初中英语教学分析论文提纲

论文题目：基于语篇分析理论的初中英语阅读教学应用研究

摘要：信息时代,“读”的方式更加多元,阅读与社会人生的联系也更加紧密。随着终身阅读者的提出,阅读的重要性正得到广泛关注并形成共识。传统的英语阅读教学虽能提高学生的词汇量和翻译能力,但对语篇知识不够重视。语篇分析理论认为应从其微观维度（语境和衔接理论）和宏观维度（图式理论）去分析语篇,以便于读者能够更好的理解作者的写作意图、写作背景和语言体系。因此,本文尝试将语篇分析理论运用到初中英语阅读教学中,并试图回答以下两个问题:（1）基于语篇分析理论的初中英语阅读教学对初中生的课堂参与有何影响?（2）基于语篇分析理论的初中英语阅读教学对初中生的英语阅读能力有什么影响?本研究是以语境理论,衔接理论,以及图式理论为基础,探究如何在初中英语阅读教学中提高学生的课堂参与和阅读能力。本研究在武汉市某初级中学八年级的两个班进行教学实验,以访谈、问卷和阅读测试进行相关数据的分析。研究发现:（1）基于语篇分析理论的英语阅读教学能提高学生的课堂参与,尤其是在行为参与和认知参与方面。（2）实验班学生的后测成绩有显著提高,但控制班学生的成绩提高程度并不显著。表现在两个班的学生在推理判断、词义猜测、细节理解和主旨大意这四类题型上的得分存在差异。此外,访谈结果也表明,学生的猜词和总结的能力有所提高。这说明基于语篇分析理论的英语阅读教学能够在一定程度上提高学生的英语阅读能力。

关键词：语篇分析理论;初中英语阅读教学;阅读能力

学科专业：教育硕士（专业学位）

摘要

Abstract

Chapter One Introduction

1.1 Background of the Study

1.2 Purpose of the Study

1.3 Significance of the Study

1.4 Organization of the Thesis

Chapter Two Literature Review

2.1 Definition of Discourse and Discourse Analysis

2.2 Related Studies on English Reading Teaching

2.2.1 Studies on the Application of Discourse Analysis in English Reading Teaching Abroad

2.2.2 Studies on the Application of Discourse Analysis in English Reading Teaching at Home

2.2.3 Summary

Chapter Three Theoretical Basis

3.1 Cohesion Theory

3.2 Context Analysis

3.3 Schema Theory

Chapter Four Application of Discourse Analysis in English Reading Teaching

4.1 Principles of English Reading Teaching Based on Discourse Analysis Theory

4.2 Application of Discourse Analysis Theory in English Reading Teaching

4.2.1 Application of Schema Theory and Context in Pre-reading

4.2.2 Application of Cohesion,Context,and Schema Theory in While-reading

4.2.3 Application of Context and Schema Theory in Post-reading

4.3 A Sample Teaching Case of the Experimental Class

4.4 A Sample Teaching Case of the Control Class

Chapter Five Research Design

5.1 Research Questions

5.2 Research Subjects

5.3 Research Instruments

5.4 Research Procedures

Chapter Six Results and Discussion

6.1 Results of Questionnaires

6.2 Results of Tests

6.3 Results of Interviews

6.4 Discussion about the Results

6.4.1 Influence of Discourse Analysis Theory on Students’Participation

6.4.2 Influence of Discourse Analysis Theory on Students’Reading Ability

Chapter Seven Conclusion

7.1 Major Findings

7.2 Research Implications

7.3 Limitations and Suggestion for Further Study

References

Appendix A Pre-questionnaire

Appendix B Post-questionnaire

Appendix C Pre-test

Appendix D Post-test

Appendix E Pre-interview

Appendix F Post-interview

Appendix G The Teaching Material

Acknowledgements