本文選題：信息差任務(wù) + 輸入假說(shuō)　； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：隨著全球化的進(jìn)程,各國(guó)之間的往來(lái)越來(lái)越頻繁,同時(shí)英語(yǔ)也在各個(gè)領(lǐng)域中成為最常使用的語(yǔ)言。由于英語(yǔ)的影響巨大,英語(yǔ)教學(xué)也比以往更為被重視。英語(yǔ)學(xué)習(xí)中,閱讀是最常見(jiàn)且最重要的輸入形式之一。中國(guó)的學(xué)者和教授們一直以來(lái)致力于提高學(xué)生的英語(yǔ)閱讀能力,克拉申的二語(yǔ)習(xí)得,尤其是其中的輸入假說(shuō)在此方面功不可沒(méi)。該假說(shuō)強(qiáng)調(diào)語(yǔ)言的使用是通過(guò)大量的可理解輸入之后自然形成的,也就是說(shuō)可理解輸入是習(xí)得語(yǔ)言的關(guān)鍵。因此,教師應(yīng)當(dāng)抓住這個(gè)關(guān)鍵去設(shè)計(jì)英語(yǔ)閱讀教學(xué)。實(shí)際上,中國(guó)也有很多教師在此方面做了嘗試,去尋找比傳統(tǒng)的英語(yǔ)閱讀教學(xué)法更有效的教學(xué)方法。隨之,交際教學(xué)法在中國(guó)備受關(guān)注。交際教學(xué)法強(qiáng)調(diào)為學(xué)生提供能夠真正使用目標(biāo)語(yǔ)的交際活動(dòng),而在設(shè)計(jì)這些活動(dòng)時(shí),運(yùn)用信息差任務(wù)會(huì)使其事半功倍。值得注意的是,在全國(guó)教學(xué)改革的關(guān)鍵期,我國(guó)的英語(yǔ)閱讀教學(xué)比任何時(shí)候都需要把信息差任務(wù)應(yīng)用于其中。因此,這篇論文以克拉申的輸入假說(shuō)為理論基礎(chǔ)進(jìn)行了一次實(shí)驗(yàn)研究,把信息差運(yùn)用于中國(guó)大學(xué)英語(yǔ)閱讀教學(xué)之中。本研究嘗試探索信息差任務(wù)在大學(xué)英語(yǔ)閱讀教學(xué)中的具體應(yīng)用,并提出三個(gè)研究問(wèn)題:(1)實(shí)驗(yàn)前大學(xué)生對(duì)英語(yǔ)閱讀的態(tài)度和閱讀能力方面有什么特點(diǎn)?(2)實(shí)驗(yàn)后在這兩方面有什么變化?(3)信息差任務(wù)對(duì)此變化起到了什么作用?為了說(shuō)明本研究的重要性,作者先在第一章闡述了研究背景和意義。閱讀是語(yǔ)言習(xí)得的主要輸入形式也是語(yǔ)言的重要技能之一。然而在中國(guó)的英語(yǔ)課堂中很少為學(xué)生提供使用目標(biāo)語(yǔ)的環(huán)境,因而課堂上的閱讀是被動(dòng)的。因此,英語(yǔ)老師有必要把信息差運(yùn)用于英語(yǔ)閱讀教學(xué)之中,去激發(fā)學(xué)生們對(duì)英語(yǔ)閱讀的興趣,提高他們的閱讀能力,并進(jìn)一步提高他們的英語(yǔ)交際能力。本研究的意義在于兩個(gè)方面:理論意義和實(shí)踐意義。前者在于評(píng)價(jià)信息差在大學(xué)英語(yǔ)閱讀中的運(yùn)用,而后者在于提出更全面、具體的教學(xué)過(guò)程。第二章中作者通過(guò)文獻(xiàn)研究法概述了國(guó)內(nèi)外對(duì)信息差與閱讀教學(xué)的研究現(xiàn)狀。信息差來(lái)源于交際教學(xué)法,而交際教學(xué)法強(qiáng)調(diào)語(yǔ)言的交際功能。以往的研究表明閱讀是一個(gè)互動(dòng)的活動(dòng),是讀者與作者間的交流也是讀者的已有知識(shí)與書(shū)面信息的互動(dòng)。因此把信息差運(yùn)用到英語(yǔ)閱讀教學(xué)是具有實(shí)際意義的。在此章節(jié)中,還提到了國(guó)內(nèi)大學(xué)英語(yǔ)閱讀教學(xué)的現(xiàn)狀。首先,大多數(shù)大學(xué)英語(yǔ)閱讀課依然以詞匯和語(yǔ)法為中心。詞匯仍然被視為理解文章的重要因素。其次,大多數(shù)大學(xué)的英語(yǔ)課堂還是以教師為中心。教師是主要執(zhí)行者而且不管是師生之間還是同學(xué)之前,課堂上幾乎沒(méi)有任何交流。第三章介紹了理論框架。本文運(yùn)用克拉申的輸入假說(shuō)為主要理論框架。此理論提出二語(yǔ)習(xí)得中輸入有如下特點(diǎn):首先輸入必需是可理解性的。其次,輸入必須有足夠的量。而且,輸入不需要遵循語(yǔ)法順序。最后,輸入需要有趣并有關(guān)聯(lián)性。此章節(jié)還介紹了信息差及信息差原理和任務(wù)。信息差時(shí)刻存在于我們的日常交流中,然而語(yǔ)言教學(xué)中的信息差任務(wù)需要計(jì)劃周詳。只有精心設(shè)計(jì)的任務(wù)才能為學(xué)生提供使用目標(biāo)語(yǔ)的真實(shí)環(huán)境。在填補(bǔ)信息差的過(guò)程中學(xué)生通過(guò)交流信息習(xí)得語(yǔ)言。在克拉申的輸入假說(shuō)與信息差原理理論研究的基礎(chǔ)下,作者嘗試把信息差運(yùn)用于大學(xué)英語(yǔ)的閱讀教學(xué)之中。第四章是本次實(shí)驗(yàn)的研究方法。實(shí)驗(yàn)包含實(shí)驗(yàn)班和控制班,兩個(gè)班均來(lái)自同一個(gè)學(xué)校和同一個(gè)專(zhuān)業(yè)。實(shí)驗(yàn)班的英語(yǔ)閱讀課運(yùn)用了信息差任務(wù),而控制班運(yùn)用了傳統(tǒng)閱讀教學(xué)法。實(shí)驗(yàn)前后都進(jìn)行了問(wèn)卷調(diào)查和閱讀理解測(cè)試去了解實(shí)驗(yàn)前大學(xué)生對(duì)于英語(yǔ)閱讀的態(tài)度和英語(yǔ)閱讀能力和實(shí)驗(yàn)之后發(fā)生的變化,并通過(guò)分析、比較進(jìn)一步探索信息差任務(wù)對(duì)這些變化起的作用。實(shí)驗(yàn)工具除了英語(yǔ)閱讀測(cè)試題還包含兩種問(wèn)卷調(diào)查。第一種是了解大學(xué)生對(duì)英語(yǔ)閱讀的態(tài)度而第二種是探討大學(xué)生對(duì)信息差的接受度。實(shí)驗(yàn)班的英語(yǔ)閱讀教學(xué)過(guò)程中,老師主要以拼版閱讀法、錯(cuò)格填充法、觀點(diǎn)差活動(dòng)等形式設(shè)計(jì)信息差任務(wù),不同形式的任務(wù)用不同的分組方式去完成。開(kāi)始前,老師先圍繞話(huà)題進(jìn)行討論或背景知識(shí)講解,確保學(xué)生的現(xiàn)有水平“i”是相同的。加之,對(duì)話(huà)題的了解會(huì)提高學(xué)生的信心,降低焦慮,能使學(xué)生更積極地投入到任務(wù)之中�？刂瓢嗟慕虒W(xué)過(guò)程中,老師遵循教科書(shū)的結(jié)構(gòu)框架,先閱讀文章,通過(guò)回答問(wèn)題去理解內(nèi)容,講解重點(diǎn)句子、短語(yǔ)及句型,最后做一些練習(xí)題去考察學(xué)生對(duì)語(yǔ)言知識(shí)點(diǎn)的掌握。第五章是對(duì)此研究的數(shù)據(jù)分析和討論。作者分析比較了實(shí)驗(yàn)前后的英語(yǔ)閱讀測(cè)試結(jié)果。數(shù)據(jù)顯示一學(xué)期的英語(yǔ)閱讀教學(xué)之后實(shí)驗(yàn)班的學(xué)生比控制班的學(xué)生取得了更明顯的進(jìn)步。這表明英語(yǔ)閱讀教學(xué)中的信息差任務(wù)對(duì)提高學(xué)生的閱讀能力起了關(guān)鍵的作用。在大學(xué)生對(duì)于英語(yǔ)閱讀的態(tài)度上,實(shí)驗(yàn)前,實(shí)驗(yàn)班和控制班的學(xué)生對(duì)英語(yǔ)閱讀的態(tài)度是相似的,大多數(shù)認(rèn)為理解閱讀材料意味著知道其中的單詞與句子。而且他們中大多數(shù)人對(duì)英語(yǔ)閱讀呈現(xiàn)消極的態(tài)度,相反他們還認(rèn)為英語(yǔ)閱讀很重要。這種現(xiàn)象正好說(shuō)明需要有一種新的閱讀教學(xué)法去激發(fā)學(xué)生對(duì)英語(yǔ)閱讀的興趣。實(shí)驗(yàn)后的問(wèn)卷調(diào)查結(jié)果可以證明信息差任務(wù)在此方面的顯著效果。實(shí)驗(yàn)后問(wèn)卷調(diào)查的數(shù)據(jù)顯示學(xué)生們對(duì)于信息差任務(wù)的接受度很高。這是因?yàn)樾畔⒉钊蝿?wù)能夠?yàn)閷W(xué)生提供活躍的交際環(huán)境。在此環(huán)境中所有學(xué)生可以積極參與到其中,通過(guò)交流信息去完成任務(wù)。在信息差運(yùn)用之下的語(yǔ)言學(xué)習(xí)是主動(dòng)的并且同時(shí)語(yǔ)言習(xí)得也自然而然的。于是在最后一章作者得到了結(jié)論-信息差在大學(xué)英語(yǔ)閱讀教學(xué)中的運(yùn)用對(duì)提高學(xué)生閱讀能力起到了積極的作用,而且對(duì)語(yǔ)言習(xí)得也有著深遠(yuǎn)的影響。
