语篇衔接连贯理论在高三英语限时阅读中的应用与实践.pdfVIP

摘要 从高三英语课堂教学来看，学生的限时阅读能力较差，其原因是学生对语篇衔接 连贯理论所知甚少，无法通过语篇衔接连贯捕捉篇章的重要信息和通过它领会阅读理 解材料中的主旨。因此，选择两个班级开展语篇衔接连贯理论在限时阅读的应用教学 实验。 本研究在开展之前，对温州市龙湾区永强中学高三学生限时阅读能力进行一次问 卷调查，根据调查数据，分析总结目前高三英语课堂中阅读教学的问题和原因。此外， 在实验班和控制班的 100 名学生进行前测。历时两个月的实验，在此期间实验班采用 语篇衔接连贯理论指导阅读教学。最后，开展后测来检验学生限时阅读能力是否提高。 分析对比前测和后测，本研究表明实验班的英语综合能力和限时阅读能力都有提高。 因此，语篇衔接连贯理论在高三英语限时阅读中具有积极作用。本研究可供高中 教学参考。 关键词 语篇衔接连贯，英语限时阅读，应用，实验 v ABSTRACT In Senior Grade Three English classroom, students’ timed reading ability is quite poor, partly because students have little knowledge about text cohesion and coherence, and can’t capture important information by means of text cohesion and coherence and get the gist in the reading material. Hence, an experiment on teaching cohesion and coherence theory in English has been carried out in two classes in the hope to improve students reading ability. In this study, an investigation of Senior Grade Three students’ English reading ability was conducted before the experiment, by a questionnaire and then according to the data of the survey, the problems and causes of Senior Grade Three English classroom were analyzed and summarized. Besides, a pre-test was administered on 100 students, one class as the experimental group, and the other as the control group in Senior Grade Three of Yongqiang Middle School of Longwan, Wenzhou. Then a two-month experiment was conducted in experimental group, during which a series of activities stimulating text cohesion and coherence in reading materials were performed in the experimental group. Finally a post-test was administered to observe whether the students’ reading ability is improved. By analyzing and comparing the results of the pre-test and post-test,