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批判性阅读策略在高中英语阅读教学中的应用

时间:2019-01-18 22:31来源:硕士论文作者:lgg 点击:
本文是一篇英语教学论文,英语教学是指对于英语是或者不是第一语言的人进行教授英语的过程。 英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学。
本文是一篇英语教学论文,英语教学是指对于英语是或者不是第一语言的人进行教授英语的过程。 英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。(以上内容来自百度百科)今天为大家推荐一篇英语教学论文,供大家参考。
 
Chapter One Introduction
 
Among four English basic skills (listening, speaking, reading, writing), English readinghas become increasingly important, not only in the college entrance examination, but also indaily lives. In this chapter, the background and significance of the research will bedemonstrated, followed by research questions and research methods, after which theframework of the thesis is elaborated.
 
1.1 Background of the Research
It is well-known that reading is an important way to acquire different kinds ofinformation. It can make us get precious experience accumulated in all ages. Nowadays, thisis an era of information explosion. It is significant for people to have critical thinking toanalyze and judge the information they get. So critical reading becomes significant in the 21thcentury.Besides, English has become a global language which has been widely used in everyfield of daily lives. It has occupied a dominant position in the field of politics, culture,economy, technology and entertainment and so on. Some data indicate that 57 countries useEnglish as their first language and 67 countries use English as their second language. Morethan 60 countries use English as their official language. 85% of international organizations,including the United Nations and the European Union, also use English as a commonlanguage. As a global language, English is also very significant in China. Therefore, it hasbecome an indispensable condition for talents in the 21st century to have good Englishreading ability, which can make a person stand out in fierce competition.Besides, the junior and senior high school students are in the stage of rapid physical andmental growth. They need to learn to filter the appropriate information to form the correctoutline on life. So critical reading seems to be more important for them.All in all, under this circumstance, because of the requirements of the informationsociety for students’ English reading ability, critical reading has gained considerable attentionfrom scholars abroad and at home.
.........
 
1.2 Significance of the Research
In the theoretical sense, many researches on critical reading and critical readingstrategies have been made abroad and at home. But until now, there is no clear definition ofcritical reading. And different scholars have different categories of critical reading strategies.Besides, many people have a wrong understanding of critical reading. Some people think thatcritical reading means that the reader should always criticize the writer’s views and find faultsof their works. This understanding is wrong. So from this point of view, this thesis will collectand list detailed explanation of critical reading and critical reading strategies. And the authorwill introduce critical thinking in detail. It can correct people’s wrong understanding ofcritical reading. Besides, according to previous studies on critical reading strategies, theauthor also gives her own understanding. These materials in this thesis can be provided for thefurther study.In China, most English classes focus on how to help students learn grammar, languagepoints. And most teachers pay attention to the meaning of sentences and paragraph analysis. Itis clear that this teaching method ignores the students’ self-thinking ability and criticalthinking ability. The stage of senior high school is vital which could lay a solid foundation forstudents’ further study. So English teaching in senior high school not only should meet theneed of exam and job finding, but also should cultivate students’ overall ability. Thereforecultivating students’ critical reading ability in senior high school is particularly important.
.........
 
Chapter Two Literature Review
 
Critical reading has been of great interest to scholars at home and abroad. In this chapter,the researcher makes a review of the critical reading and critical reading strategies abroad andat home.
 
2.1 Previous Studies on Critical Reading Abroad and at Home
Western countries always attach importance to cultivate students’ critical reading ability.From primary schools, students are encouraged to read books critically. In universities, thereare some related courses on critical reading. Critical reading is a hot topic in western. Manyscholars had studied it. Some of them mainly studied the definition of critical reading. Andsome of them focused on the application of critical reading in English reading class.Though many scholars had studied the definition of critical reading, there was still noclear definition about it now. Different scholars had different definitions of critical readingKing, Ellinger, and Wolf regarded critical reading as “an analytical and evaluativeprocess which requests readers to make a rational judgment about both the content and thestyle of writing based on valid criteria”(King, Ellinger, and wolf, 1967:32).Harris and Hodges also defined critical reading. Their definition and king’s hadsomething in common. They both regarded critical reading as “the process of makingjudgments in reading, an act of reading in which questions, inferences, and logical analysiswere used to judge the value of the materials according to an established standard”(Harris&Hodges,1981:74).Richard Pirozzi (2008) defined critical reading as the high-level comprehension ofwritten material. It required some reading skills to enable readers to separate importantinformation from unimportant information, distinguish between facts and opinions, anddetermine the writers’ purpose and tone.Axelrod, Cooper and Warriner (2011) regarded critical reading as a type of reading. Inreading process, critical readers should raise questions after reading materials, and try toexplore answers of these questions.
.........
 
