认知理论视角下的英语专业阅读教学方法研究可编辑Word文档格式.docx

认知理论视角下的英语专业阅读教学方法研究可编辑Word文档格式.docx

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指导教师:

刘佳秋

研究生:

尤天凤

完成时间:

2013年5月20日

沈阳师范大学研究生处制学位论文独创性声明本人所呈交的学位论文是在导师的指导下取得的研究成果。

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AStudyoftheTeachingMethodsofEnglishMajors’

AThesis

SubmittedtotheSchoolofForeignLanguages

ShenyangNormalUniversity

InPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducation

ByYouTianfeng

UndertheSupervisionofProfessorLiuGuiqiu

March2013Acknowledgments

First,Itakethisopportunitytoexpressmysinceregratitudetomysupervisor

LiuGuiqiu,forherconstantencouragementandguidance.Shegavemealotof

invaluabledirectionandsuggestions,withoutherprofessionalguidance,thisthesis

wouldnothavebeenfinishedAlso,Iwouldliketothankalltheteacherswhotaughtmeinthesethreeyears,

andthankmyclassmates,whogavemealotofhelp.Theyreallyhelpmealotinmy

graduateyears.Ihavelearnedsomanyfromthemincludingtheknowledgeaswellas

otheraspectsMylastthankswouldgotomyfamilyandmyfriends.WithoutthemIwouldnot

haveachievedsomuch.Especiallymyhusband,hehelpsmedoallthehousework

andspendmuchtimetakinggoodcareour1yearolddaughter,inordertogiveme

enoughtimetofinishthisthesis.Thisthesisiswrittenforhimandourlovely

daughteriAbstract

Readingisoneofthebasicskillswhichforeignlanguagelearnersmustmaster,

soreadingteachingplaysacriticalroleinforeignlanguageteaching,accordingly,the

methodologyofreadingteachingisveryimportant.TraditionalEnglishreading

teachingisregardedasacoursemainlyforteachingvocabulary,grammarandthe

structureofthetext.Andtheinstructorsputtheirfocusmoreonexplainingthe

meaningsofnewwords,therelatedgrammarsandthestructuresofthesentencesWhilethestudentsareonlythepassivereceivers,theyjustneedtorememberwhat

havebeentaughtmechanically.ThetraditionalmethodhascausedalotofproblemsInthisthesis,theauthorconductsastudyoftheteachingmethodsofEnglishmajors‘

readingfromthecognitiveperspective,andtriestoprovethefeasibilityandnecessity

ofthismethodology.Theauthorfirstintroducesthecognitivetheory,andrelated

knowledgeaboutreading,thenexploresthefactorsthataffectreadingandreading

teaching,andfindsoutthatthecognitivefactorsarethemainfactors.Thereforeitis

necessarytoapplythecognitiveteachingmethodologyofreadinginthereading

teaching.Thisteachingmethodaimstoestablishastudent-centeredEnglishreading

teachingmodeandimprovestudents‘readingability,underthismethod,the

instructorsshouldknowlearners‘cognitivelevelstodesignproperplanfortheir

teachingprogramandtochoosethemostappropriatematerials,andthestudents‘

affectivefactorsarealsoneedtobeconsideredbytheinstructors.Theyarealsoasked

todirectstudentstoapplyproperstrategiesintheprocessofreadingThisstudytakes24first-yearstudentsmajoringEnglishasthesubjectstoiiinvestigatewhetherthemethodiseffectiveornot.Andtheresearchmethodsare

classroomobservation,questionnaireandinterview.Findingsofthisstudy

demonstratethatcognitiveteachingmethodologyofreadingisbeneficialtoimprove

students‘readingcomprehensionandthefactorsthatplaykeyrolesinthecognitive

teachingmethodsandthecharacteristicsoftheteachingmethodareabstracted

Keywords:

cognition,cognitiveperspective,reading,readingteaching,reading

comprehensioniii摘要

英语阅读是学习者必须掌握的一项基本技能,因此阅读教学在英语教学中发

挥重要的作用,相应地,阅读教学方法就非常的重要。

传统的阅读教学主要以词

汇,语法和文章的结构为中心,教师的职责主要是讲解词义,句子结构和相应的

语法,学生只需要被动地接受或机械式地记住教师所传授的知识,传统的阅读教

学方法存在很多问题。

在这篇论文中,笔者试图从认知理论视角研究专业英语阅

读教学方法,并试图论述此方法的可行性和必要性。

笔者首先介绍了认知理论和

相关的阅读知识,然后分析了影响阅读和阅读教学的因素,并发现认知因素是影

响阅读效果的主要因素。

因此,我们有必要把这种方法运用到阅读教学中。

认知

阅读教学法以学生为中心,以提高学生的阅读技能为目的。

此方法要求教师根据

学生的认知能力和情感因素设计教学活动和选择阅读材料,在阅读课上要指导学

生如何运用阅读策略。

本研究以沈阳师范大学24名英语专业的学生为研究对象,本研究采用的方

法包括课堂观察法、问卷法和访谈法。

研究发现认知阅读教学法有助于提高学生

的阅读效率和阅读技能。

关键词:

认知;

认知理论视角;

阅读;

阅读教学;

阅读理解ivContents

Acknowledgements………………………………………………………………….?

AbstractinEnglish………………………………………………………………?

AbstractinChinese…………………………………………………………………?

