（教育学专业论文）文化图式在初中英语阅读教学中的应用研究.pdf

单 位 代 码 10445 学号 2010023029 分类号 g633.4 学 习 方 式 全日制 硕士学位论文硕士学位论文 （专业学位专业学位） 论文题目论文题目the application of cultural schemata in english reading teaching in junior middle schools 文化图式在初中英语阅读教学中文化图式在初中英语阅读教学中 的应的应用研究用研究 专业学位名称专业学位名称 教育硕士教育硕士 方向领域名称方向领域名称 学科教学（英语）学科教学（英语） 申申 请请 人人姓名姓名 邹吉莲邹吉莲 指指 导导 教教 师师 刘震副教授刘震副教授 张思佳老师张思佳老师 论文提交时间论文提交时间 2 2012012 年年 6 6 月月 8 8 日日 the application of cultural schemata in english reading teaching in junior middle schools by zou jilian supervised by associate professor liu zhen teacher zhang sijia submitted to foreign language college of shandong normal university in candidacy for the degree of master of education jinan, shandong, p.r. china june, 2012 独独 创创 声声 明明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的 研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其 他人已经发表或撰写过的研究成果，也不包含为获得 （注：如 没有其他需要特别声明的，本栏可空）或其他教育机构的学位或证书使用过的材 料。 与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明 并表示谢意。 学位论文作者签名： 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解 学校学校 有关保留、使用学位论文的规定，有权保 留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。 本人授权 学校学校 可以将学位论文的全部或部分内容编入有关数据库进行检索， 可 以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 （保密的学位论文在 解密后适用本授权书） 学位论文作者签名： 导师签字： 签字日期：20 年 月 日 签字日期：20 年 月 日 contents abstract . i 摘要摘要 . ii introduction . 1 chapter one literature review . 3 1.1 previous research abroad . 3 1.1.1 the history of schema theory . 3 1.1.2 the history of cultural schema theory . 5 1.1.3 the application of cultural schema theory in reading comprehension . 6 1.2 previous research in china . 8 chapter two theoretical support . 错误！未定义书签。 2.1 the reading theory . 10 2.1.1 the definition of reading . 错误！未定义书签。错误！未定义书签。 2.1.2 the models of reading . 错误！未定义书签。错误！未定义书签。 2.1.2.1 bottom-up model . 错误！未定义书签。错误！未定义书签。 2.1.2.2 top down model . 错误！未定义书签。错误！未定义书签。 2.1.2.3 interactive model . 错误！未定义书签。错误！未定义书签。 2.2cultural schema theory . 错误！未定义书签。错误！未定义书签。 2.2.1 schema theory . 错误！未定义书签。错误！未定义书签。 2.2.1.1 the classification of schema . 错误！未定义书签。错误！未定义书签。 2.2.1.1.1 language schema . 错误！未定义书签。错误！未定义书签。 2.2.1.1.2 formal schema . 错误！未定义书签。错误！未定义书签。 2.2.1.1.3 content schema . 错误！未定义书签。错误！未定义书签。 2.2.2 cultural schema . 错误！未定义书签。错误！未定义书签。 2.2.2.1 the necessity of teaching culture in reading comprehension错误！未定义书签。错误！未定义书签。 2.2.2.1.1the relationship between culture and language错误！未定义书签。错误！未定义书签。 2.2.2.1.2 cultural differences between chinese and the west . 17 2.2.2.2 cultural schema and reading comprehension . 17 chapter three methodology . 19 3.1 purposes . 19 3.2 hypotheses . 19 3.3 subjects . 19 3.4 instruments . 19 3.5 teaching experiment procedure . 错误！未定义书签。错误！未定义书签。 3.5.1 plan for the experiment . 错误！未定义书签。错误！未定义书签。 3.5.2 practice . 错误！未定义书签。错误！未定义书签。 3.5.2.1 procedure for the questionnaire . 错误！未定义书签。错误！未定义书签。 3.5.2.2 procedure for the pre-text . 错误！未定义书签。错误！未定义书签。 3.5.2.3 teaching procedure . 错误！未定义书签。错误！未定义书签。 3.5.2.4 procedure for the post-test . 错误！未定义书签。错误！未定义书签。 3.5.3 a case study of reading teaching in experimental group . 错误！未定义书签。错误！未定义书签。 chapter four analysis and discussion . 27 4.1. the data analysis of the questionnaire . 27 4.2 the data analysis of the experiment . 36 4.2.1 the comparison of pre-test results between the experimental group and the controlled group. 36 4.2.2 the comparison between pre-test results and post-test results in the experimental class . 38 4.2.3 the comparison between pre-test results and post-test results in the controlled class . 39 4.2.4 the comparison of post-test results between the experimental class and the controlled class . 39 chapter five suggestions for reading teaching . 41 5.1 pre-reading activities . 41 5.1.1 introduction of background knowledge . 41 5.1.2 brainstorming . 42 5.1.3 prediction . 43 5.1.4 questioning . 44 5.2 while-reading activities . 45 5.2.1 skimming and scanning . 45 5.2.2 discussion . 46 5.3 post-reading . 47 conclusion . 48 reference . 49 appendix i . 53 appendix ii . 54 appendix iii . 59 acknowledgements . 