论述运用于高中英语阅读教学之前学生对该论述的了解情况怎么样?英语教师怎样将篇章结构论述运用于高中英语阅读教学?将篇章结构论述运用于高中英语阅读教学的效果怎么样?本论文的探讨策略是通过问卷和考试测试来获取数据,并利用SPSS19.0对数据进行浅析。实验对象是安徽省某县高二的两个平行班,问卷调查发现实验前这两个班几乎不了解语篇知识,同时前测结果表明两个班在阅读水平上基本相当。实验持续一个学期,由同一老师采取不同的策略来教授这两个班级的阅读,实验班是基于语篇结构论述的教学法,制约班是传统教学法。后测结果表明,两个班级的阅读水平出现差别,实验班的平均成绩显著高于制约班。期末问卷结果进一步说明,通过老师在课堂上对语篇知识和对策的引入,实验班的学生能够在阅读历程中利用背景知识、体裁预测、语篇对策连续体及语篇结构图等各种语篇结构对策来帮助阅读的顺利进行。基于以上浅析可以得出结论：基于篇章结构论述的阅读教学对策能够有效的提升高中学生的英语阅读能力。关键词：阅读论述论文篇章结构论述论文篇章结构论述与阅读的联系论文
本论文由www.7ctime.com,需要论文可以联系人员哦。ACKNOWLEDGEMENTS3-4
ABSTRACT4-6
摘要6-8
CONTENTS8-10
Chapter One Introduction10-14

1.1 Research background10-11

1.2 Research purpose11-12

1.3 Research significance12

1.4 The structure of this thesis12-14

Chapter Two Literature Review14-32

2.1 Understanding reading14-19

2.

1. The nature of reading14-16

2.

1.2 The role of Schemata in reading16-18

2.1.3 The purpose of reading in practice18-19
2.2 Understanding Discurse Organization19-27

2.1 The definition of discourse19-20

2.2 Discourse organization20-27

2.3 Studies on the relationship between discourse organization and reading27-30
2.3.1 Discourse organization acting as scaffolding to reading27-29
2.3.2 Discourse organization theory aiding reading论文导读：beforetheapppcationofdiscourseorganizationtheory38-404.2ApppcationofdiscourseorganizationtheorytoEngpshreadinginstruction40-484.2.1Practicalneedsofapplyingdiscourseorganizationtheory41-424.2.2Generalstepsofapplyingdiscourseorganizationtheoryinreadinginstruction42-454.
to become effective29-30
2.4 Studies on applying discourse organization theory in reading abroad and in China30-32

2.4.1 Studies abroad30-31

2.4.2 Studies home31-32

Chapter Three Methodology32-38

3.1 Research Questions32

3.2 Subjects32-35

3.3 Research Instruments35-36

3.4 Data collection36

3.5 Data analysis36-38

Chapter Four Results and Doscussions38-56
4.1 The situation of Engpsh reading of the students before the apppcation of discourse organization theory38-40
4.2 Apppcation of discourse organization theory to Engpsh reading instruction40-48
4.2.1 Practical needs of applying discourse organization theory41-42
4.2.2 General steps of applying discourse organization theory in reading instruction42-45
4.2.3 An example of applying discourse organization theory to Engpsh reading instruction for senior high school students45-48
4.3 The situation after the apppcation of discourse organization theory to Engpsh reading instruction48-56
4.3.1 The significant differences between the pre and post questionnaire results48-51
4.3.2 The significant differences between the pre and post test results51-56
Chapter Five Conclusions56-60

5.1 Major findings56-57

5.2 Imppcations57-59

5.2.1 Advantages of applying discourse organization theory in reading teaching57-58
5.2.2 Disadvantages of applying discourse organization theory in reading teaching58-59

5.3 Limitations of the Study59-60

References60-64
Appendices64-87
Appendix A:Engpsh scores of the final test of Grade 7(altogether 8 classes)64-65
Appendix B:Scores of reading parts of the pre-test and post test of EC65-66
Appendix C:Scores of reading parts of the pre-test and post test of CC66-67
Appendix D:Questionnaire for the students67-68
Appendix E:The pre-test reading materials68-76
Appendix F:The post-test reading materials76-84
Appendix G:The reading part of Unit 5,i论文导读：nNSEFCBook784-86AppendixH:ListofAbbreviatations86-87探讨生期间发表的论文87-89上一页123
n NSEFC Book 784-86
Appendix H:List of Abbreviatations86-87
探讨生期间发表的论文87-89