本文選題：跨文化意識　切入點(diǎn)：英語閱讀理解　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀在高中英語教學(xué)中占有舉足輕重的地位,是語言學(xué)習(xí)的主要途徑之一。語言的本質(zhì)決定了必須將英語閱讀教學(xué)和英語國家的文化結(jié)合起來。對學(xué)生進(jìn)行跨文化意識的培養(yǎng)是他們正確理解英語文章的保障。然而,傳統(tǒng)教學(xué)法可能會導(dǎo)致學(xué)生認(rèn)識文章中的大部分單詞,也懂得文章的語法結(jié)構(gòu),但仍對文章一知半解。造成這種現(xiàn)象的主要原因是學(xué)生不了解英語國家的文化背景知識,相關(guān)背景知識的輸入量有限。因此,匱乏的文化背景知識會引起對文章的不理解。Kramsh將語言和文化的關(guān)系總結(jié)為語言表達(dá)文化現(xiàn)實(shí),語言體現(xiàn)文化現(xiàn)實(shí),語言象征文化現(xiàn)實(shí),決定了必須將英語語言知識與文化知識融合在一起。文化教學(xué)強(qiáng)調(diào)讀者腦中文化背景知識的重要作用,它能使學(xué)生能夠預(yù)測、推斷文章的內(nèi)容、主題及作者的態(tài)度等。通過在閱讀教學(xué)中有目的地進(jìn)行文化意識的導(dǎo)入,有助于他們培養(yǎng)英語閱讀興趣,提高英語閱讀理解能力,進(jìn)而提高綜合運(yùn)用語言的能力。本論文的研究問題有兩個(gè):1.在何種程度上,跨文化意識導(dǎo)入能提高高中生的英語閱讀興趣?2.在何種程度上,跨文化意識導(dǎo)入能提高高中生的英語閱讀水平?為了回答以上兩個(gè)問題,筆者在錦州第二中學(xué)隨機(jī)選取了高二年級的三班和八班71位同學(xué)作為實(shí)驗(yàn)的樣本。兩次問卷分別用于實(shí)驗(yàn)前后,用來檢測學(xué)生的閱讀興趣是否提高。此外,為了檢測跨文化意識能否提高閱讀成績,該研究運(yùn)用前測和后測的成績對比學(xué)生的閱讀水平。與此同時(shí),為了使實(shí)驗(yàn)更加有說服力,筆者還在實(shí)驗(yàn)后對實(shí)驗(yàn)班的學(xué)生進(jìn)行了一次訪談。最后,運(yùn)用SPSS軟件對問卷和測試的數(shù)據(jù)進(jìn)行處理分析,得出實(shí)驗(yàn)結(jié)果。通過對數(shù)據(jù)結(jié)果分析得出結(jié)論,首先,跨文化意識導(dǎo)入可以提高高中生的英語閱讀興趣;其次,跨文化意識導(dǎo)入對閱讀能力的提高有著重要影響。最后對高中英語閱讀教學(xué)提供了相應(yīng)的教學(xué)建議。
[Abstract]:Reading plays an important role in English teaching in senior high school. It is one of the main ways of language learning. The essence of language determines that English reading teaching must be combined with the culture of English-speaking countries. The cultivation of cross-cultural awareness is the guarantee for students to understand English articles correctly. The traditional teaching method may lead students to understand most of the words in the article and the grammatical structure of the article, but they still know a little about the article. The main reason for this phenomenon is that the students do not know the cultural background knowledge of the English-speaking countries. Therefore, the lack of cultural background knowledge will cause a lack of understanding of the article. Kramsh summarizes the relationship between language and culture as the expression of cultural reality, language reflects cultural reality, language symbolizes cultural reality. Culture teaching emphasizes the important role of cultural background knowledge in the reader's brain, which enables students to predict and infer the content of the article. Through the introduction of cultural consciousness in reading teaching, it is helpful for them to cultivate their interest in English reading and improve their reading comprehension ability. Then improve the ability of comprehensive use of language. In this thesis, there are two questions: 1. To what extent can cross-cultural awareness lead to improve the interest of senior high school students in English reading? 2. To what extent, cross-cultural awareness can improve the English reading ability of senior high school students? In order to answer the above two questions, the author randomly selected 71 students from Class 3 and Class 8 of Grade two in Jinzhou No. 2 Middle School as samples of the experiment. The two questionnaires were used before and after the experiment, respectively. In addition, to test whether cross-cultural awareness can improve reading performance, the study used pre-test and post-test scores to compare students' reading proficiency. At the same time, in order to make the experiment more convincing, The author also conducted an interview with the students of the experimental class after the experiment. Finally, using SPSS software to process and analyze the questionnaire and the test data, the results of the experiment were obtained. Cross-cultural awareness introduction can improve high school students' English reading interest. Secondly, cross-cultural awareness introduction plays an important role in the improvement of reading ability. Finally, it provides corresponding teaching suggestions for senior high school English reading teaching.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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