30000字硕士毕业论文衔接连贯理论在高考英语填空空阅读中的应用

论文类型：硕士毕业论文

论文字数：30000字

论点：连贯,英语,衔接

论文概述：

高考英语填空阅读中衔接与连贯理论应用探析,随着普通高中英语新课程标准的颁布，许多教师都把教学重点转移到阅读教学上来。以往的阅读教学，教师只注重词汇，语法，句子的讲解，把大

论文正文：

Chapter 1  Introduction1.1  Purpose of the ThesisReading comprehension is one of the most important aspects during the processof English teaching. And it is also the focus of college entrance examination. In china,most senior high school students find reading comprehension is difficult because ofthe new words or the complex structure sentences. They often spend much more timein reading the material, however, with less understanding. Therefore, students losemany scores on reading comprehension.  With the demand of National EnglishCurriculum  Standards,  most  teachers  transfer  their  teaching  focus  to  readingcomprehension.  But  they  lay  more  emphasizes  on  teaching  language  points,translating difficult sentences and analyzing grammar. They consider the students aspassive receivers, waiting to be filled up with individual words and separate sentences.But disappointingly, the students\' reading ability is less improved. They just grasp theliteral meaning of the passage or the grammatical structures; however, they can\'tindicate the author\'s intended purpose or predicate the developmental sequences ofthe passage. The students can\'t understand the whole passage from a discourseanalysis perspective. In fact, though many teachers are trained to equip with discourseknowledge in the process of reading teaching, less teachers can insist on it whether forthe subjective reasons or the objective reasons. It is obvious that traditional teachingmethod about reading comprehension can\'t satisfy the requirement of the entranceexamination for college. Reforms should be carried out in order to improve thestudents reading ability. They realize that it is necessary for them to use discourseknowledge to meet with the challenge of examination, especially after the reforms onreading parts. According to National English Curriculum Standards, it requires thestudents to improve the ability of getting, selecting and analyzing main informationduring the process of reading. It pays much attention to analyzing the logicalrelationship of sentences not only memorizing the vocabulary and the grammar. Inorder to  correspond with the requirement of  the National English CurriculumStandards, many provinces carry out reforms on the reading part of college entranceexamination. They add doze reading to the traditional reading part.Cloze reading is a new model which lays more stress on logical thinking. It notonly tests the students\' ability on the level of vocabulary, sentence and paragraph butalso emphasizes their synthesizing, analyzing, discriminating and inducting ability inthe process of reading. The main part of doze reading is a short passage with fivemissing sentences; students should try to find out the lost sentences among sevenchoices. It attaches much more importance to the ability of logical thinking. This newreading model strictly follows the rules of National English Curriculum Standards, itis close to the real life of students, it adapts to the teaching focus of senior high school,it can guarantee the validity and the reliability of the test and it also can manifest theauthenticity and the justice of the examination. Therefore, reforms are necessary andimperative to meet with the challenge of society.Discourse  is  an  organic  unit  with  sequential  sentences,  it  should  begrammatically and semantically organized and logical linked. It can be represented bya variety of forms, a word, a sentence or a passage. Cohesion and coherence theory isone of the most important parts of discourse analysis. But these two aspects stressdifferently. With the development of discourse analysis, cohesion and coherence havetheir own scopes and focuses. Cohesion reflects on the surface structure of discoursecan be realized through the relationship of grammar and vocabulary. It lays moreweight on cohesive devices. The definition of coherence is not very clear; manylinguists do researches on it from different perspectives. It can be analyzed from bothpsychological and social views. Coherence is semantic relevance and it often