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图式理论在阅读教学中的应用
时间:2013-12-04 浏览次数:1786次 无忧论文网
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【中文题名】 图式理论在阅读教学中的应用 【英文题名】 The Application of Schema Theory in Reading Comprehension 【中文摘要】 提高学生的阅读水平一直是英语教学的首要任务之一。迄今为止,学术界已对此开展了大量的研究工作以探讨阅读能力的本质和特点。当前在这方面比较有影响,传播比较广泛的一种观点就是图式理论。本论文就阐述图式理论的工作原理及图式的内容角度出发,尝试研究和开发图式理论在教学中的应用。下列三个问题是此文章的主线和中心: 1 图式是如何被激活的? 2 在阅读中可能会涉及到的哪些图式以及对这些图式的分类? 3 如何帮助学生建立自己的图式从而提高他们的阅读能力? 在回顾了大量关于阅读过程的研究之后,我们发现阅读的过程 【英文摘要】 The development of reading ability has always been one of the primary objectives in English language teaching. Thus a large number of researches have been probed into its nature and characteristics. Currently, one of the prevailing perspectives toward the analysis of reading process is the schema theory. This thesis is attempting to expound on the application of schema theory in reading comprehension courses and it will focus on three research questions: 1 How are the schemata being activated? 2 摘要 007-009 Abstract 009-12 Introduction 12-14 Chapter One Theoretical Underpinning 14-28 1.1 Psycholinguistic theory 14-18 1.1.1 Language comprehension 14-16 1.1.2 Language production 16-18 1.2 Cognitive theory 18-27 1.2.1 Anderson's view of language learning 18-22 1.2.2 Production system 22-23 1.2.3 Declarative and procedural knowledge 23-25 1.2.4 Stages of skill acquisition 25-33 1.3 Summary 27-28 Chapter Two Literature Review of Studies on Learning Strategies 28-40 2.1 Research history of learning strategies 28-31 2.2 Definitions of learning strategies 31-32 2.3 Classifications of learning strategies 32-37 2.3.1 Rubin 33-33 2.3.2 Tarone 33-35 2.3.3 O'Malley and Chamot 35-36 2.3.4 Cohen 36-36 2.3.5 Oxford 36-40 2.4 The studies of good language learners 37-40 Chapter Three The Main Factors Affecting Use of Learning Strategies 40-52 3.1 Learner factors 40-49 3.1.1 Beliefs about language learning 40-41 3.1.2 Age 41-42 3.1.3 Sex 42-42 3.1.4 Motivation 42-44 3.1.5 Personal background 44-45 3.1.6 Language aptitude 45-46 3.1.7 Personality 46-47 3.1.8 Learning style 47-49 3.2 Situational factors 49-50 3.2.1 Learning setting 49-50 3.2.2 Learning task 50-54 3.3 Summary 50-52 Chapter Four The Importance of Learning Strategies to English Learning at the Preliminary Stage of Primary School 52-70 4.1 The main psychological and cognitive traits of young learners 52-54 4.2 Applying learning strategies to English learning at the preliminary stage of primary school 54-68 4.2.1 Metacognitive strategies 54-59 4.2.2 Cognitive strategies 59-66 4.2.3 Social and affective strategies 66-70 4.3 Summary 68-70 Chapter Five A Study of the Learning Strategies Used by Young Learners and the Effect of Strategy Training on Their English Learning 70-86 5.1 Survey of the learning strategies used by young learners 70-81 5.1.1 Objectives 70-70 5.1.2 Instruments 70-71 5.1.3 Participants 71-71 5.1.4 Data collection and analysis 71-81 5.1.5 Major findings 81-82 5.2 Learning strategy instruction and training 81-84 5.2.1 Objective 82-82 5.2.2 Participants 82-82 5.2.3 Procedure 82-83 5.2.4 Data analysis and major findings 83-93 5.3 Pedagogical implications 84-84 5.4 Summary 84-93 Conclusion 86-089 Bibliography 089-93 Appendix 93-94
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