Chapter1Introduction…………………………………………………………….1

1.1BackgroundofthePresentStudy…………………………………………1

1.2PurposeoftheStudy…………………………………………………………1

1.3SignificanceoftheStudy……………………………………………………2

1.4OverallStructureoftheThesis………………………………………………2

Chapter2LiteratureReview……………………………………………….……4

2.1CognitiveTheory……………………..……………………………….…4

2.1.1DefinitionofCognition……………….……………….42.1.2Piaget‘sTheoryofCognitiveDevelopment…52.1.3Carroll‘sCognitiveApproach………………..92.1.4CognitiveFactorsRelatedwithSchoolLearning………………10

2.2ReadingandReadingTeaching………………………………..…………11

2.2.1DefinitionofReading…………………….………………..11

2.2.2FactorsAffectingReading……………………….………….…12

2.2.3PopularReadingModels………………………………………..17

2.2.4KeyFactorsinReadingTeaching………………………………21

2.2.5CurrentStateofReadingTeaching……………………………21v2.3ReadingfromtheCognitivePerspective…………………………………22

2.3.1CognitiveTheoryofReading………………………………….….222.3.2CognitiveTeachingMethodologyofReading….…………………242.3.2.1TheRationale……………………………………………242.3.2.2TheAdvantagesandDisadvantages…………………….242.3.2.3TheTeachingProcedures………………………………..26

Chapter3TheMethodology…………………………………………….……30

3.1ResearchQuestions…………………………………….………….……..30

3.2ResearchSubjects…………………………………………..…………..30

3.3ResearchInstruments………………………………………………..…313.3.1ClassroomObservation……………………………………….…..313.3.2Questionnaire……………………………………………………..313.3.3Interview…………………………………………………………….32

3.4DataCollectionandAnalysis…………………………………………..…..33

Chapter4ResultsandDiscussion………………………………………………..35

4.1Results………………………………..…………….………………………35

4.1.1TheResultsoftheClassroomObservation…………………………35

4.1.2TheResultsoftheQuestionnaire…………………………………38

4.1.3TheResultsoftheInterview………………………………………..44

4.2Discussion………………………………………………………….…….50

4.2.1CognitiveFactorsRelatedwithReadingTeaching…………………50vi4.2.2TheCharacteristicsoftheCognitiveTeachingMethodsofReading53

4.2.3TheEffectoftheCognitiveTeachingMethodsofReading………….55

4.2.4TheWaystoSolvetheCurrentProblems…………………………….55

Chapter5Conclusion…………………………………………………….……….57

5.1MajorFindings…………………….……………………………………….57

5.2PedagogicalImplications…….…………………………….………………59

5.3LimitationsoftheStudy………………………….……………………….60

5.4SuggestionsforFurtherStudy………………………………………..…..60

References…………………………………………………………………………62

AppendixA…………………………………………………………………………..67

AppendixB…………………………………………………………………….69

AppendixC………………………………………………………………………….71

AppendixD..73

AppendixE74viiChapter1Introduction

1.1BackgroundofthePresentStudy

Asweallknow,readingplaysacriticalroleinEnglishlearningandteaching.In

recentyears,readingcomprehensionhasoccupiedalargeproportioninalmostevery

kindofEnglishtest,soitisessentiallyimportanttoimprovestudents‘readingabilityActuallyasfarasEnglishteachingisconcernedinChina,alltheEnglishteachers

knowitandhavealwaysbeentryinghardtoimprovetheteachingeffectofEnglish

reading.Nevertheless,unfortunately,onaverageEnglishreadingproficiencyisstill

nothigh,evenasfarastheEnglishmajorsareconcerned,fortheyaremore

challengedbythehigherlevelofauthenticEnglishreadingmaterials.Therefore,how

toeffectivelyteachEnglishreadingandwhatisthemoreeffectiveteaching

methodologyofreadinghavealwaysbeentheissuethattheEnglishinstructorsare

interestedanddeterminedtosolve

Thepresentstudymainlyfocusesonhowtoimprovetheteachingeffectof

Englishmajors‘readingwiththeguidanceofcognitiveperspective.Inthe

cognition-orientedteachingprocess,students‘understanding,especiallytheactive

understandingofreadingmaterialsisemphasizedwiththeinstructormorelikea

facilitatorandthestudentsownersoftheirownlearning

1.2PurposeoftheStudy

Thisstudyaimstoanalyzethefactorswhichaffectstudents‘readingefficiency

basedonthecognitivepointofviewandisinterestedinfindingoutwhatarethemore1effectivewaysofapplyingthecognitiveperspectiveofteachingreadingandwhatis

theteachingandlearningeffect,astheresearchresultsshow

1.3SignificanceoftheStudy

InChina,thereislessdiscussiononcognitiveresearchonEnglishreading

teaching.Thisstudyconnectscognitivetheorywithreadingtheory,withanaimto

investigatethecurrentsituationofreadingteaching,probesthefactorswhichhinder

thedevelopmentofstudents‘readingcomprehension,andfindoutamoreeffective

waytoimprovethetraditionalreadingteachingmethods.Differentfromthe

traditionalteachingmethods,theinstructionofEnglishreadingbasedonthecognitive

perspectivemakesthestudentsmoreactiveintheirreadingandtheyplayacentral

roleinthereadingclass.Theyareexpectedtoachievebetterreadingcomprehension

proficiencywiththecognitiveperspective