文化图式论文文化图式在初中英语阅读教学中的应用研究.doc

文化图式论文：文化图式在初中英语阅读教学中的应用研究【中文摘要】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。【英文摘要】Reading is an important skill for English learners. Recently, more and moreimportance is attached to the training of reading comprehension and the role ofreading in English teaching is widely recognized. However, the traditional Englishreading teaching is grammar-oriented and teachers just explain the passage word byword, neglecting the training of reading skills, ignoring the importance of backgroundknowledge. As a result, students meet with many difficulties in readingcomprehension.The schema theory, especially the cultural schema theory plays a very importantrole in English reading teaching. As Cook says, the mind that is stimulated by somekey words or phrases in the texts or by the contexts could activate a knowledgeschema. Cook implies that we were not necessarily dealing with the consciousprocesses, but rather with the automatic cognitive response that were given to theexternal stimuli.The existing cultural schema can help readers better understand reading materialsand make predictions during the reading process. Therefore，teachers should helpstudents to activate their existing cultural schema or construct new ones during thereading teaching process. To testify the effectiveness of cultural schemata, anexperiment is conducted in a middle school. The study has tested the application ofcultural schemata to English reading teaching. Several research methods are applied,including questionnaires and tests. In addition, the research aims to explore how totrain students in English reading comprehension with the cultural schemata theory. Allthe data were analyzed by SPSS 19.0. The study proves the effectiveness of thecultural schema theory in English reading teaching in junior middle schools throughthe experiment and also tries to put forward some useful suggestions for Englishreading teaching.【关键词】文化图式 英语阅读 教学【英文关键词】cultural schema English reading teaching【备注】加好友索购全文：1.39.9.3.8848 同时提供一对一论文写作指导和论文发表委托服务【目录】文化图式在初中英语阅读教学中的应用研究Abstract7摘要8-9Introduction9-11Chapter One Literature Review11-181.1 Previous Research Abroad11-161.1.1 The History of Schema Theory11-131.1.2 The History of Cultural Schema Theory13-141.1.3 The Application of Cultural Schema Theory in Reading Comprehension14-161.2 Previous Research in China16-18Chapter Two Theoretical Support18-272.1 The Reading Theory18-222.1.1 The Definition of Reading18-192.1.2 The Models of Reading19-222.1.2.1 Bottom-up Model19-202.1.2.2 Top down Model20-212.1.2.3 Interactive Model21-222.2 Cultural Schema Theory22-272.2.1 Schema Theory22-242.2.1.1 The Classification of Schema22-242.2.1.1.1 Language Schema22-232.2.1.1.2 Formal Schema232.2.1.1.3 Content Schema23-242.2.2 Cultural Schema24-272.2.2.1 The Necessity of Teaching Culture in Reading Comprehension24-252.2.2.1.1 The Relationship between Culture and Language24-252.2.2.1.2 Cultural Differences between Chinese and the West252.2.2.2 Cultural Schema and Reading Comprehension25-27Chapter Three Methodology27-353.1 Purposes273.2 Hypotheses273.3 Subjects273.4 Instruments27-283.5 Teaching Experiment Procedure28-353.5.1 Plan for the Experiment28-293.5.2 Practice29-303.5.2.1 Procedure for the Questionnaire293.5.2.2 Procedure for the Pre-text293.5.2.3 Teaching Procedure29-303.5.2.4 Procedure for the Post-test303.5.3 A Case Study of Reading Teaching in Experimental Group30-35Chapter Four Analysis and Discussion35-494.1. The Data Analysis of the Questionnaire35-444.2 The Data Analysis of the Experiment44-494.2.1 The Comparison of Pre-test Results between the Experimental Group and the Controlled Group44-464.2.2 The Comparison between Pre-test Results and Post-test Results in the Experimental Class46-474.2.3 The Comparison between Pre-test Results and Post-test Results in the Controlled Class474.2.4 The Comparison of Post-test Results between the Experimental Class and the Controlled Class47-49Chapter Five Suggestions for Reading Teaching49-565.1 Pre-reading Activities49-535.1.1 Introduction of Background Knowledge49-505.1.2 Brainstorming50-515.1.