The Role of Discourse Patterns in College English.docx
- 文档编号:11845030
- 上传时间:2023-04-05
- 格式:DOCX
- 页数:37
- 大小:114.36KB
The Role of Discourse Patterns in College English.docx
《The Role of Discourse Patterns in College English.docx》由会员分享,可在线阅读,更多相关《The Role of Discourse Patterns in College English.docx(37页珍藏版)》请在冰豆网上搜索。
TheRoleofDiscoursePatternsinCollegeEnglish
TheRoleofDiscoursePatternsinCollegeEnglishReadingTeaching
TableofContents
Abstract1
摘要1
1Introduction1
1.1Background2
1.2Significanceofthepaper2
2Literaturereview3
2.1Definitionofdiscoursepatterns3
2.2Typesofdiscoursepatterns3
2.3DiscoursepatternsofChinesestudents6
2.4Previousresearchesondiscoursepatternsinreading.7
3Researchmethodology8
3.1Researchquestions8
3.2Participants9
3.3Instruments9
3.3.1Discoursecompetencequestionnaire9
3.3.2Discoursepatternstestpaper10
3.4Datacollection10
3.5Dataanalysis10
4Resultanddiscussion10
4.1Questionnaireonrecognitionofdiscoursepatterns10
4.2Findingsofpre-testandpost-test13
4.3Discussionaboutdataofpre-testandpost-test14
4.4Pedagogicalimplicationsandsuggestionfromtheperspectiveofdiscoursepatterns14
5Conclusion15
5.1Majorfindingsoftheresearch15
5.2Implicationsandapplication15
5.3Limitationofthestudy15
References16
Appendices19
Acknowledgements36
TheRoleofDiscoursePatternsinCollegeEnglishReadingTeaching
Abstract:
Thisstudyaimstoinvestigatethegeneralpictureofstudents’levelofdiscoursecompetenceandanalyzestudents’changesincomprehensionproficiencybeforeandafterthetrainingsoastostatehowdiscoursepatternsteachingfacilitatesreading.Thereare70Englishmajorsintheirfourthacademicyearinvolvedinthisstudy.Beforethetests,aquestionnaireisconductedintheclassesinordertoknowthegeneralpictureofstudents’discoursecompetence.ThereadingcomprehensiontestsadaptedfromTestforEnglishMajorGrade8(TEM8)wasemployedtoassessthelevelofreadingproficiency.Duringtheexperiment,apre-testandapost-testwiththesamedifficultylevelaregiventoall2classessoastocomparetheirreadingperformanceinadynamicway.TheresultsofthetestsareanalyzedbySPSSV13.0.Thestudyshowedtwomajorfindings.Firstly,bytheanalysisofthequestionnairebeforetheexperiment,thesetwoclassesknowlittleaboutdiscoursepatterns.Secondly,thereadinginstructionmethodbasedondiscoursepatterntheoriescanbetterimprovestudents’readingcomprehension.Atlast,thestudypresentssomepedagogicalimplicationsandsuggestionsfromtheperspectiveofdiscoursepatterns.
Keywords:
discoursepattern;Englishreadingcompetence;readingteaching;role
语篇模式在大学英语阅读教学中的作用
摘要:
本文首先通过问卷调查学生语篇能力的总体情况,之后通过SPSSV13.0分析学生学习语篇模式前后,阅读能力的变化,从而说明语篇模式在大学英语阅读教学中的作用。
本研究参与试者为70名英语专业四年级学生。
通过英语专业四年级学生阅读情况调查表,英语专业八级考试(TEM8)的阅读成绩说明语篇模式在阅读中的作用,所获数据使用统计软件SPSSV13.0进行处理,分析到英语专业大学生对语篇模式这个概念比较陌生,阅读水平相对低,但在接触了语篇模式之后,英语阅读水平有了明显提高,基于以上分析可以得出结论:
基于语篇模式的阅读教学能够有效的提高英语专业学生的阅读水平。
最后,根据语篇模式理论,本文为阅读教学提出了探索性的建议。
关键词:
语篇模式;英语阅读能力;阅读教学;作用
1Introduction
1.1Background
Reading,oneofthefourbasiclanguageskills,isanimportantapproachtogetEnglishinformation.Therefore,theteachingofreadingplaysanimportantandspecialroleincollegeEnglishteaching.Developingthestudents'abilityofreadingcomprehensionhasalwaysbeenoneoftheobjectivesofEnglishteachingatalllevels.However,manyteachersdealwiththetextsentencebysentenceandparagraphbyparagraph.Theyuseabottomupteachingmodeltoteachreading,explainingthelanguagepoints,dwellinguponthegrammarrules,analyzingthesentences,providingtheChineseequivalentsandgivingexamplestoshowtheusageofcertainwordsandexpressions.Theteachersassumethatwhatthestudentsneedsisagoodcommandofgrammarandvocabulary.Intheirminds,grammarrules,sentencepatternsandlanguagepointsarethemostimportantthingsforstudentstolearninEnglishreadingclass.Inotherwords,theyprefertouseTheGrammarTranslationMethodtoteachstudents.Inthosereadingclasses,however,thereisnorealcommunicationbutonlydulldrills.Asaresult,thetrainingofstudents’comprehensivereadingcompetenceisoftenneglectedintheactualteachingandareadingclassgenerallybecomesteacher-centeredandboring.
