技能型教学在大学英语阅读课堂中的应用研究-教学专业论文.docxVIP

独创性声明 本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研 究成果。尽我所知，除文中已经标明引用的内容外，本论文不包含任何其他个人或 集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在 文中以明确方式标明。本人完全意识到，本声明的法律结果由本人承担。 学位论文作者签名： 日期： 年 月 日 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权 保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。 本人授权华中科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检 索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 本论文属于 保密□ ，在 不保密□。 _年解密后适用本授权书。 （请在以上方框内打“√”） 学位论文作者签名： 指导教师签名： 日期： 年 月 日 日期： 年 月 日 华中 科 华 中 科 技 大 学 硕 士 学 位 论 文 I I Abstract Nowadays, although heated discussions on how reading should be taught have been made for a few decades, the current situation of reading instruction is still not encouraging in college English classroom. This study investigated and compared the differences between two teaching approaches applied into the college English classroom: the skills-based approach and the topic-based approach. Participants completed a pretest and a posttest, and the data were then analyzed and compared. Meanwhile, sixteen interviews were conducted to further analyze those students’ attitudes towards the two kinds of teaching approaches. All the data and responses were then analyzed regarding: 1) Is skills-based approach more effective in improving learners’ reading ability? 2) Is skills-based approach better in improving learners’ critical reading ability? It was found that students in experimental group who received skills-based language instruction scored higher on the Standardized Reading Comprehension Tests than those of control group instructed with a topic-based approach. At the same time, both groups made progress in reading ability from pretest to posttest, but only students in experimental group improved significantly in critical reading ability after the teaching experiment. The interviews showed that students instructed with skills-based approach felt more interested in English reading learning and improved a lot both in reading ability and other language abilities. The study sustained the following conclusions: 1) Skills-based approach