认知理论视角下的英语专业阅读教学方法研究可编辑Word文档格式.docx
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认知理论视角下的英语专业阅读教学方法研究可编辑Word文档格式.docx
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指导教师:
刘佳秋
研究生:
尤天凤
完成时间:
2013年5月20日
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AStudyoftheTeachingMethodsofEnglishMajors’
AThesis
SubmittedtotheSchoolofForeignLanguages
ShenyangNormalUniversity
InPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducation
ByYouTianfeng
UndertheSupervisionofProfessorLiuGuiqiu
March2013Acknowledgments
First,Itakethisopportunitytoexpressmysinceregratitudetomysupervisor
LiuGuiqiu,forherconstantencouragementandguidance.Shegavemealotof
invaluabledirectionandsuggestions,withoutherprofessionalguidance,thisthesis
wouldnothavebeenfinishedAlso,Iwouldliketothankalltheteacherswhotaughtmeinthesethreeyears,
andthankmyclassmates,whogavemealotofhelp.Theyreallyhelpmealotinmy
graduateyears.Ihavelearnedsomanyfromthemincludingtheknowledgeaswellas
otheraspectsMylastthankswouldgotomyfamilyandmyfriends.WithoutthemIwouldnot
haveachievedsomuch.Especiallymyhusband,hehelpsmedoallthehousework
andspendmuchtimetakinggoodcareour1yearolddaughter,inordertogiveme
enoughtimetofinishthisthesis.Thisthesisiswrittenforhimandourlovely
daughteriAbstract
Readingisoneofthebasicskillswhichforeignlanguagelearnersmustmaster,
soreadingteachingplaysacriticalroleinforeignlanguageteaching,accordingly,the
methodologyofreadingteachingisveryimportant.TraditionalEnglishreading
teachingisregardedasacoursemainlyforteachingvocabulary,grammarandthe
structureofthetext.Andtheinstructorsputtheirfocusmoreonexplainingthe
meaningsofnewwords,therelatedgrammarsandthestructuresofthesentencesWhilethestudentsareonlythepassivereceivers,theyjustneedtorememberwhat
havebeentaughtmechanically.ThetraditionalmethodhascausedalotofproblemsInthisthesis,theauthorconductsastudyoftheteachingmethodsofEnglishmajors‘
readingfromthecognitiveperspective,andtriestoprovethefeasibilityandnecessity
ofthismethodology.Theauthorfirstintroducesthecognitivetheory,andrelated
knowledgeaboutreading,thenexploresthefactorsthataffectreadingandreading
teaching,andfindsoutthatthecognitivefactorsarethemainfactors.Thereforeitis
necessarytoapplythecognitiveteachingmethodologyofreadinginthereading
teaching.Thisteachingmethodaimstoestablishastudent-centeredEnglishreading
teachingmodeandimprovestudents‘readingability,underthismethod,the
instructorsshouldknowlearners‘cognitivelevelstodesignproperplanfortheir
teachingprogramandtochoosethemostappropriatematerials,andthestudents‘
affectivefactorsarealsoneedtobeconsideredbytheinstructors.Theyarealsoasked
todirectstudentstoapplyproperstrategiesintheprocessofreadingThisstudytakes24first-yearstudentsmajoringEnglishasthesubjectstoiiinvestigatewhetherthemethodiseffectiveornot.Andtheresearchmethodsare
classroomobservation,questionnaireandinterview.Findingsofthisstudy
demonstratethatcognitiveteachingmethodologyofreadingisbeneficialtoimprove
students‘readingcomprehensionandthefactorsthatplaykeyrolesinthecognitive
teachingmethodsandthecharacteristicsoftheteachingmethodareabstracted
Keywords:
cognition,cognitiveperspective,reading,readingteaching,reading
comprehensioniii摘要
英语阅读是学习者必须掌握的一项基本技能,因此阅读教学在英语教学中发
挥重要的作用,相应地,阅读教学方法就非常的重要。
传统的阅读教学主要以词
汇,语法和文章的结构为中心,教师的职责主要是讲解词义,句子结构和相应的
语法,学生只需要被动地接受或机械式地记住教师所传授的知识,传统的阅读教
学方法存在很多问题。
在这篇论文中,笔者试图从认知理论视角研究专业英语阅
读教学方法,并试图论述此方法的可行性和必要性。
笔者首先介绍了认知理论和
相关的阅读知识,然后分析了影响阅读和阅读教学的因素,并发现认知因素是影
响阅读效果的主要因素。
因此,我们有必要把这种方法运用到阅读教学中。
认知
阅读教学法以学生为中心,以提高学生的阅读技能为目的。
此方法要求教师根据
学生的认知能力和情感因素设计教学活动和选择阅读材料,在阅读课上要指导学
生如何运用阅读策略。
本研究以沈阳师范大学24名英语专业的学生为研究对象,本研究采用的方
法包括课堂观察法、问卷法和访谈法。
研究发现认知阅读教学法有助于提高学生
的阅读效率和阅读技能。
关键词:
认知;
认知理论视角;
阅读;
阅读教学;
阅读理解ivContents
Acknowledgements………………………………………………………………….?
AbstractinEnglish………………………………………………………………?
AbstractinChinese…………………………………………………………………?