2.2 Previous Studies on Critical Reading Strategies Abroad and at Home
It could be found that critical reading strategies were important in the field of criticalreading. There were also many researches on critical reading strategies. However, the studiesof the application of critical reading strategies in English reading at senior high school werevery few. Most scholars laid stress on the categories of critical reading strategies.The following are some important researches abroad.Flynn’s conclusion of CRS was widely recognized by many scholars until now. Heproposed there were seven critical reading strategies, which are previewing, predicting,annotating, summarizing, analyzing, questioning, and evaluating.Pirozzi, Martin and Dziewisz (2008) also proposed their own opinions about criticalreading strategies. They believed critical reading strategies were as follows: separatingimportant information, drawing inferences, distinguishing between facts and opinions,determining purposes and tones, evaluating, expressing a personal viewpoint.In order to use these critical reading strategies to English reading class, Pirozzi, Martinand Dziewisz did a teaching experiment. They chose different materials and designed manyexercises based on critical reading strategies. These exercises were used in classes to askstudents to complete. Besides, mastery tests were designed by them to testify whether thesestrategies were mastered after they finished learning them.Another scholar, Carter (2011), believed that critical reading was an active reading. Soshe integrated vocabulary strategies and other reading strategies into critical reading strategies.She classified critical reading strategies into different types according to the purposes ofreading.
.........
 
Chapter Three Theoretical Framework .......... 17
3.1 Critical Thinking ...... 17
3.2 Critical Discourse Analysis ............ 20
Chapter Four Research Design ............. 23
4.1 Research Hypotheses........... 23
4.2 Research Subjects..... 23
4.3 Research Instruments .......... 24
4.4 Research Procedure ............. 25
4.5 A Teaching Sample ............. 31
Chapter Five Data Analysis and Discussion .............. 37
5.1 Data Analysis of the Tests.............. 37
5.2 Data Analysis of the Questionnaires ......... 42
5.3 Data Analysis of the Interview ....... 51
5.4 Summary ....... 56
 
Chapter Five Data Analysis and Discussion
 
In order to testify the feasibility of the application of critical reading strategies, the dataof the tests, questionnaires and interviews will be analyzed in this chapter. And then adiscussion will be presented.
 
5.1 Data Analysis of the Tests
In order to ensure the students’ reading ability between EC and CC nearly equal, thepre-test should be carried out before the teaching experiment. The full scores of the pre-testare 40. The author collects the original data of the pre-test and analyzes them. Table 5-1(a) isthe statistics of EC and CC in the pre-test. Table 5-1(b) is the Independent Samples Test of thepre-test.According to the statistics of Table 5-1(a), there are 65 students in EC and 64 students inCC. The mean score of the pre-test in EC is 24.0615 and the mean score of the post-test in CCis 24.0625, which has no significant difference between these two classes. But only analyzingthe mean scores cannot fully prove that students in the two classes have the similar levels inEnglish reading before experiment. In order to make the experiment more precise, theIndependent Samples Test of the Pre-test is analyzed. Table 5-1(b) shows that the value of sig(2-tailed) is 0.999, which is much higher than 0.05. When the value of sig (2-tailed) is higherthan 0.05, it means that there is no significant difference between the two classes. Thereforethere is no significant difference in the pre-test between EC and CC.To sum up, the statistics of table 5-1(a) and table 5-1(b) shows that there is no significantdifference between these two classes before the experiment. Based on above analysis, theauthor selected these two classes as the experimental class and the control class. It can ensurethe validity and reliability of the experiment.
.......
 
conclusion
 
Based on the author’s summary of the limitation, the suggestions of this research will beput forward for future study.Firstly, the research should enlarge the number of research samples. In the further study, itis important and necessary for the researcher to choose more students from different areas anddifferent schools. Enlarging the number of the research samples can ensure the accuracy andthe scientificity of the research.Secondly, the research should extend the experiment period. In the further study, ifcondition permits, spending longer time to do a research can make the experiment moreaccurate.Thirdly, before the application of critical reading strategies, the training of critical readingstrategies should be designed.Lastly, the author should read more books and authoritative journals to have a deeperunderstanding for critical thinking, critical reading and critical reading strategies.All in all, critical reading teaching is a long-term project and it needs more researchers toexplore it constantly. It is hoped that this research which is done by the author couldencourage more people to join in this study.
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References (abbreviated)
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