体裁教学法在高中英语阅读教学中的应用.pdf

首都肺疮大学硕上学位论文中文摘要中文摘要体裁教学法是基于体裁理论的一种教学法。该教学法是把体裁及体裁分析理论运用 于课堂教学实践中，围绕语篇的图式结构开展教学活动。从上个世纪80年代中期以来,体裁教学法成为语言教学领域里的热门话题。它以交际目的为基础，其理论体系和来源 4 Halliday(1985),Swales(1990),以及Bhatia(1993)等学者的著作中得到了充分论述。它的宗旨在于通过为学生提供系列的体裁知识，帮助学生了解掌握不同体裁的语篇特 征，不同的交际目的、篇章结构和语言特色，培养他们的体裁意识，从而最终提高学生 的阅读能力和交际能力。国外早期的语言学家将体裁及体裁分析理论运用于写作教学，效果斐然并形成三大 学派：Swalesian School M Australian Schoolw 和“New Rhetoric”(Kay etaL,1998)。随着研究的不断深入，它也被用于英语阅读教学并衍变出一些新的教学方法。近年来在 中国也有教师学者实验体裁教学，但大多数仅限于大学阶段中的写作教学。在阅读教学 中，特别是中学英语阅读教学中的应用较为有限。受到此教法的启发，本文作者在房山地区支教时决定实验一下体裁教法对改进高中 英语阅读教学效果方面的有效性和可行性，以能够回答下列问题：1、体裁教学法是否能有效地提高学生的阅读能力？2、体裁教学法对学生阅读习惯，阅读策略等方面的改进有何影响？3、体裁教学法能否有效地培养学生的体裁意识？4、学生对体裁教学法态度如何？实验为期一学期，高二年级两个班共90名学生参加。实验数据表明：1、体裁教学法对中学生英语阅读水平的提高有积极影响，能够有效地提高学生的 阅读理解层次，使学生在概括主旨及做出推断方面提高很快。2、该教学法能激发学生 的阅读兴趣和阅读动机，改进学生的阅读习惯，促进学生的阅读自主性以及对阅读策略 的灵活使用。3、该教学法对学生体裁意识的提高有明显的影响。4、学生对体裁教学法 持有肯定的态度，认为该教学法有助于提高其整体阅读水平。研究结果说明体裁教法能行之有效地应用于中学英语阅读教学，提高学生的阅读能 力。作者仅希望以此文为对体裁教法感兴趣的教师和学者提供参照。关键词：体裁，体裁教学法，高中英语阅读教学，阅读能力首都加范大学硕上学位论文AbstractAbstractGenre-based teaching approach is a pedagogy based on genre and genre analysis.Applied in classroom activities,it features developing teaching activities revolving around the schematic structure of a text.There has been considerable interest in the genre-based approach to the teaching of language since the mid-1980s.This approach has communicative purpose as its foundation and originates through the work of Halliday(1985),Swales(1990),and Bhatia(1993).It aims to improve students reading abilities by first building them with the awareness of text genres so that students can form the habit of seeking text information following the structural framework and linguistic features closely associated with each genre.The early linguists abroad applied the insights of genre and genre analysis into the teaching of writing and achieved sound results,and thus formed the so-called wSwalesian schools“，“New rhetoric schools and Australian schools“(Kay et al.,1998).With more achievement made in this field,the researchers and teachers begin to apply the approach in English teaching.In China,such practice tends to be limited to the context of tertiary education with the goal of improving writing.The study of using genre-based approach in the teaching of reading is very limited,and report on its employment at secondary school English level can be hardly located,let alone using qualitative and quantitative methods to prove its validity and feasibility in the senior high English reading classroom.Inspired by this genre approach,the writer decided to experiment with it when she did co-teaching with Ms Zhang Guixi in Senior Two English reading instruction at Liang Xiang Senior High School.The primary purpose of the study is to examine the validity and feasibility of using such an approach in improving senior high students English reading comprehension.It aims to answer the following research questions:1)Can genre-based teaching approach enhance students reading ability,especially in the aspect of comprehension level?2)Can such an approach lead to improvement in students good reading habit forming and reading strategy using?3)Can such an approach effectively cultivate students,awareness of genre?4)How do the students feel about this genre-based teaching approach?The experiment lasted for one term with two Senior Tvo classes participated,each consisting of 44 and 46 students respectively as the experimental group and the control group.首都师冠大学硕士学位论文AbstractThe experimental data show:1.Genre-based teaching approach has positive effects on improving senior high students reading ability,enabling them to uplift the comprehension level quickly,especially in the aspects of main idea catching,inference making and judgment making.2.Such an approach is effective in stimulating students reading interest,which in turn may result in students increasing confidence,forming good reading habits,taking initiatives in reading and using various reading strategies.3.The approach can be a useful tool for enhancing senior high students*awareness of using genre analysis in reading.4.Students show positive attitudes towards genre-based teaching approach.It is found that most students think that such an approach is truly attributive to the improvement of their overall reading ability.These findings suggest that genre-based teaching can be applied to the teaching of reading at senior high level and improve students performance and achievement in reading.Although this thesis is just a tentative work,the researcher hopes the data it has obtained will offer some usefiil references and insightful perspectives to those who are interested in further exploring the genre-based teaching approach.Key Words:Genre,genre-based teaching approach,senior high English reading instruction,reading abilityin首都师范大学硕士学位论文List of AbbreviationsList of AbbreviationsEAP=English for Academic PurposesEFL=English as a Foreign LanguageENL=Native English LearningESL=English as a Second LanguageESP=English for Special