GuiShichun(1986)oncementionedthatinChina,therehasbeenabadinclinationinourreadingways,thatis,weonlyfocusonthesurfacestructures,suchaswords,phrases,orsentencestructures,butignoredeepstructures,suchasdiscourse,ortext.Ingeneral,students’readingspeedisslowandtheyonlyfocusontheunderstandingofthewords,andneglectthesentences,paragraphsandthewholearticleintheprocessofreading,thustheycannotmakeawholeunderstandingofreadingmaterials,whichmakesitdifficultforthemtomasterthedeepmeaningofarticles.Infact,teachers’teachingmethodsbearalargeresponsibilityonthelowreadingproficiency.Becausemanyteachingmethodsusedbytheteachersarenoteffectiveinimprovingstudents'readingability.
Therefore,inEnglishreadingteaching,weshoulduseaneffectivemethod,discoursepatterns,toteachEnglishreading.Discoursepatternscanhelpuspredicttheformandpossiblecontentsoastoimproveourreadingproficiency,soitisverybeneficialtousforapplyingtheminreadingteaching.
1.2Significanceofthepaper
Theoretically,thisstudycanmakeaclearstatementondiscoursepatternswhichcanmakeadifferenceinthestudents’reading,whichmightbeofgreathelptoenrichresearchinthisfield.
Practically,thisstudymayprovidereferenceonhowtointegratediscoursepatternsknowledgeinreadingcourseandoffersometentativesuggestionsonteachingreadingfromtheperspectiveofdiscoursepatternswiththeaimofhelpingstudentsapplydiscoursepatternsintotheirreadingactivitiesandimprovingtheirreadingproficiency.
2LiteratureReview
2.1Definitionofdiscoursepatterns
RobertKaplan(1966:
68)statesthatdiscoursepatternisAristotelian-linearpattern.Thispatternislinear,beginningwiththetopicsentenceandthenexploringdeeperanddeeper.
HuZhuanglin(1999:
96)statesthatdiscoursepatternsaretheorganizationsofmacrodiscourse,reflectingsemanticmeaning.
McCarthy(1991:
5)definesdiscoursepatternsasindividualsegmentsoftextswhicharecombinedtoformlogicalstructureofthewholeandtoformcertaincharacteristicpatterns.
MichaelHoey(1983:
170)defineddiscoursepatternsinthefollowingway:
discoursepatternsarethecombinationofrelationsforconstructingatext(orpartofatext).Discoursepatternsarethemacrostructuresofdiscourseorganization,andtheyrefertothecombinationofeachmainingredientinthediscoursewhichpeopleabidebyandlookforwardtolinguisticconsensus.
Fromtheabove,itcanbeeasilyseenthatdiscoursepatternsarethelogicalcombinationororganizationsofrelationsofatext.
2.2Typesofdiscoursepatterns
Linguistsputforwardcertaintypesofdiscoursepatterns.
MichaelHoey(1983:
182)putsup3discoursepatterns:
problem-solutionpattern,matchingpattern,general-particularpattern.
McCarthy(1991:
15)suggeststhemostcommondiscoursepatternsareproblem-solutionpattern,general-specificpattern,claim-counterclaimpattern,narrativepattern,one-embedded-anothertextualpatternandsoon.
Winter(1985:
71),basedontheclauserelations,constructssomecommonEnglishdiscoursepatterns,thatis,problem-solutionpattern,claim-counterclaimpattern,general-specificpatternandhypothetical-realpattern.Andotherpatternsincludeopportunity-takingpattern,question-answerpattern,cause-effectpattern,contrast-comparisonpattern,descriptionandsoforth.
InLiuChendan’sTeachingdiscourselinguistics(1999:
3),hementionsfivediscoursepatternsinEnglishreadingteaching.Theyareproblem-solution,claim-counterclaimpattern,narrativepattern,question-answerpatternandgeneral-specificpattern.
WithregardtothetimespanofthestudyandreadingmaterialsinTEM8usedintheexperiment,theauthorwillexplainthefollowing5patternsappliedintheexperiment:
problem-solutionpattern,claim-counter-claimpattern,general-specificpattern,question-answerpattern,andnarrativepattern.
Thefivediscoursepatternsareintroducedtostudentsasenlightenmentthatwhatwell-organizedtextisandhowtodecodeitmoreefficiently.
Problem-solutionpatternisa“situation-problem-response-evaluation/result”sequence.Theproblem-solutionpattern,identifiedbyHoey,consistsoffourbasicelements:
situation(withinwhichthereisacomplicationorproblem),problem(withinthesituation,requiringaresponse),responseorsolution(situationtotheproblem),resultandevaluation.
Generallyspeaking,thesignaltoendtheproblem-solutionpatternisthepositiveevaluationofsolution,andthenegativeevaluationinitiatesanotherroundproblem-solutionpattern.Theproblem-solutionpatterniswidelyappliedinscientificpaper,empiricalresearch,newsreport,aswellasliteraryworks.(SunRong2004)
Figure1Problem-solutionpattern(Hoey,M2001)
Questionanswerpatternusuallyhasaclearquestionatthebeginningofthetext,andthetextisdevelopedtoseekforasatisfactoryanswertothisquestion.Themacro-structureofthispatternconsistsofthreeelements:
situation(optional),question,answerornegativeevaluation(rejection).Butthenegativeevaluationofteninitiatesanotherroundofthepattern,untilthesatisfactoryanswerisachieved.
Figure2Questionanswerpattern(Hoey,M2001)
Thequestion-answerpatternissimilartotheproblem-solutionpattern,butdiffersfromitinthatthetextofthispatternfirstpresentaquestionandthefollowingpartofthetextisintendedtoofferasatisfactoryanswertothequestion.
Intheclaim-counterclaimpattern,thewriterfirstintroducesanideaorreportthatiswellrecognizedbutdoes
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- The Role of Discourse Patterns in College English
链接地址:https://www.bdocx.com/doc/11845030.html