65 山东师范大学硕士学位论文 i abstract reading is an important skill for english learners. recently, more and more importance is attached to the training of reading comprehension and the role of reading in english teaching is widely recognized. however, the traditional english reading teaching is grammar-oriented and teachers just explain the passage word by word, neglecting the training of reading skills, ignoring the importance of background knowledge. as a result, students meet with many difficulties in reading comprehension. the schema theory, especially the cultural schema theory plays a very important role in english reading teaching. as cook says, the mind that is stimulated by some key words or phrases in the texts or by the contexts could activate a knowledge schema. cook implies that we were not necessarily dealing with the conscious processes, but rather with the automatic cognitive response that were given to the external stimuli. the existing cultural schema can help readers better understand reading materials and make predictions during the reading process. therefore，teachers should help students to activate their existing cultural schema or construct new ones during the reading teaching process. to testify the effectiveness of cultural schemata, an experiment is conducted in a middle school. the study has tested the application of cultural schemata to english reading teaching. several research methods are applied, including questionnaires and tests. in addition, the research aims to explore how to train students in english reading comprehension with the cultural schemata theory. all the data were analyzed by spss 19.0. the study proves the effectiveness of the cultural schema theory in english reading teaching in junior middle schools through the experiment and also tries to put forward some useful suggestions for english reading teaching. key words: cultural schema; english reading; teaching, category number: g633.4 山东师范大学硕士学位论文 ii 摘摘 要要 阅读在英语教学中一直占有十分重要的地位。 阅读既是提高语言综合能力的 主要手段，也是语言学习的重要目标。 然而，传统的英语阅读理解教学以传授词、句、语法知识为主，教师对阅读 篇章进行逐字逐句的翻译，讲解句型和语法知识，忽略了对篇章背景知识等英语 阅读技能的训练，造成学生缺乏相应的图式知识，尤其是文化图式知识。因此， 学生在阅读理解方面遇到较大困难。所以，运用文化图式指导初中英语教学，帮 助学生提高阅读理解能力就成为一个急需研究和解决的问题。 文化图式理论在英语阅读教学中起着重要的作用。 既有文化图式有助于对阅 读材料及信息的解读，有助于加深对文本信息的记忆与提取，有助于对文本信息 的预测与推理。 因此， 在阅读教学中应用文化图式理论， 帮助学生激活既有图式， 构建新的图式， 有利于学生积极主动的参与到阅读活动中， 提高自己的阅读能力， 积累扩充必要的知识。 本文通过教学实验来验证图式理论中的文化图式对初中生 阅读成绩的影响， 并力求在实践中对初中生英语阅读能力的提高和英语阅读教学 方式的改进提出可行性建议。 关键词关键词：文化图式；英语阅读；教学 分类号：分类号：g633.4 山东师范大学硕士学位论文 1 introduction among the four basic language skills, namely listening, speaking, reading and writing, reading is thought to be essentially important. through reading, one can acquire a wide range of knowledge, follow the latest trend in science, technology, economy, politics etc., and communicate with the great minds of the past and the future. reading plays an essential part in english teaching in china. it provides an english context for english learners and serves as a main process to learn english. it is stipulated in english teaching syllabus that the english teachers ought to lay emphasis on the development of students reading skills. according to the syllabus, students should reach level 5 by the end of junior middle school. specifically, students are required to achieve the following goals: first, they should be able to infer the meaning of new words from the contexts and word formation rules. second, they can understand the logical relationship between each sentence in a paragraph. third, they can pick out the main idea in text and understand the plot in stories, predicting the development and possible ending. fourth, they could understand reading material of different common genres or text types. fifth, they should be able to use appropriate reading skills to find certain information according to different reading purposes. sixth, they can use dictionaries and other reference materials to carry out learning. seventh, they have read materials other than that are included in the textbook, totaling more than 150 thousand words. it can be seen from the above mentioned that reading skill is especially important and it is necessary to improve students reading abilities. in china, however, under the influence of behaviorism and structuralism, grammar-translation method has always been a dominant teaching method for reading teaching. guided by this teaching method, teachers pay their main attention to explaining new words, analyzing grammar structures and comprehending text at the level of words, neglecting the importance of background knowledge and the training of students reading skills. therefore, students are only passive receivers of knowledge and they meet with many difficulties in understanding reading materials when reading by themselves, and they show little improvement 山东师范大学硕士学位论文 2 in reading. according to nuttall (2002) “the students role as