PurposesNCS=New Curriculum Standards for Senior High English in ChinaNMET=National Matriculation English TestSEFC=Senior English for China Students BookIVACKNOWLEDGEMENTFirst and foremost,I wish to express my sincere gratitude toward my supervisor,Professor Wang Xiaoping,for her guidance,time and eflforts throughout this thesis.I benefited greatly from her profound academic knowledge and critical research thinking during my writing the thesis.Without her insightful suggestions and detailed comments,this paper would never have taken the proper form as it is now.I am most grateful to Professors Chen Hong and Professor Yang Yang who have carefully read my thesis and have given me great help in revising the thesis structure and language expression so that the completed work is more readable and meaningful.Equal appreciation should be delivered to all the teachers who have taught me during my studies in CNU,especially Professors He Xiangming,Dong Qiming,Lin Li,Wang Qiuhai and Zhao Tong,whose scholarly instructions will be of great value for my academic and professional development.Special thanks should also be given to Professors Li Luping and Zhao Qinling,whose precious suggestions have helped me rethink about my proposal and explore more deeply into genre-based language teaching.I would also like to extend my thanks to Ms Zhang Guixi,a teacher of English in Liang Xiang Senior High School,and her students,who have cooperatively devoted their precious time and energy to the completion of the questionnaires and interviews.Their constructive views are of great help to my present study.Without their active involvement and sincere cooperation,the present study could not have been completed.Last but not the least,I would like to express my heartfelt thanks to my husband,Wang Xuefeng,for his incessant encouragement and understanding while this paper was in progress.He has warmly offered his assistance in the course of data collection and data processing in using SPSS for windows 11.5 in the process of the thesis writing.He shared my frustrations and smiles.His selfless support and valuable suggestions have helped me overcome many difficulties throughout the thesis writing.Without the guidance,support,and help from all the people mentioned above,it would not have been possible for me to complete the present study.I am deeply indebted to them all.首都师范大学硕士学位论文Chapter I IntroductionChapter 1 IntroductionLI Background of the StudyIn foreign language learning,it has been long and commonly held that reading is crucial in improving learners comprehensive language ability(Grellet,1981;Nutall,2002).Similarly,in senior high school education,reading is regarded as the focus and core of English teaching,and the development of reading ability has always been one of the primary objectives in its English language teaching curriculum.But how can the high school readers achieve the best learning outcomes through English reading?How can we help students read more efficiently and effectively in the limited time of instruction?These questions remain unresolved.In second language teaching,the traditional reading instructional methods such as teacher-centered,grammar/vocabul ary-based and test-oriented approaches advocated using the bottom-up model-a kind of passive decoding model,by which reading activities generally fell into a linear process from letters to words at the“bottom“and gradually up to phrases,clauses and sentences at the lop while the gist of the text was usually overlooked.Later,the new development in applied linguistics and psychological linguistics discovered that reading was not a process of passive decoding,but a process of active guess confirmation,which might feature top-down.This new model emphasized global understanding of the text,focusing students,attention on themes and meanings.This new way of reading,for the first time,drew readers attention to the overall structure of the text and indicated that ones knowledge of text types一text genres or awareness of discourse context could facilitate onesunderstanding of the text.首都师范大学硕士学位论文Chapter I IntroductionChapter 1 IntroductionLI Background of the StudyIn foreign language learning,it has been long and commonly held that reading is crucial in improving learners comprehensive language ability(Grellet,1981;Nutall,2002).Similarly,in senior high school education,reading is regarded as the focus and core of English teaching,and the development of reading ability has always been one of the primary objectives in its English language teaching curriculum.But how can the high school readers achieve the best learning outcomes through English reading?How can we help students read more efficiently and effectively in the limited time of instruction?These questions remain unresolved.In second language teaching,the traditional reading instructional methods such as teacher-centered,grammar/vocabul ary-based and test-oriented approaches advocated using the bottom-up model-a kind of passive