图式理论与语篇分析理论在高中英语阅读教学中的应用研究
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摘要
英语语言教学改革的关键在于阅读教学的革新,同样高中英语教学的重点和难点也一直是阅读教学。长期以来,由于受传统教学法的影响,不少教师对阅读理解的错误认识导致了许多高中学生只重词、句、语法等语言知识的学习,而忽视了对背景知识及篇章结构的学习。笔者在总结前人研究成果的基础上,从图式理论及语篇分析理论的视角,探讨了两种理论下的英语阅读教学改革的必要性和重要意义。
全文共分六章:
第一章为引言。主要从不同角度分析了高中英语阅读教学中应用图式理论及语篇分析理论改革的必要性。
第二章对有关阅读的理论进行了综述,包括阅读理解的定义、阅读理解的过程和层次、阅读过程的三种模式,从而指出如何做到有效的阅读。
第三章对图式理论及语篇分析理论进行了综述。首先论述了图式的概念及图式理论,并对图式进行了分类:语言图式、内容图式、修辞图式,并指出了三种图式对影响阅读理解过程中信息的解释的三种作用:己有图式对阅读材料的预期作用、已有图式对阅读材料的补充作用、己有图式对阅读理解的推论作用;接着论述语篇分析理论在阅读中的作用。
第四章论述图式理论及语篇分析理论指导下高中英语阅读教学的原则策略,并结合教学实践展示两种理论在阅读教学中的具体运用。
第五章为图式理论及语篇分析理论在高中英语阅读教学中的实验研究。实验结果证明图式理论和语篇分析理论指导下的阅读教学效果要优于传统的阅读教学模式,且内容图式、修辞图式及语篇分析知识较其他因素在高中阶段对于提高阅读能力显得更为重要。
第六章为结论。主要是重申本研究的意义及指出本研究中还存在的不足之处。
The language innovation of reading comprehension teaching is the key to the English teaching reformation. Therefore more and more importance is attached to teaching English reading comprehension, which has always been an important aspect in high schools and also a hard-nut to crack. For a long time, under the influence of the traditional pedagogy, teaching process is sentence-based. As a result, the students ignore the learning, accumulating and applying of the schemata knowledge, which is closely related to the materials. The writer of this thesis, with the achievements in reading studies, from the schemata theory and discourse analysis theory, mainly explore that the innovation of reading comprehension teaching is quite necessary.
This paper consists of six chapters:
Chapter One is the introduction which states the necessity of the innovation of reading comprehension teaching and applying of the schemata theory and discourse analysis theory.
Chapter Two is one of the main parts of this dissertation, which gives a brief account of the theories of English reading, including the concepts, process and levels of reading, three models of reading process. Besides, it shows one of the most efficient reading models is the interactive reading model, in which the schemata knowledge is not only necessary but also important.
Chapter Three is another main part of the dissertation. It involves the different definitions of schema, which fall into three categories. They are the linguistic schema, the content schema, the rhetorical schema and along with its three functions in the process of reading: predicting reading materials, replenishing reading materials and inferring information. Also it involves the introduction of discourse analysis theory.
Chapter Four is the introduction of the principles, strategies and the application of the teaching of senior school's English reading comprehension instructed by the schemata theory and discourse analysis theory.
Chapter Five is about the experiment conducted in two classes using two different teaching methods, one of which is traditional, the other one which of is new. And the conclusion is drawn from the experiment that the teaching method that uses schemata theory and discourse analysis theory seems better.
Chapter Six is the last part of the thesis. It just points out the necessity and the shorting of this thesis.
