發(fā)布時(shí)間：2021-02-03 00:34

　　語(yǔ)言學(xué)習(xí)需要大量可理解性輸入,而閱讀是語(yǔ)言輸入的重要手段。英語(yǔ)課外閱讀是對(duì)英語(yǔ)課堂學(xué)習(xí)的有效補(bǔ)充。中華人民共和國(guó)教育部頒發(fā)的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)2017版》要求高中生畢業(yè)時(shí)應(yīng)達(dá)到36,000詞的閱讀量。另外,在高考英語(yǔ)試卷中,閱讀占40分,在高考英語(yǔ)試卷分值中比例最大。這足以說(shuō)明英語(yǔ)閱讀能力是學(xué)生應(yīng)該具備的一項(xiàng)重要語(yǔ)言能力。本研究旨在通過(guò)對(duì)陜西省城鄉(xiāng)高中英語(yǔ)課外閱讀現(xiàn)狀的對(duì)比分析,了解其存在的問(wèn)題,并依據(jù)相關(guān)理論提出一些解決問(wèn)題的建議和對(duì)策。本研究主要采用問(wèn)卷調(diào)查法、訪談法及文獻(xiàn)法。本研究選取陜西省四所高二年級(jí)的學(xué)生和不同年級(jí)的英語(yǔ)教師作為樣本,用自編問(wèn)卷與訪談提綱對(duì)他們進(jìn)行調(diào)查研究。共計(jì)發(fā)放學(xué)生問(wèn)卷360份,實(shí)際收回360份,共計(jì)發(fā)放教師問(wèn)卷20份,實(shí)際收回20份。教師和學(xué)生的問(wèn)卷調(diào)查內(nèi)容一一呼應(yīng)。本研究中問(wèn)卷調(diào)查主要涉及三部分內(nèi)容:1.教師和學(xué)生對(duì)英語(yǔ)課外閱讀重要性的認(rèn)識(shí);2.教師和學(xué)生在英語(yǔ)課外閱讀中閱讀材料來(lái)源選擇、時(shí)間分配、閱讀量以及閱讀策略;3.學(xué)生在英語(yǔ)課外閱讀中存在的主要問(wèn)題。另外,本研究為了更深入了解現(xiàn)狀,還對(duì)四所學(xué)校的8名英語(yǔ)教師和10名高二學(xué)生進(jìn)行訪談。本研究采... 

【文章來(lái)源】：洛陽(yáng)師范學(xué)院河南省

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Purpose of the Research
    1.4 Overview of the Research
Chapter2 Literature Review
    2.1 Definitions of English Extracurricular Reading
    2.2 The Significance of English Extracurricular Reading
    2.3 Theoretical Basis of English Extracurricular Reading
        2.3.1 Krashen’s Theory on Second Language Acquisition
        2.3.2 Schema Theory
        2.3.3 Self-learning Theory
    2.4 Studies on English Extracurricular Reading
        2.4.1 Investigation Studies on English Extracurricular Reading
        2.4.2 Observation Studies on the English Extracurricular Reading
        2.4.3 Empirical Studies on the English Extracurricular Reading
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter4 Results and Analysis
    4.1 Analysis of Data Collected from Questionnaires
        4.1.1 Participants’Attitudes towards English Extracurricular Reading
        4.1.2 Participants’Choices on English Extracurricular Reading Materials
        4.1.3 Participants’Reading Amount
            4.1.3.1 Participants’Reading Frequency of English Extracurricular Reading
            4.1.3.2 Participants’Time Spent on English Extracurricular Reading Each Day
            4.1.3.3 Participants’Vocabulary Amount of English Extracurricular Reading Each Day
        4.1.4 Participants’Reading Obstacles
        4.1.5 Participants’Reading Strategies and Skills
        4.1.6 Guidance of Participants’English Teachers
        4.1.7 Participants’Reading Purpose
    4.2 Comparison Analysis
        4.2.1 Comparison Analysis of five Dimensions between Urban and Rural Areas
        4.2.2 Comparison Analysis on Key Classes and Ordinary Classes
    4.3 Analysis of Data Collected from Interview Results
        4.3.1 Interviews for Students
        4.3.2 Interviews for English Teachers
Chapter5 Causes of Problems and Suggestions
    5.1 The Whole Current Situation of English Extracurricular Reading
    5.2 The Differences Existing between Urban and Rural Senior High Schools
    5.3 Causes of Problems Existing in English Extracurricular Reading
        5.3.1 Lacking in Positive Attitudes towards English Extracurricular Reading
        5.3.2 Being Unable to Choose Appropriate Reading Materials
        5.3.3 Being Unable to Develop Good Reading Habits
        5.3.4 Being Unable to Monitor the Reading Effects
    5.4 Suggestions
        5.4.1 Having Positive Attitudes towards English Extracurricular Reading
        5.4.2 Instructing the Students to Accumulate English Vocabulary Effectively
        5.4.3 Selecting Appropriate Reading Materials
        5.4.4 Cultivating High School Students'Good English Reading Habits
        5.4.5 Combining English Reading Teaching with after Class Activities
        5.4.6 Emphasizing the Monitoring of English Extracurricular Reading
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions for Future Research
References
AppendixⅠ:Questionnaires and Interview Outline for Students
AppendixⅡ:Questionnaires and Interview Outline for Teachers
Acknowledgements



本文編號(hào)：3015619