[Abstract]:With the process of globalization, intercourse between countries is becoming more frequent and English has become the most commonly used language in all fields. Because of the great influence of English, English teaching has been paid more attention than ever. Reading is one of the most common and important input forms in English learning. Chinese scholars and professors have always been used in English learning. In order to improve students' English reading ability, Krashen's two language acquisition, especially the input hypothesis in this area, emphasizes that the use of language is naturally formed after a large amount of comprehensible input, that is to say that comprehensible input is the key to the acquisition of speech. In fact, there are many teachers in China who have tried in this field to find more effective teaching methods than traditional English reading teaching methods. Accordingly, communicative teaching method has attracted much attention in China. Communicative teaching method emphasizes the communication activities that can really use target language for students, and the design of these activities is in the design of these activities. It is worth noting that in the key period of the national teaching reform, the English Reading Teaching in our country needs to apply the information difference task to it more than any time in the key period of the national teaching reform. Therefore, this paper has carried out an experimental study based on Krashen's input hypothesis as the theoretical basis. In the teaching of English reading in Chinese universities, this study tries to explore the specific application of information difference task in the teaching of College English reading, and puts forward three research questions: (1) what are the characteristics of the attitude and reading ability of the college students before the experiment? (2) what are the changes in these two aspects after the experiment? (3) the information difference task has changed In order to illustrate the importance of this study, in order to illustrate the importance of this study, the author first elaborated the research background and significance in the first chapter. Reading is the main input form of language acquisition and one of the important skills of language. However, in the English class in China, the students rarely provide the environment for the use of the slogan, so the reading in the classroom is passive. Therefore, it is necessary for English teachers to apply the information to English reading teaching, to stimulate students' interest in English reading, to improve their reading ability and to improve their English communicative competence. The significance of this study lies in two aspects: theoretical and practical significance. The former is the evaluation of information difference in College English In the second chapter, the author summarizes the research status of information difference and reading teaching at home and abroad through literature research. The information difference is derived from the communicative approach, while the communicative approach emphasizes the communicative function of the language. The communication between the readers and the author is also the interaction between the readers and the written information. Therefore, it is of practical significance to apply the information difference to the teaching of English reading. In this chapter, the current situation of College English reading is also mentioned in China. First, most of the major English reading classes are still in vocabulary and grammar. The vocabulary is still regarded as an important factor in understanding the article. Secondly, the English classroom in most universities is centered on the teacher. The teacher is the main executor and there is almost no communication in the classroom. The third chapter introduces the theoretical framework. This paper uses Krashen's input hypothesis as the main reason. This theory suggests that input in two language acquisition has the following characteristics: first input must be comprehensible. Secondly, input must have