目前我國高等院校開設的商務英語主要課程目標是提高學生的商務英語聽、說、讀、寫、譯五個方面,其中商務英語閱讀最為重要,也是歷來商務英語教學的重點。但是受傳統(tǒng)教學法的影響,我國商務英語閱讀教學的弊端逐漸暴露。教師過多的講解閱讀材料中的詞匯、語法和句型,而不能體現商務英語閱讀的特殊性,使學生無法提高其商務英語的應用能力。圖式理論是一種心理學理論。圖式理論認為,人們在閱讀過程中會將之前原有的知識和經驗構成一個圖式,并將其應用于現有的閱讀當中。所以,閱讀從本質上來說是將已有的圖式與閱讀文本相結合的過程。相對于傳統(tǒng)教學法,圖式理論能夠從多個方面提高學生的商務英語閱讀能力,一定程度上彌補傳統(tǒng)教學法的弊端。首先筆者通過調查文獻資料闡述本次研究的理論基礎和前人的研究成果。然后運用問卷調查法分析目前商務英語閱讀教學的現狀。最后通過教學實驗和訪談來驗證圖式理論的有效性。本論文的研究問題如下:（1）通過在實驗班的商務英語閱讀教學中應用圖式理論,學生的商務英語閱讀成績和水平能否得到有效提高?（2）相比于傳統(tǒng)的語法翻譯教學法,在商務英語閱讀教學中應用圖式理論能否更有效地提高學生英語閱讀的興趣和自信心?本次研究選用... 

【文章來源】：山東師范大學山東省

【文章頁數】：69 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Theoretical Basis
        2.1.1 Definition of Schema Theory
        2.1.2 Classification of Schema and Their Characteristics in Business EnglishReading
        2.1.3 Features of Schema
        2.1.4 Function of Schema Theory in Business English Reading
    2.2 Studies on Application of Schema Theory in English Reading
        2.2.1 Studies on Application of Schema Theory in English Reading Abroad
        2.2.2 Studies on Application of Schema Theory in English Reading at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Material
        3.3.1 Textbook
        3.3.2 BEC-Test
    3.4 Instruments
        3.4.1 Questionnaire
        3.4.2 Tests
        3.4.3 Interview
    3.5 Procedure
        3.5.1 Pre-questionnaire
        3.5.2 Pre-test
        3.5.3 Teaching Procedure in Experimental Class
        3.5.4 Teaching Procedure in Control Class
        3.5.5 Post-questionnaire
        3.5.6 Post-test
        3.5.7 Interview
Chapter Four Results and Discussion
    4.1 Comparison of Students’ Reading Acheivement and Level of BusinessEnglish in Two Classes
        4.1.1 Students’ Business English Reading Scores in Pre-test
        4.1.2 Comparison of Students’ Business English Reading Scores inExperimental Class in Pre-test and Post-test
        4.1.3 Comparison of Students’ Business English Reading Scores in ControlClass in Pre-test and Post-test
        4.1.4 Comparison of Business English Reading scores Between Experimentalclass and Control class in Post-test
        4.1.5 Discussion of Students’ Business English Reading Scores in Pre-testand Post-test
    4.2 Comparison of Students’ Interests and Confidence Before and After Research
        4.2.1 Changes of Students’ Interests and Confidence betweenPre-questionnaire and Post-questionnaire
        4.2.2 Students’ Performance of Business English Reading and Their AttitudeTowards Schema Theory in Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitation of the Study and Suggestions for Further Research
Bibliography
Appendix
    Appendix Ⅰ Pre-questionnaire
    Appendix Ⅱ Post-questionnaire
    Appendix Ⅲ Thesiss Published and Research Findings
Acknowledgements


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期刊論文
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