英语专业大学论文提纲

论文题目：阅读圈在大学英语专业阅读教学中的应用研究

摘要：英语阅读在英语学习中占有重要地位,尤其对我国英语专业大学生来说,阅读能力的培养尤为重要。英语阅读教学也是诸多学者探究的重点领域。然而,阅读教学中也存在着不同程度的问题。不同学者积极改进教学方法,尝试不同的教学模式,在众多方法中“阅读圈”教学法受到了广泛关注。阅读圈教学方法中,学生以小组为单位,每个人担当一定角色,完成相应的任务,是一项真正以学生为中心的阅读活动。因此本研究试图基于阅读圈的相关教学理,将其应用于英语专业大学生英语阅读教学中,进行了一个学期的实证研究,旨在回答以下三个问题:问题1:阅读圈对大学英语专业学生阅读态度产生了什么影响?问题2:阅读圈对大学英语专业学生思辨技能产生了什么影响?问题3:阅读圈对大学英语专业学生阅读能力产生了什么影响?本研究运用调查问卷、测试与访谈等研究工具对辽宁渤海大学英语专业大二年级两个平行班进行了实证研究,其中控制班（5班）和实验班（6班）各30人。实验过程中,在控制班采用传统教学法,在实验班采用阅读圈教学,实验班和控制班由同一个教师教授,并采用相同的阅读材料和课程时间。实验结束后,利用SPSS 19.0对实验中的收集到的数据进行定量分析,并对访谈数据进行转写从而进行定性分析。实验结果表明:经过一个学期的实证研究后,实验班学生的阅读态度在情感和行为倾向两个维度上均显著提高,在认知维度上无显著变化,整体态度趋向于积极方向发展。实验班学生的思辨能力显著性提高。学生的阅读成绩也有了显著性的提高。因此,从数据分析的结果可以看出,与传统教学方法相比,阅读圈教学方法对实验班学生的阅读态度、思辨能力和阅读成绩有积极的影响。虽然本研究具有一定的局限性,但其实践成果对未来阅读教学研究提供可行性方案。

关键词：阅读圈;英语专业;英语阅读教学;阅读态度;思辨技能

学科专业：外国语言学及应用语言学

Abstract

摘要

Chapter One Introduction

1.1 Research background

1.2 Purpose and significance of the research

1.3 Layout of the thesis

Chapter Two Literature Review

2.1 Reading Circles

2.1.1 The origin of Reading Circles

2.1.2 The concept of Reading Circles

2.1.3 The features of Reading Circles

2.1.4 Basic procedures of“Reading Circles”implementation

2.2 Theoretical Foundations

2.2.1 Cooperative learning theory

2.2.2 Reader response theory

2.2.3 Constructivism learning theory

2.3 Reading and reading teaching

2.3.1 Definition of reading

2.3.2 Studies on English reading teaching abroad

2.3.3 Studies on English reading teaching at home

2.4 Reading Circles in reading teaching abroad and at home

2.4.1 Studies on Reading Circles in reading teaching abroad

2.4.2 Studies on Reading Circles in reading teaching at home

2.5 Summary

Chapter Three Research Methodology

3.1 Research questions

3.2 Research participants

3.3 Research instruments

3.3.1 Questionnaire

3.3.2 Chinese Version of California Critical Thinking Skills Test(CCTST-CV)

3.3.3 Reading comprehension test

3.3.4 Interview

3.4 Research procedure

3.4.1 Pre-experiment

3.4.2 While-experiment

3.4.3 Post-experiment

3.5 Teaching sample

3.5.1 The teaching sample in EC

3.5.2 The teaching sample in CC

3.6 Data collection

Chapter Four Data Analysis and Discussion

4.1 Data analysis and discussion of Questionnaire about students’reading attitude

4.1.1 Data analysis and discussion of pre-questionnaire in EC and CC

4.1.2 Data analysis and discussion of post-questionnaire in EC and CC

4.2 Data analysis and discussion of test about critical thinking skills

4.2.1 Data analysis and discussion of pre-test in EC and CC

4.2.2 Data analysis and discussion of post-test in EC and CC

4.3 Data analysis and discussion of test about reading comprehension

4.3.1 Data analysis and discussion of pre-test in EC and CC

4.3.2 Data analysis and discussion of post-test in EC and CC

4.4 Analysis and discussion of interview

4.5 Summary

Chapter Five Conclusion

5.1 Major findings

5.2 Pedagogical implications

5.3 Limitations

5.4 Suggestions for future study

References

Appendix Ⅰ Reading Circles Role Sheets

Appendix Ⅱ Questionnaire on English reading attitude

Appendix Ⅲ Chinese Version of California Critical Thinking Skills Test(CCTST-CV)

Appendix Ⅳ Reading comprehension test(TEM-4 in 2018 and 2019)

Appendix Ⅴ Interview

Acknowledgements

The list of the research papers published by author