关联理论在高中英语阅读教学中的应用研究_英语论文

A Study on the Application of Relevance Theory to Senior High School English Reading Teaching 

摘要

阅读对外语学习者来说是一项重要的基本技能，且在高考英语试卷中占据较大比重。然而，近几年，学生在高考英语中的表现并不理想。本文以关联理论为指导探讨其在高中英语阅读教学中的应用，研究对象为高中120名高二年级的学生，研究工具主要包括前测和后测的两份试卷以及一个问卷调查，并将所得数据运用社科统计软件SPSS18.0进行分析，有如下启示：（1）通过数据对比发现关联理论有助于学生阅读理解的提高；（2）通过数据分析，发现关联理论对学生阅读能力尤其是掌握文章主旨和语篇推理的能力的提高有显著的效果；（3）测试高分组和低分组学习者的阅读策略在推测主旨，背景知识利用和语篇推理等十个策略上呈现显著性差异。

关键词: 阅读理解；关联理论；阅读教学；实证研究

Abstract

Reading is one of the important and basic skills for foreign language learners, and reading comprehension is a significant component of NMET. However, in recent years, students’ performances in NMET were still far from satisfaction. The present paper is an empirical research on the application of relevance theory to English reading teaching. The subjects were 120 grade two students from a senior high school and the instruments included two tests and a questionnaire. A detailed analysis of the quantitative data by SPSS18.0 has yielded the findings as follows: (1) Compared statistics reveal that relevance theoretical reading model is effective in helping students’ text understanding. (2) According to the analysis of the statistics, relevance theory makes great effects on the improvement of students’ reading ability, especially their ability to grasp the main idea of a text and pragmatic inference ability. (3) Significant differences were found to exist between good and poor readers in ten aspects such as main idea prediction, background information utilization and pragmatic inference. 

Key words: relevance theory; reading comprehension; reading teaching; empirical study

Contents

1 Introduction 1

1.1 Background of the Study 1

1.2 Research Motivation and Objectives 1

1.3 Organization of the Thesis 2

2 Literature Review 2

2.1 Reading Comprehension 2

2.2 Previous Studies 3

2.3 Perspective of this Study 3

3 Research Methodology 5

3.1 Research Questions 5

3.2 Research Design 5

3.3 Research Method 6

3.4 Research Procedures 7

3.5 Reading Strategies based on Relevance Theory 7

4 Data Collection and Discussion 9

4.1 Data Collection and Discussion of the Two Tests 9

4.2 Promotion of Reading Ability 10

4.3 Data Collection and Discussion of the Questionnaire 12

5 Conclusion 13

5.1 Major Findings of the Research 14

5.2 Limitations of the Study 15

5.3 Implications for Reading Teaching 15

5.4 Suggestions for Future Study 15

References 16

Appendix I 16

Appendix II 16