reader demands that he should make sense of the text for himself. from the beginning, he must do for himself everything that he is capable of. ” therefore, to help students reach this goal, english reading teaching needs urgent reform. recently, many researches have been carried out on reading theories, the most famous of which is on schema theory. schema theory can be divided into language schema, content schema and rhetorical theory. the process of reading is the building of various schemata. by making use of the theory, teachers can help students overcome many difficulties in reading and improve their reading abilities. the thesis mainly studies the appliance of cultural schema, one kind of content schema. it is written mainly for three purposes. first, it tries to give an introduction to the cultural schema and its connection with english reading teaching. secondly, it intends to study how cultural schema could be applied in english reading teaching, especially in junior middle schools. thirdly, it hopes to provide some guidance to english teachers on improving reading teaching by building cultural schemata. this thesis falls into five chapters. in the introduction, the author analyzes the necessity and significance of the study. chapter one presents some background information on this research, with emphasis on the fact that the study of the application of cultural schemata in english reading teaching in junior middle schools is a new effort. chapter two is about some basic concepts of the cultural schema and english reading theory, including the definition of reading, the models of reading, the classification of schema and the cultural schema. chapter three is a description of the teaching experiment to prove the effectiveness of the application of cultural schema theory in english reading teaching. this chapter mainly contains purposes, hypotheses, subjects, instruments and the teaching experiment procedure. chapter four is the analysis and discussion of the experiment results. chapter five puts forward some suggestions for reading teaching. finally, the conclusion provides a sum-up for the whole thesis and points out the limitation of this study and other questions that deserve further exploration. 山东师范大学硕士学位论文 3 chapter one literature review 1.1 previous research abroad the role of schema in reading comprehension is now beyond dispute. schemata are accessed, and often elaborated during the process of comprehension. for a full understanding of schema and access to it, it is essential to know the development of schemata and cultural schemata abroad. 1.1.1 the history of schema theory the schema theory can be dated back to as early as the ancient greece. however, it was kant, a german philosopher, who first introduced the word schema as the innate structure which can be used to help us perceive the world. kant wrote the chapter on schematism in his critique of pure reason to solve the problem that how we can ensure that categories have sense and significance. according to kant (1787), a posteriori concept has sense and significance when they are derived from the mental images that are based on experienced sense impressions, and a priori concept has sense and significance when they are derived from the nonexperienced mental schemata, traces, outlines, sketches, monograms, or minimal images. kant confirmed the importance of background knowledge in understanding the text. jean piaget, a swiss psychologist, further developed the schema theory. according to piaget (1953), schema is the certain pattern and organizations of behaviors. children can use the process of assimilation and accommodation so as to construct a schema for how they perceive and to understand what they are experiencing. assimilation is a kind of process of one using the existing schema to solve the confronting problems, and accommodation means that one initiatively alter his or her schema to adapt to a new environment and achieve his or her goal when assimilation does not work. also, piaget described three kinds of schemata, that is, behavioral schemata, symbolic schemata and operational schemata. behavioral schemata are the organized patterns of behaviors that can be used to represent and respond to the objects and experiences. symbolic schemata are the internal mental symbols, such as some images or verbal 山东师范大学硕士学位论文 4 codes that one can use to represent certain aspects of experience. and opera