exists onthe deep structure of discourse, the realization of coherence can be achieved throughlogical inference. It can be both overt and covert. Coherence can make the readerunderstand the text easily. It refers to the whole sense of the passage. In general,cohesion and coherence are two inseparable parts on the process of understanding apassage.1.2  Significance of the Thesis        In the past few decades, researches on English reading are mainly conducted onthe colleges; Most of the researchers put focus on the traditional reading part. While,with the statement of National English Curriculum standards, a new reading model ispresented in NEMT of many provinces. According to the analysis of the previousresearches, less attention is paid to this new reading model, especially from theperspective of cohesion and coherence theory. The research on this topic can make upfor the necessity of teachers and students. Because this new reading part is the losing References1.Beaugrande, R. de&Dressler, W. U. (1981).Introduction to Text Linguistic. London:Longman.2.Brown G.&Yule G. (2000). Discourse Analysis. Cambridege University press.3.Carrell, P. L., Devine, J.&Eskey, D. E. (ed.) (1988). Interactive Approaches to Second Language Reading. Cambridge: CUP.4.Goodman, K.S.(1957).Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 4,126一135.5.Halliday, M.A.K, and R. Hasan.(1976). Cohesion in English.  London: Longman.6.Halliday, M.A.K, and R. Hasan. (1985). Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Victoria: Deakin University Press7.Nuttall,Christine.(1982). Teaching Reading Skills in a http://sblunwen.com/gzyylw/ Foreign Language. London:Heinemann Educational Books Ltd 8.Renkema, J. (2009). Introduction to Discourse Analysis. Shang hai: Shanghai Foreign Language Education Press.9.土蔷C Wang, Qiang ) . (2006).英语教学法教程.北京:高等教育出版社.10.张德禄刘汝Ilf  C Zhang, Delu&Liu, Rushan.(2003).语篇连贯与衔接理论的发展及应用.上海:上海外语教育出版社.11.高考英语阅读部分历年真题普通高中英语课程标准(实验). (2003).北京:人民教育出版社. 衔接与连贯理论在高考英语填空阅读中的应用研究Acknowledgements 6-7Abstract 7-8摘要 9-13List of Tables 13-14Chapter 1 Introduction 14-18    1.1 Purpose of the Thesis 14-16    1.2 Significance of the Thesis 16-17    1.3 Structure of the Thesis 17-18Chapter 2 Literature Review 18-42    2.1 Brief Introduction of Reading 18-24        2.1.1 Reading and Cloze Reading 18-20        2.1.2 Reading Model 20-24            2.1.2.1 Bottom-up Model 20-21            2.1.2.2 Top-down Model 21-22            2.1.2.3 Interactive Model 22-24    2.2 Review of Requirement of the New National English Curriculum Standards on Reading 24-25    2.3 Factors Influencing Reading Comprehension 25-27    2.4 Cohesion and Coherence theory 27-40        2.4.1 Text 27-28        2.4.2 Cohesion and Cohesive Devices 28-32        2.4.3 Coherence 32-36        2.4.4 The Relationship Between Cohesion and Coherence 36-39        2.4.5 Recent Studies on Cohesion, Coherence and English Teaching 39-40    2.5 Relationship Between Cohesion, Coherence and Cloze Reading 40-42Chapter 3 Methodology 42-58    3.1 Research Hypothesis 42-43    3.2 Subjects 43-44        3.2.1 Participants 43-44        3.2.2 Pedagogical Plan 44    3.3 Instruments 44-46        3.3.1 Questionnaire 44-45        3.3.2 Pre-test and Post-test 45-46    3.4 Procedures 46-49        3.4.1 Pre-reading Stage 47-48        3.4.2 While-reading Stage 48        3.4.3 Post-reading Stage 48-49    3.5 Applications of Cohesion and Coherence to Specific Cloze Reading 49-56        3.5.1 Lead-in Parts 50-51        3.5.2 Specific Analysis of the Text 51-56            3.5.2.1 Skimming 51-52            3.5.2.2 Scanning 52-53            3.5.2.3 Analysis of Grammatical Cohesive Devices 53-56        3.5.3 After Reading Activities 56    3.6 Data Collection 56-58Chapter 4 Results and Discussion 58-69    4.1 Results 58-65        4.1.1 Result of the Questionnaire 58-61        4.1.2 Result of the Pre-test 61-62        4.1.3 Result of the Post-test 62-63        4.1.4 Comparison of Pre-test and Post-test within the EC 63-64        4.1.5 Comparison of Pre-test and Post-test within CC 64-65    4.2 Discussion 65-69        4.2.1 Usage of Reading Skills 65-67        4.2.2 Words Acquisition 67-69Chapter 5 Conclusions 69-74...................................................