Chapter1Introduction…………………………………………………………….1
1.1BackgroundofthePresentStudy…………………………………………1
1.2PurposeoftheStudy…………………………………………………………1
1.3SignificanceoftheStudy……………………………………………………2
1.4OverallStructureoftheThesis………………………………………………2
Chapter2LiteratureReview……………………………………………….……4
2.1CognitiveTheory……………………..……………………………….…4
2.1.1DefinitionofCognition……………….……………….42.1.2Piaget‘sTheoryofCognitiveDevelopment…52.1.3Carroll‘sCognitiveApproach………………..92.1.4CognitiveFactorsRelatedwithSchoolLearning………………10
2.2ReadingandReadingTeaching………………………………..…………11
2.2.1DefinitionofReading…………………….………………..11
2.2.2FactorsAffectingReading……………………….………….…12
2.2.3PopularReadingModels………………………………………..17
2.2.4KeyFactorsinReadingTeaching………………………………21
2.2.5CurrentStateofReadingTeaching……………………………21v2.3ReadingfromtheCognitivePerspective…………………………………22
2.3.1CognitiveTheoryofReading………………………………….….222.3.2CognitiveTeachingMethodologyofReading….…………………242.3.2.1TheRationale……………………………………………242.3.2.2TheAdvantagesandDisadvantages…………………….242.3.2.3TheTeachingProcedures………………………………..26
Chapter3TheMethodology…………………………………………….……30
3.1ResearchQuestions…………………………………….………….……..30
3.2ResearchSubjects…………………………………………..…………..30
3.3ResearchInstruments………………………………………………..…313.3.1ClassroomObservation……………………………………….…..313.3.2Questionnaire……………………………………………………..313.3.3Interview…………………………………………………………….32
3.4DataCollectionandAnalysis…………………………………………..…..33
Chapter4ResultsandDiscussion………………………………………………..35
4.1Results………………………………..…………….………………………35
4.1.1TheResultsoftheClassroomObservation…………………………35
4.1.2TheResultsoftheQuestionnaire…………………………………38
4.1.3TheResultsoftheInterview………………………………………..44
4.2Discussion………………………………………………………….…….50
4.2.1CognitiveFactorsRelatedwithReadingTeaching…………………50vi4.2.2TheCharacteristicsoftheCognitiveTeachingMethodsofReading53
4.2.3TheEffectoftheCognitiveTeachingMethodsofReading………….55
4.2.4TheWaystoSolvetheCurrentProblems…………………………….55
Chapter5Conclusion…………………………………………………….……….57
5.1MajorFindings…………………….……………………………………….57
5.2PedagogicalImplications…….…………………………….………………59
5.3LimitationsoftheStudy………………………….……………………….60
5.4SuggestionsforFurtherStudy………………………………………..…..60
References…………………………………………………………………………62
AppendixA…………………………………………………………………………..67
AppendixB…………………………………………………………………….69
AppendixC………………………………………………………………………….71
AppendixD..73
AppendixE74viiChapter1Introduction
1.1BackgroundofthePresentStudy
Asweallknow,readingplaysacriticalroleinEnglishlearningandteaching.In
recentyears,readingcomprehensionhasoccupiedalargeproportioninalmostevery
kindofEnglishtest,soitisessentiallyimportanttoimprovestudents‘readingabilityActuallyasfarasEnglishteachingisconcernedinChina,alltheEnglishteachers
knowitandhavealwaysbeentryinghardtoimprovetheteachingeffectofEnglish
reading.Nevertheless,unfortunately,onaverageEnglishreadingproficiencyisstill
nothigh,evenasfarastheEnglishmajorsareconcerned,fortheyaremore
challengedbythehigherlevelofauthenticEnglishreadingmaterials.Therefore,how
toeffectivelyteachEnglishreadingandwhatisthemoreeffectiveteaching
methodologyofreadinghavealwaysbeentheissuethattheEnglishinstructorsare
interestedanddeterminedtosolve
Thepresentstudymainlyfocusesonhowtoimprovetheteachingeffectof
Englishmajors‘readingwiththeguidanceofcognitiveperspective.Inthe
cognition-orientedteachingprocess,students‘understanding,especiallytheactive
understandingofreadingmaterialsisemphasizedwiththeinstructormorelikea
facilitatorandthestudentsownersoftheirownlearning
1.2PurposeoftheStudy
Thisstudyaimstoanalyzethefactorswhichaffectstudents‘readingefficiency
basedonthecognitivepointofviewandisinterestedinfindingoutwhatarethemore1effectivewaysofapplyingthecognitiveperspectiveofteachingreadingandwhatis
theteachingandlearningeffect,astheresearchresultsshow
1.3SignificanceoftheStudy
InChina,thereislessdiscussiononcognitiveresearchonEnglishreading
teaching.Thisstudyconnectscognitivetheorywithreadingtheory,withanaimto
investigatethecurrentsituationofreadingteaching,probesthefactorswhichhinder
thedevelopmentofstudents‘readingcomprehension,andfindoutamoreeffective
waytoimprovethetraditionalreadingteachingmethods.Differentfromthe
traditionalteachingmethods,theinstructionofEnglishreadingbasedonthecognitive
perspectivemakesthestudentsmoreactiveintheirreadingandtheyplayacentral
roleinthereadingclass.Theyareexpectedtoachievebetterreadingcomprehension
proficiencywiththecognitiveperspective
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