畢業(yè)論文裝訂格式(2015)

1、編號(hào)2011091331 畢 業(yè) 論 文（2015屆本科）論文題目： 語(yǔ)篇分析在高中英語(yǔ)閱讀中的應(yīng)用 學(xué) 院： 外國(guó)語(yǔ)學(xué)院 專 業(yè)： 英 語(yǔ) 班 級(jí)： 2011級(jí) 3 班 作者姓名： 張雪云 指導(dǎo)教師： 王黎 職稱： 講師 完成日期： 2015 年 5 月 10 日Text Analysis and Its Application in English Reading Teaching in senior high school byZhang XueyunClass3, Grade 2011No. 2011091331 Supervisor: (Wang Li)Associate Profe

2、ssor January 15, 2015School of Foreign Languages and LiteratureLongdong UniversityStatement of AuthorshipExcept where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or di

3、ploma.No other persons work has been used without due acknowledgement in the main text of the thesis.This thesis has not been submitted for the award of any other degree or diploma in my tertiary institution.Signed: Dated:隴東學(xué)院本科生畢業(yè)論文誠(chéng)信聲明本人鄭重聲明：所呈交的本科畢業(yè)論文，是本人在指導(dǎo)老師王黎的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果，成果不存在知識(shí)產(chǎn)權(quán)爭(zhēng)議，除文中

4、已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過(guò)的作品成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體均已在文中以明確方式標(biāo)明。本人完全意識(shí)到本聲明的法律結(jié)果由本人承擔(dān)。 作者簽名： 二O一五年五月十日AcknowledgementsFirst and foremost, I would like to avail myself of the opportunity to express my gratitude to Wang Li my tutor, who has taken her precious time off from her tight schedule, rea

5、ding my thesis carefully and offering me constant encouragement, valuable suggestions and enlightening instructions, which contribute to the completion of my thesis.I would also like to acknowledge my indebtedness to Wang Li and many others who have contributed their time, thoughts, skills and encou

6、ragement to this thesis.I am also grateful to my teacher ,and all my friends who have given me generous support and helpful advice in the past few years.Finally, I wish to devote this paper to my beloved family, who have given me life and love, and have been supporting me since twenty-three years ag

7、oAbstract Reading teaching occupies an important place in English teaching in senior high school. How to teach the reading effectively has aroused general concern among Senior high school teacher.In this thesis, the author introduces the text analysis to English reading teaching in high school, the

8、aims to improve students reading comprehension abilities from the respective of text analysis. Because in traditional English teaching, teachers focus on analysis of words,phrases and sentences, but rarely analyzing the connect of information from respective of relation among sentences and the level

9、 of text. Thus, in reading, students always pay much attention to words and expressions and have formed bad reading habits. Therefore,their reading comprehension ability cannot be improved effectively. This thesis mainly uses two methods of conduction, including document summarize and analytical , a

10、nd through the two methods, the author find that the application of text analysis in reading teaching is an effective way to improve students awareness of text analysis and reading comprehension ability. Accordingly, the author put forward some suggests for reading teaching in introducing text analy

11、sis in high school.Key words: : text analysis, English reading teaching, senior high school摘 要 閱讀教學(xué)在高中英語(yǔ)教學(xué)中占了很大比重，如何有效的進(jìn)行閱讀教學(xué)，已經(jīng)引起了高中英語(yǔ)老師的普遍關(guān)注。本篇論文，筆者經(jīng)語(yǔ)篇分析引入高中英語(yǔ)閱讀教學(xué)中，目的是在語(yǔ)篇分析視角下提高學(xué)生的英語(yǔ)閱讀能力。因?yàn)閭鹘y(tǒng)教學(xué)中教師更多的注重字詞和句子的分析，很少?gòu)木渥又g的關(guān)系和篇章的層次分析信息之間的聯(lián)系。因而導(dǎo)致學(xué)生往往在閱讀時(shí)，把注意力放在字詞上并形成不良的閱讀習(xí)慣，學(xué)生的閱讀能力也很難提高。本論文主要運(yùn)用文獻(xiàn)綜述和分析兩

12、種方法，通過(guò)這兩種方法筆者發(fā)現(xiàn)運(yùn)用語(yǔ)篇分析理論指導(dǎo)英語(yǔ)閱讀教學(xué)，可以有效地提高學(xué)生的語(yǔ)篇分析意識(shí)和閱讀理解能力。同時(shí)，筆者也對(duì)將語(yǔ)篇分析理論引入高中閱讀教學(xué)提出一些建議。關(guān)鍵詞：語(yǔ)篇分析；英語(yǔ)閱讀；高中ContentsStatement of Authorshipi誠(chéng)信聲明iiAcknowledgementsiiiAbstractiv摘要.vIntroduction.11.1 The Importance of English Reading.11.2 The Current Situation and Problems of Reading Teaching.11.3 The Purpose

