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图式理论与语篇分析在大学英语阅读教学中的综合运用
时间:2012-09-07 浏览次数:1062次 无忧论文网
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【中文题名】 图式理论与语篇分析在大学英语阅读教学中的综合运用 【英文题名】 Integrated Application of Schema Theory and Discourse Analysis to Teaching College English Reading 【中文摘要】 英语阅读教学是各大专院校最主要的课程,而且人们已经认识到阅读对外语教学的重要性。这不仅是因为学生学英语主要是通过书面语获取信息,而且阅读能够提供最有效的,也是最重要的语言输入,从而提高学生的语言能力。正如语言是交际的工具,只有在交际中运用语言,才能有效地掌握语言。因此,阅读教学的目的不仅是提高学生的语言能力,而且还应培养学生的交际能力。 然而,以语法-翻译法为主的传统教学模式仍影响颇深。这种教学模式阻碍了提高学生的阅读水平及其阅读技能,它认为阅读是一个被动的解码过程,强调学生翻译文章,教师一言堂,孤立 【英文摘要】 The teaching of reading in the EFL class in China is supposed to be the most important course for English learners in colleges and universities. The importance of reading in EFL teaching and learning has been acknowledged. It is well known that English is learned primarily as a means of gaining information through the written language. And reading provides the most efficient and hence the most important channel of linguistic input through which students improve their linguistic competence. As language is 英文摘要 006-9 内容摘要 9-11 Chapter One Introduction 11-16 1.1 The Status Quo of Teaching Reading in Colleges 11-13 1.2 An Overview of Studies in EFL Reading 13-15 1.3 Organization of the Dissertation 15-16 Chapter Two The Reading Process 16-22 2.1 The Nature of Reading 16-20 2.1.1 Reading as a Cognitive Process 16-17 2.1.2 Reading as a Construction Process 17-18 2.1.3 Reading as an Interactive Process 18-19 2.1.4 Reading as a Strategic Process 19-22 2.2 Levels of Comprehension 20-22 Chapter Three Theoretical Foundations of EFL Reading 22-39 3.1 Three Models of Reading 22-26 3.1.1 Bottom-up Model 22-23 3.1.2 Top-down Model 23-25 3.1.3 Interactive Model 25-26 3.2 Schema Theory 26-30 3.2.1 Definition of the Theory 26-27 3.2.2 Types of Schemata 27-28 3.2.3 Schema Activation and Instantiation 28-31 3.3 Discourse Analysis 30-39 3.3.1 Text Structure Analysis 31-33 3.3.2 Cohesion Analysis 33-35 3.3.3 Coherence Analysis 35-41 Chapter Four Implications of Schema Theory and Discourse Analysis for Teaching Reading 39-48 4.1 Integrating Schema Theory with Discourse Analysis in Teaching EFL Reading 39-41 4.2 Learner-centered Orientation in the Teaching of Reading 41-43 4.2.1 Chief Characteristic of the Learner-centered Approach 41-42 4.2.2 The Role of a Teacher 42-43 4.3 Developing Students' Reading Strategies 43-46 4.3.1 Some Useful Metacognitive Strategies 43-45 4.3.2 Cognitive Strategies and Skills 45-65 4.4 Culture Teaching and Learning in Foreign Language Classroom 46-48 Chapter Five A Practical Application of the Two Perspectives to Teaching Reading 48-60 5.1 Classroom Teaching Procedures 48-58 5.2 Summary 58-65 Chapter Six Conclusion 60-62 Appendix A License to Kill 62-65 Bibliography 65-70
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