sufficient quantity. Moreover, input does not need to follow grammatical order. Finally, input needs interesting and relevance. This chapter also introduces information difference and information difference principle and task. Information difference exists at the moment. In our daily communication, however, the task of information difference in language teaching needs to be detailed. Only carefully designed tasks can provide the students with the real environment for the use of target language. In the process of filling information difference, middle school students acquire language through exchange of information. The author tries to apply the information difference to the teaching of reading in College English. The fourth chapter is the research method of this experiment. The experiment includes the experimental class and the control class, the two classes all come from the same school and the same major. The English Reading Course in the experimental class uses the information difference task, and the control class uses the traditional reading teaching method. Before the experiment, the experiment is used. Questionnaires and reading comprehension tests are carried out to understand the attitude and English reading ability of the college students before the experiment and the changes in English reading ability and after the experiment. Through the analysis, the effect of information difference task on these changes is further explored. The experiment tool also contains two kinds of questionnaires except the English reading test. The first is to understand the attitude of college students to English reading, and the second is to explore the acceptance of information difference. In the course of teaching English reading in the experimental class, the teachers mainly design information poor tasks in the form of block reading, wrong lattice filling and standpoint poor activities. Before beginning, the teacher first discussed the topic and explained the background knowledge to ensure that the students' current level of "I" was the same. In addition, the understanding of the topic could improve the students' confidence, reduce anxiety and make the students more actively involved in the task. In the course of the control class, the teacher followed the structural frame of the textbook and read the text first. In the chapter, by answering the questions to understand the content, explain the key sentences, phrases and sentence patterns, and finally do some exercises to examine the students' mastery of the language knowledge points. The fifth chapter is the data analysis and discussion of the study. The students in the experimental class have made more obvious progress than those in the control class. This shows that the information difference task in the teaching of English reading plays a key role in improving the students' reading ability. In the attitude of college students to English reading, the students in the experimental class and the control class are similar to the students in the English reading. The understanding of reading materials means knowing the words and sentences. And most of them have a negative attitude towards English reading. On the contrary, they also think that English reading is important. This phenomenon shows that there is a new teaching method to stimulate students' interest in English reading. It can prove the significant effect of the information difference task in this field. After the experiment, the data show that the students have a high acceptance of the information difference task. This is because the information difference task can provide an active communication environment for the students. In this environment, all the students can actively participate in the task through the communication of information. Language learning under the use of information difference is active and language acquisition is also natural. In the last chapter, the author draws the conclusion that the application of information difference in College English reading teaching plays a positive role in improving students' reading ability, and has far-reaching influence on language acquisition.