13、 and Significance of the Study.21.4 The Structure of the Thesis.22. Literature Review.32.1 Previous Researches on Applying Text Analysis Theory to Language Teaching Abroad.32.2 Previous Researches on Applying Text Analysis Theory to Language Teaching in China.33. The related theory of Text.43.1 Basi

14、c Knowledge of Text Analysis.53.1.1 The Definition of Text and Text Analysis.53.1.2 The Definition of Text Analysis.53.1.3 The Main Contents of Text Analysis.53.2 Theoretical Foundation of Reading.63.2.1 The Definition of Reading.6 3.3.2 Models of Reading.63.3.2.1 The Bottom-up Models.7 3.2.2.2 The

15、Top-down Models.73.2.2.3 The Interactive Model.74. The Application of Text Analysis in Teaching of Reading in High School.74.1 Text Analysis and English Reading Teaching.74.2 Analysis of Types of Senior English Reading Comprehension.84.2.1 The Main-idea Question.84.2.2 The Word-guessing Meaning Ques

16、tion.84.2.3 Inference Question.94.2.4 Detail Question.94.3 Integrating Text Analysis to English Reading Teaching in Senior High School.94.4 Reading Methods with Text Analysis.104.5 A Teaching Example of Using Text Analysis.125.Conclusion.13Reference.14Appendixes.15Text Analysis and Its Application i

17、n English Reading Teaching in senior high schoolZhang XueyunSchool of Foreign Languages and Literature, Longdong University1. Introduction1.1 The Importance of ReadingEnglish reading plays an importance part in English teaching. The reading is importance and effective way to help students improve th

18、eir comprehensive language ability and get some information. As one of the main goals of improving the students reading ability teaching. English teaching is an indispensable part of English learning for senior high school students, which takes an important position in English teaching and accounts

19、for large percent of total scores in the Entrance examination to university.1.2 The Current Situation and Problem of Reading Teaching English reading is a course mainly imparting basic linguistic knowledge and drill basic language skills through texts teaching and analyzing. Its main purpose is to i

20、mprove students reading comprehension ability and communication ability. However, the reading teaching dose not function well. Traditionally,most teachers focus on words, sentences grammar and structures, of which the result is the studentslack of the ability to grasp the whole text knowledge. At pr

21、esent, most of teachers, in reading teaching, still emphasize the interpretation of words and grammar, while ignoring the understanding of the whole text,during which lots of students can only grasp a small amount of knowledge of words and grammar, thus their overall competence is not cultivated. Me

22、anwhile, it is difficult for students to grasp the main idea. The reason why the students do not perform well should arouse teachers into contemplation. From the current situation, it is not difficult to find the existence problems of reading teaching. For one thing, it lies in the teaching method.I

23、n traditional reading teaching, teachers always devote most of their time to explaining the new words, phrases and sentences. The methods separates words form the whole text, which ignores the text analysis ability, For another thing, in the traditional reading teaching, teachers are still the cente

24、r of the classroom reading teaching, while students are just the followers. Thus, students hobbies, interests, need and background knowledge of the text are ignored.1.3 Purpose and Significance of study1.3.1 Purpose of Study  The purpose of this study are to: further study&#

25、160;text analysis theory, which instruct reading teaching not only theoretically but also practically. Text analysis theory has developed for more than thirty years in China, but fewer teachers are aware of it great influence on reading teaching. By conducting this study, the aut

26、hors wants more and more languages teachers to know more about text analysis theory. Besides, apply text analysis into reading teaching, the author want to identify it can improve students text analysis awareness. Though reflection on teaching process and result, t

27、he evaluation of teacher current text reading teaching results, found that there are still problems in reading teaching, thus in order to improve the teaching quality and teachers ability to better serve the text reading in senior high school. So as to provide basis and feas

28、ible suggestions as well as other work in the high school English teachers to provide important reference material.1.3.2 Significance of Study Text analysis theory has been widely used in English reading teaching in Universities or colleges, students reading comprehension ability has

29、greatly improved.However, in senior high school, these efficient methods are not being widely or appreciately implemented in English reading teaching. There is little research on it. The present research aims to introduce text analysis to English reading teaching practice of senior high school. The

30、author expects this study can provide some useful and practical information in English reading teaching in senior high school. The also hopes to provide some useful suggestions about further research.1.4 The Structure of the Thesis There are altogether four parts in this thesis.Chapter one is about