decoding model,by which reading activities generally fell into a linear process from letters to words at the“bottom“and gradually up to phrases,clauses and sentences at the lop while the gist of the text was usually overlooked.Later,the new development in applied linguistics and psychological linguistics discovered that reading was not a process of passive decoding,but a process of active guess confirmation,which might feature top-down.This new model emphasized global understanding of the text,focusing students,attention on themes and meanings.This new way of reading,for the first time,drew readers attention to the overall structure of the text and indicated that ones knowledge of text types一text genres or awareness of discourse context could facilitate onesunderstanding of the text.首都师范大学硕I:学位论文Chapter IntroductionWiddowson(1983)claimed that no matter what kind of model was used,either the readers,background knowledge or the schematic knowledge was needed.In fact,understanding a text was the result that their language knowledge and schematic knowledge interact.In 1977,Rumelhart proposed a new model of reading which interacted bottom-up and top-down ways of reading to process word comprehension and text meaning simultaneously(Interactive Model).However,the serious problem in real classroom teaching was that many students were unable to activate their knowledge schemata when processing texts and their actual reading performance was far from satisfactory though an enormous amount of time and energy had been spent on teaching reading in elementary and secondary schools around the world.The reading situation in China now is also not very optimisticCurrently,in China,the inequality of educational development has caused many suburban teachers to be less qualified than their colleagues in urban areas.There might be many reasons causing it,but from the authors observation at a local suburban school in Fangshan district of Beijing,the reasons mainly lie in the conventional teaching methods teacher-centered,grammar/vocabularybased and test-oriented ways of instruction.In these teaching processes,teachers usually dominate the teaching procedure in the reading class and emphasize vocabulary and grammar,while less attention is paid to macrostructure analysis and the structural features of different texts are often overlooked.On the one hand,students cannot take part in reading actively and use their imagination or schema to initiate creative thinking.On the other hand,their discourse competence is hindered.They only passively follow the teachers and try to learn some linguistic elements by rote.Most of the students are good at remembering new words and analyzing grammar,but poor in capturing the meaning 2首都师他大学硕I:学位论文Chapter I Introductionand the structure of the text as a whole.Consequently,the important reading skills such as skimming and scanning are not improved.After the examinations,they hardly remember anything except a few new words and expressions.Because of over-emphasizing isolated vocabulary recitation and sentence patterns,students consider reading only as decoding these imprinted codes.This type of teaching fosters students9 laziness and dependence,for all the vocabulary and sentence patterns are provided by the teacher.Moreover,students would lose interest in language learning when students find that linguistic competence cannot be converted into practical use and their communicative competence cannot be improved.In this case,the traditional way of teaching reading has much negative impact on cultivating students,reading ability and the issue of how teachers can help students read efficiently has become an urgent problem to solve.Nowadays,with implementing of the New Curriculum Standards For Senior High English Students(NCS)(2001),more attention has been paid to the cultivation of students,communicative competence than the linguistic knowledge alone.The new goals of teaching reading defined by NCS are:to train students to read more efficiently,to develop appropriate reading habits and to cultivate strong reading interest.Fostering students reading ability becomes teachers main work and developing their reading competence is the main part of English instruction as well as the major requirement of students,performance.It is just against this English teaching background that the author designed and conducted an experimental study on using genre-based teaching approach in the senior high English reading instruction in a suburban school in Beijing.It is the authors hope that through this experiment the following questions will be clarified:3首都帅他大学硕士学位论文Chapter Introduction1)Can genre-based teaching approach enhance students*reading ability,especially in the aspect of comprehension level?2)Can such an approach lead to improvement in students,good reading habit forming and reading strategy using?3)Can such an approach effectively cultivate students awareness of genre?4)How do the students feel about this genre-based teac