【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 徐柳明;劉振前;;非英語(yǔ)專(zhuān)業(yè)大學(xué)新生入學(xué)詞匯水平調(diào)查與分析[J];外語(yǔ)教學(xué);2014年01期

2 王晨曦;;言語(yǔ)交際中的信息差[J];吉林省教育學(xué)院學(xué)報(bào);2009年02期

3 William Littlewood;;Foreign Language Teaching Methods: From Past Prescriptions to Present Principles[J];中小學(xué)外語(yǔ)教學(xué)(中學(xué)篇);2008年04期

4 路文軍;;國(guó)外英語(yǔ)閱讀研究的新進(jìn)展——對(duì)我國(guó)大學(xué)英語(yǔ)閱讀教學(xué)的意義[J];四川教育學(xué)院學(xué)報(bào);2007年09期

5 李麗君;;探討英語(yǔ)閱讀中的圖式理論[J];牡丹江教育學(xué)院學(xué)報(bào);2006年04期

6 楊梅 ,劉志宏;英語(yǔ)任務(wù)型教學(xué)模式中信息差的運(yùn)用[J];教學(xué)與管理;2005年24期

7 劉潤(rùn)清;戴曼純;;關(guān)于大學(xué)英語(yǔ)教學(xué)改革(英文)[J];Teaching English in China;2004年04期

8 姚喜明,潘攀;英語(yǔ)閱讀理論研究的發(fā)展[J];外語(yǔ)教學(xué);2004年01期

9 王松美;論外語(yǔ)教學(xué)課堂中信息差任務(wù)的原理與設(shè)計(jì)[J];山東外語(yǔ)教學(xué);2003年03期

10 許余龍;學(xué)習(xí)策略與英漢閱讀能力的發(fā)展——一項(xiàng)基于香港國(guó)際閱讀能力調(diào)查結(jié)果的研究[J];外語(yǔ)教學(xué)與研究;2003年03期

，

本文編號(hào)：1777627