全文共分六章:
第一章为引言。主要从不同角度分析了高中英语阅读教学中应用图式理论及语篇分析理论改革的必要性。
第二章对有关阅读的理论进行了综述,包括阅读理解的定义、阅读理解的过程和层次、阅读过程的三种模式,从而指出如何做到有效的阅读。
第三章对图式理论及语篇分析理论进行了综述。首先论述了图式的概念及图式理论,并对图式进行了分类:语言图式、内容图式、修辞图式,并指出了三种图式对影响阅读理解过程中信息的解释的三种作用:己有图式对阅读材料的预期作用、已有图式对阅读材料的补充作用、己有图式对阅读理解的推论作用;接着论述语篇分析理论在阅读中的作用。
第四章论述图式理论及语篇分析理论指导下高中英语阅读教学的原则策略,并结合教学实践展示两种理论在阅读教学中的具体运用。
第五章为图式理论及语篇分析理论在高中英语阅读教学中的实验研究。实验结果证明图式理论和语篇分析理论指导下的阅读教学效果要优于传统的阅读教学模式,且内容图式、修辞图式及语篇分析知识较其他因素在高中阶段对于提高阅读能力显得更为重要。
第六章为结论。主要是重申本研究的意义及指出本研究中还存在的不足之处。
The language innovation of reading comprehension teaching is the key to the English teaching reformation. Therefore more and more importance is attached to teaching English reading comprehension, which has always been an important aspect in high schools and also a hard-nut to crack. For a long time, under the influence of the traditional pedagogy, teaching process is sentence-based. As a result, the students ignore the learning, accumulating and applying of the schemata knowledge, which is closely related to the materials. The writer of this thesis, with the achievements in reading studies, from the schemata theory and discourse analysis theory, mainly explore that the innovation of reading comprehension teaching is quite necessary.
This paper consists of six chapters:
Chapter One is the introduction which states the necessity of the innovation of reading comprehension teaching and applying of the schemata theory and discourse analysis theory.
Chapter Two is one of the main parts of this dissertation, which gives a brief account of the theories of English reading, including the concepts, process and levels of reading, three models of reading process. Besides, it shows one of the most efficient reading models is the interactive reading model, in which the schemata knowledge is not only necessary but also important.
Chapter Three is another main part of the dissertation. It involves the different definitions of schema, which fall into three categories. They are the linguistic schema, the content schema, the rhetorical schema and along with its three functions in the process of reading: predicting reading materials, replenishing reading materials and inferring information. Also it involves the introduction of discourse analysis theory.
Chapter Four is the introduction of the principles, strategies and the application of the teaching of senior school's English reading comprehension instructed by the schemata theory and discourse analysis theory.
Chapter Five is about the experiment conducted in two classes using two different teaching methods, one of which is traditional, the other one which of is new. And the conclusion is drawn from the experiment that the teaching method that uses schemata theory and discourse analysis theory seems better.
Chapter Six is the last part of the thesis. It just points out the necessity and the shorting of this thesis.
引文
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Widdowson,H.G.Reading and communication[A].In Alderson,C.& Udquhart A.H.(eds.)Reading in Foreign Language[C].London:Longman,1984.
陈贤纯.外语阅读教学与心理学[M].北京:北京语言文化大学出版社,1998.
程晓掌、龚亚夫.《英语课程标准》的理论基础[J].课程·教材·教法(京),2005,(3).
顾晔.试论图式理论与阅读教学[J].北京第二外国语学院学报,1998,(03).
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黄国文.语篇分析概要[M].长沙:湖南教育出版社,1988.
李慧敏.图式理论与英语阅读教学[J].扬州大学学报(高教研究版),2005,(10).
李平.从图式论看阅读前导对中国学生英语阅读理解的作用-一份实验报告[J].解放军外语学院学报,1999,(5).
林挺.应用图式理论提高阅读效果[J].现代外语,1996,(4).
裴光刚.图式理论与阅读理解[J].山东师范大学外国语学院学报(基础英语教育),2002,(04).
束定芳.现代外语教学-理论、实践与方法[M].上海:上海外语教育出版社,1996.
宋京生.阅读教学与照应[J].江苏外语教学与研究,1996,(1).
魏静姝.语篇的衔接和阅读理解[J].外语教学,1996,(1).
姚喜明、梅晓宇.我国阅读理论研究的发展[J].山东外语教学,2003,(6).
叶为尔.图式理论与阅读教学[J].外语教学,1998,(1).
张必隐.阅读心理学IM].北京:北京师范大学出版社,1992.
张华.课程与教学论[M].上海:上海教育出版社,2001.
张金生.图式理论的一次应用[J].解放军外语学院学报,1996,(3).
张正芹.图式理论在高中英语阅读教学中的运用[D].华中师范大学,2007.
张维友.图式知识和阅读理解[J].外语界,1995,(2).
