句法知识对大学生英语诵读能力影响研究

句法知识对大学生英语诵读能力影响研究

来源:www.51fabiao.org作者:lgg发布时间:2012-11-22 16:50论文字数:40000字
论文编号:fbo201211221646463747论文地区:中国论文语言:English论文类型:硕士毕业论文
本文通过准实验研究来探讨加强和巩固句法知识对提升大学生英语诵读能力的可行性和有效性。作者试图在句法分析与诵读能力之间找到一个结合点,与读者共同掌握有关句法知识,学会在阅读

句法知识对大学生英语诵读能力影响研究

第1章引言


1.1背景的学习
在近年来人们已注重沟通,在英语教学中注重应用轻语法。有些人为避免语法的学习,并认为语法可以忽略。当错误发生时,特别是遇到复杂的句子时,阅读者就会感觉力不从心。Readers misunderstand difficult sentence structure or theycannot understand reading smoothly (language learners read several times to understandthe meaning), which has a big influence on reading comprehension and correctunderstanding of reading materials. Therefore, we should firmly grasp the syntacticknowledge, with the syntactic analysis to analyze the relations between the sentence andthe sentence in the article and to understand the relations between human beings andthings. This is an effective way of achieving reading aims and obtaining the messagespassed by the author. Conversely, reading without syntactic analysis is often superficial,mistakes and misunderstandings are often inevitable.
Today reading is an important means of access to obtaining information; and it isnot only the purpose but also the task of learning English. Whether college Englishreading teaching is good or not has a close relation to develop high-quality people withgood English skills. Strong reading competence is a necessity for college students tosuccessfully complete their studies and a help of accurate and efficient access toacquiring information and knowledge in their study and work in future in order toconstantly improve themselves to meet the demands of the society.
In the practical process of learning English reading many learners have grasped anumber of words and phrases, but they cannot correctly understand the key point of thearticle. In English reading comprehension the most difficult problem is that the meaningof complex sentences cannot be broken through (that is to say the learners are short ofsyntactic knowledge), which greatly reduces correct understanding of the whole article.Therefore, to improve reading competence students should grasp a number of vocabularies at the same time they should establish a syntactic concept to instruct them tounderstand the article. In addition, in the reading teaching teachers should guide studentshow to use syntactic knowledge to analyze the sentence structure in order to improvestudents’ reading competence.


1.2 Significance of the study 研究意义
An important goal of college English is to develop students with strong reading skillsand high reading competence so that students can use English as a tool to obtainprofessional knowledge, improve their overall cultural quality and adapt to China’seconomic development and international communication needs.Reading relies on the understanding of syntax. Syntax is a term which is to describehow to connect words together to form sentences. Therefore, if you want to read, youshould be able to analyze a sentence, and then make them together in order to understandthe meaning of the sentence. Syntactic analysis is a description of the morphologicalchanges of the language, idioms and sentences. Learners study various forms andapplications of words and rules of sentence components to obtain information.


Chapter 2 Literature Review 文献综述


In this chapter, a closer look will be taken at the previous studies on the applicationof syntactic knowledge which affects reading competence. Section 2.1 presents thestudies on reading comprehension, including the definition of reading comprehensionand reading processes and models. Section 2.2 discloses studies on syntactic knowledgeand displays aspects affecting syntactic proficiency. Section 2.3 is devoted to studies onthe application of syntactic knowledge affecting reading comprehension. Section 2.4 is asummary of some previous research about the study abroad and home.


2.1 Studies on reading comprehension 阅读理解能力的提高
There are four kinds of basic skills in language learning, namely, listening, speaking,reading and writing. Reading is thought to be the most important skill of the four skills inEnglish learning as the L2 or FL. Because better reading can provide language input forforeign language learners and lay a better foundation for the development of listening,speaking and writing. However, reading comprehension is obviously complex, and itincludes many processing skills that are coordinated in the efficient combinations. As aresult of the recognition of the importance of reading, considerable studies on readingcomprehension have been done by scholars from three aspects. They are as follows.


Chapter 3 Theoretical Foundation ............................................30-54
    3.1 The theoretical foundation of the research............................................ 30-38
    3.2 Methodology of the present research ............................................38-43
        3.2.1 Research questions............................................ 38-39
        3.2.2 Research subjects............................................ 39
        3.2.3 Research materials ............................................39-40
        3.2.4 Instruments............................................ 40
        3.2.5 Procedures of the research ............................................40-43
    3.3 Teaching procedures ............................................43-49
    3.4 Procedures of data collection ............................................49-50
    3.5 Evaluation of the research ............................................50-54
Chapter 4 Data Analysis and Discussion ............................................54-74
    4.1 Data collection and data analysis............................................ 54-65
    4.2 Discussion............................................ 65-72
    4.3 Summary ............................................72-74
Chapter 5 Conclusion............................................ 74-79
    5.1 Major findings of the study ............................................74-75
    5.2 Implications of the study ............................................75-77
        5.2.1 Theoretical implications ............................................75-76
        5.2.2 Pedagogical implications............................................ 76-77
    5.3 Limitations and suggestions of the study............................................ 77-79
        5.3.1 Limitations of the study ............................................77
        5.3.2 Suggestions for future study ............................................77-79


Conclusion 结论


This chapter makes a conclusion of the whole research. It starts with a brief summaryof the main findings of the present study. In the second part, it presents the implicationsand contributions of this study. The limitation of this study is put forward and suggestionsfor further research in this field are given in the last part.
The present study indicates that the syntactic knowledge is influential to EFLreading competence. The following are the main findings of this empirical study.First of all, syntactic knowledge has a big impact on EFL reading comprehension.Strengthening and consolidating syntactic knowledge learning can improve students’reading proficiency. The teacher instructs students to learn systematical syntactic theoriesand make them analyze sentences’ structure, which enrich the activities in the Englishclass. Every student in class can participate in English study and practice their automatedlearning ability.
In addition, the results indicate syntactic knowledge can consolidate students’English basic knowledge. Through a period of syntactic practices students can useEnglish more proficiently. A better understanding of syntactic knowledge can promote abetter mastery of syntactic analysis. Sentence corrections and combinations are effectivemethods to improve syntactic analysis. Therefore, teachers should not ignore theimportance of syntactic knowledge in the English class. When students grasp a numberof vocabularies, enough exercises of syntactic knowledge must be implemented,otherwise students just acquire the number of words they cannot do well in readingcomprehension.