關(guān)聯(lián)理論提出后，人們開(kāi)始從認(rèn)知角度對(duì)交流進(jìn)行深入研究�；陉P(guān)聯(lián)理論，筆者認(rèn)為閱讀也是一種讀者和文章作者之間的交流。在閱讀過(guò)程中，讀者根據(jù)自身的認(rèn)知環(huán)境從外露信息中尋找內(nèi)隱信息，了解文章作者的真實(shí)意圖。不同讀者認(rèn)知環(huán)境不盡相同，也由此產(chǎn)生了不同的語(yǔ)境假設(shè)，而讀者接觸到的每一句話也都會(huì)對(duì)之前的理解產(chǎn)生影響，造成了讀者不同的閱讀理解能力。認(rèn)知環(huán)境正是通過(guò)這種方式來(lái)影響讀者的閱讀理解過(guò)程的。而在初中學(xué)生英語(yǔ)閱讀技能培養(yǎng)過(guò)程中，依據(jù)新課標(biāo)的要求，學(xué)生要在閱讀過(guò)程中不斷用頭腦中已有的英語(yǔ)知識(shí)以及文化常識(shí)對(duì)所閱讀文章的字面意義進(jìn)行深層次的聯(lián)想和推理，以抓住文章主旨，推測(cè)故事情節(jié)的發(fā)展和可能的結(jié)局。因此，筆者嘗試將關(guān)聯(lián)理論運(yùn)用到初中英語(yǔ)閱讀教學(xué)當(dāng)中去以幫助提高學(xué)生們的閱讀能力。 為驗(yàn)證關(guān)聯(lián)理論是否可用于初中英語(yǔ)閱讀理解課堂，筆者提出了二個(gè)研究問(wèn)題：第一個(gè)問(wèn)題是關(guān)聯(lián)理論閱讀教學(xué)模式能否切實(shí)提高初中學(xué)生英語(yǔ)閱讀能力？第二個(gè)問(wèn)題是關(guān)聯(lián)理論教學(xué)模式能否使學(xué)生對(duì)英語(yǔ)閱讀中的認(rèn)知環(huán)境以及英語(yǔ)閱讀本身態(tài)度發(fā)生積極轉(zhuǎn)變？ 在實(shí)驗(yàn)中，筆者選取錦州英語(yǔ)培訓(xùn)學(xué)校初中部?jī)蓚�(gè)班為實(shí)驗(yàn)樣本，進(jìn)行為期三個(gè)月的實(shí)驗(yàn)教學(xué)。實(shí)驗(yàn)前...

【文章頁(yè)數(shù)】：73 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the research
    1.2 Structure of the research
    1.3 Significance of the study
    1.4 The purpose of the research
Chapter Two Literature review
    2.1 Relevance theory-a new view on Communication
        2.1.1 Communication as an Ostensive--inferential Process
        2.1.2 The principles of Relevance
        2.1.3 Cognitive Effects
        2.1.4 Optimal Relevance
    2.2 An Overview of Research on English Reading Process Models
        2.2.1 The Bottom-up model
        2.2.2 The Top-down model
        2.2.3 The interactive model
        2.2.4 The Schema-theoretic Model
        2.2.5 Assessments of the four models
    2.3 Applying Relevance-theory to English Reading Teaching
        2.3.1 Reading-the an inference process to interpret the writers' intentions
        2.3.2 Reading-the process of context-selecting
        2.3.3 Reading-the process of finding the optimal relevance
Chapter Three Research methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
    3.4 Experiment procedure
        3.4.1 Application of the relevance-theory to English reading teaching
        3.4.2 The teaching cases based on the Relevance-theory approach
Chapter Four Data analysis and discussion
    4.1 Data collection
    4.2 Data analysis and discussion of the pre-test
    4.3 Analysis and discussion of the first questionnaire
    4.4 Data analysis and discussion of the post-test
    4.5 A comparison of the scores of experiment class in pre-test and post-test
    4.6 A comparison of the scores of control class in pre-test and post-test
    4.7 Analysis and discussion of the high-score group and low-score group of experiment class
    4.8 Analysis of the second questionnaire
Chapter Five Conclusions
    5.1 Major findings
    5.2 Limitation
    5.3 Implication and suggestions
        5.3.1 Implication
        5.3.2 Suggestions
Bibliography
Appendix I (The first questionnaire)
Appendix II (The second questionnaire)
Appendix III (The Pre-test Paper)
Appendix IV (The Post-test Paper)
Acknowledgements
作者攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文目錄



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