张应林.语篇分析概要[M].武汉:华中师范大学出版社,2005.
赵守盈.图式理论指导高中英语阅读教学的实验研究[D].贵州师范大学,2000.
周国韬.郭忠银.初中生语文阅读精加工策略的训练研究[J].心理科学,1998,21:(2).
朱纯.外语教学心理学[M].上海:上海外语教育出版社,1994.
朱曼殊、缪小春.心理语言学[M].上海:华东师范大学出版社,1990.
中华人民共和国教育部:普通高中英语课程标准(实验)[M].北京:人民教育出版社.2003.
Carrel,Patricia L.et al.Schema theory and ESL reading pedagogy[J].TESOL Quartley CUP 1983.
Carroll,J.B.Learning from Verbal Discourse in Educational Media:Review of the Literature(Final Report Project)[R].Princeton,N.J.:Educational Testing Service 1971.
Goodman,K.S.Psycholinguistic Universals in the Reading Process[M].Beijing:Foreign language teaching and Research Press,1971.
Gough,P.B.One second of reading[A].In Singer,H.and Ruddell,R.(eds.)Theoretical Models and Processes in Reading[C].Newanh,Delware:International Reading Association,Inc,1985.
Michel Hoey On the Surface of Discourse[M].George Allen & Unwin(Publishers)Ltd.,1983.
Rumelhart D.E.Schemata:Theoretical issues in reading comprehension[M].Hillsadale,New Jersey:Lawrence Erlbaum Associates,1980.
Rumelhart,D.E.Schema to the building blocks of cognition[A].In J.Guthric(eds.),In Comprehension and Teaching:Research Reviews[C].Newanh,Delware:International Reading Association 1981.
Widdowson,H.G.Reading and communication[A].In Alderson,C.& Udquhart A.H.(eds.)Reading in Foreign Language[C].London:Longman,1984.
陈贤纯.外语阅读教学与心理学[M].北京:北京语言文化大学出版社,1998.
程晓掌、龚亚夫.《英语课程标准》的理论基础[J].课程·教材·教法(京),2005,(3).
顾晔.试论图式理论与阅读教学[J].北京第二外国语学院学报,1998,(03).
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
胡壮麟.语篇分析在教学中的应用[J].外语教学,2001,(1).
黄国文.语篇分析概要[M].长沙:湖南教育出版社,1988.
李慧敏.图式理论与英语阅读教学[J].扬州大学学报(高教研究版),2005,(10).
李平.从图式论看阅读前导对中国学生英语阅读理解的作用-一份实验报告[J].解放军外语学院学报,1999,(5).
林挺.应用图式理论提高阅读效果[J].现代外语,1996,(4).
裴光刚.图式理论与阅读理解[J].山东师范大学外国语学院学报(基础英语教育),2002,(04).
束定芳.现代外语教学-理论、实践与方法[M].上海:上海外语教育出版社,1996.
宋京生.阅读教学与照应[J].江苏外语教学与研究,1996,(1).
魏静姝.语篇的衔接和阅读理解[J].外语教学,1996,(1).
姚喜明、梅晓宇.我国阅读理论研究的发展[J].山东外语教学,2003,(6).
叶为尔.图式理论与阅读教学[J].外语教学,1998,(1).
张必隐.阅读心理学IM].北京:北京师范大学出版社,1992.
张华.课程与教学论[M].上海:上海教育出版社,2001.
张金生.图式理论的一次应用[J].解放军外语学院学报,1996,(3).
张正芹.图式理论在高中英语阅读教学中的运用[D].华中师范大学,2007.
张维友.图式知识和阅读理解[J].外语界,1995,(2).
张应林.语篇分析概要[M].武汉:华中师范大学出版社,2005.
赵守盈.图式理论指导高中英语阅读教学的实验研究[D].贵州师范大学,2000.
周国韬.郭忠银.初中生语文阅读精加工策略的训练研究[J].心理科学,1998,21:(2).
朱纯.外语教学心理学[M].上海:上海外语教育出版社,1994.
朱曼殊、缪小春.心理语言学[M].上海:华东师范大学出版社,1990.
中华人民共和国教育部:普通高中英语课程标准(实验)[M].北京:人民教育出版社.2003.