论体裁对高中生英语阅读理解测试的影响_英语论文

A Study of Influences of Text Types on Senior High Students’ Performances on English Reading Comprehension Tests

摘要

阅读理解是考试考察的重中之重，影响学生完成阅读理解的因素也很多，学生大脑中已有的图式知识便是其中之一。体裁属于形式图式，势必影响阅读理解的完成，但学生通常忽略了体裁知识对完成阅读理解的重要性。研究以具体的阅读理解篇章为例，分析说明体裁在阅读理解中帮助理解、推论、调节注意力、有条不紊搜索记忆、对重要信息加工、推测性重构6个方面的作用，旨在提高学生结合体裁知识完成阅读理解的意识，提高学生完成阅读理解的条理性、有效性，攻克阅读理解的难题。

关键词：体裁阅读理解 图式理论 形式图式 影响

Abstract

Reading comprehension is the central part in English examination,and there are various factors which have influence on students’ performance in reading comprehension. One of them is the existed schema in students’ mind. The text type of the passage belongs to formal schemata, that is to say, it must play a significant role in reading comprehension. However, the students often ignore the importance of text type of the passage in handling reading comprehension. The study will be conducted to analyze the knowledge of text type functioning on aiding in comprehending passage, promoting to deduct, adjusting students’ attention in reading, obtaining orderly recall of the passage, processing the important information of the passage and functioning in inferential reconstruction with specific reading comprehension examples. The purpose of the study aims at arousing students’ awareness to apply the knowledge of text type to finishing reading comprehension, and improve the orderliness and efficiency when they conquer the problems occurring in reading comprehension.  

Keywords: text types  reading comprehension  schema theory  formal schemata  

Contents

I. Introduction 5

II. The Situation of Senior High School Students’ Performances on Reading Comprehension 6

III. Modern English Reading Models 7

3.1 Bottom-up Model 8

3.2 Top-bottom Model 8

3.3 Interactive Reading Model 9

IV. Schema and Schema Theory 10

4.1 Schema and Schema Theory 10

4.2 Types of Schema 11

4.3 Functions of schemata 12

V. The Influences of Text Types on Reading Comprehension 14

5.1 Aiding in Comprehending Passage According to Organizational Structural Features 14

5.2 Adjusting Students’ Attention in Reading 14

5.3 Promoting to Deduct the Content and Structure of the Passage 15

5.4 Processing the Important Information of the Passage While Reading 17

5.5 Recalling Passage Content Logically and Effectively Based on Passage Structure 18

5.6 Functioning in Inferential Reconstruction by the Hint of Certain Elements or Structure of Different Genres 18

VI. Conclusion 18

References 19

Acknowledgements 21