31、the importance of the reading, the current situation and problem of reading teaching, the purpose and significance of study and organization of the thesis are introduced. The author provides brief introductory information of this thesis.The previous research abroad and at home of this study goes in

32、chapter two. The author first introduce previous research abroad, and then the related research at home will show. The theoretical framework about text analysis will be discussed in chapter three. The application of text analysis in reading teaching in high school will show in chapter four.In chapte

33、r five, the writer concludes the main points of the whole thesis. 2. Literature Review2.1 Previous Researches Abroad In 1952, a paper American structural linguist Harris, published in the Language journal, in the article he first used the “discourse analysis”. Since then, it has gradually became the

34、 specialized terminology of modern linguistics and widely used. Now we think generally, the text analysis is by means of modern linguistic philosophy, cognitive linguistics, semiotics, psychology as well as the basic principles and methods of information theory, it developed gradually from 1960s int

35、erdisciplinary subject. Text analysis not a new theory, from1960s until now, it in foreign language teaching has been widely applied. In the mid 1980s, become linguists abroad put forward the idea of text teaching syllabus. In resent years, some scholars and teachers applied text analysis theories t

36、o Language teaching. A large number of related text analysis of textbooks have been published. Cook and Mccarths study (1989) on text analysis greatly helps language teachers. Cook (1989) introduced the theory of text analysis to language learning and teaching. Mccarthy (1991) went into the details

37、of how text analysis related to the different Language areas (grammar, vocabulary, phonology) and to spoken and written language. Besides, E.Haths (1992) discourse and Language education “Discourse and Language Teaching” played an important role in text teaching.The paper mainly aims at helping lang

38、uage teachers learn more about text analysis and become knowledgeable about it. And it also provide reference material for more teachers in high school.2.2 Previous Researches in ChinaUntil 1980s, text analysis has gradually developed in the China. Huang Guowens book Essentials of Text Analysis (199

39、8) was considered first and easiest work to discuss text analysis taking English as an example, which had great influence on English teaching. In Discourse Cohesion and Coherence (1994), Hu Zhuanglin believed that “Discourse refers to natural language which is in incompletely constrained by sentence

40、 grammar with a complete meaning in certain context.”In the mid 1990s, more and more Chinese scholars supplied text analysis into English language teaching, especially English reading teaching. In text linguistics for teachers (1999), Lu Chendan Discussed text in details and pointed out how to teach

41、 students text in reading, writing and translation aspect. Hu ZhuangIin in The Application of Discourse Analysis in Teaching (2001), discussed text analysis and its application in English teaching. In recent years, many Chinese scholars in text analysis perspective analyzed the many fields of Englis

42、h, such as listening, reading, writing as well as translation. It is clear that the reading in these studies accounted for a large proportion. Duan Yunli and Kong Xiangyong (2004) published the article The Application of Text Analysis to Reading comprehension of TEM-8, in which the reading comprehen

43、sion of TEM-8 from the year1995 to 2004 were analyzed with the help of text analysis. And then they found the way to reading comprehension from macro and micro views, which achieved a certain effect in practice. This provide the useful and practical way to college English reading teaching. There are

44、 also many scholars analyzing reading comprehension of NMET. For example, Lu Min published Text Analysis and English Reading Teaching (2009). Xia Yuanfen and Liu Shenmin (2001) published The Application of Text Analysis in Reading Comprehension of NMET. All of these made a great contribution to lang

45、uage teaching with the help of text analysis. To sum up, text analysis is diverse, and Chinese scholars also believe language exists in text not only sentence. Although a lot of reading materials to do a lot of research, most are for college English reading, the analysis of the high school reading l

46、ess. Thus, it is necessary to do a research on the application of text analysis theory in English reading teaching of senior high school.3. The related theory of Text3.1 Basic Knowledge of Text Analysis 3.1.1 The Definition of Text What is text? It also named discourse. It is hard to give a definiti

47、on of it. Different scholars have different opinions to the definition of text. Halliday&Hasan (1994) define text as linguistics term, as any passage, spoken or written, of whatever lengthen, that dose form a unified whole. In Huang Guowens book, Essentials of Text Analysis (1998), many linguist

48、ics believed that “text” refer to written language, however, when it comes to spoken language, the term “discourse” will be frequently used. Liu Chandan (1999) claimed that text refers to a meaningful semantic unit or communicative event conveying complete information, logic coherence and language c

49、ohesion, which depends on context and can be accepted by readers. It is the written language rather than spoken language but it consists of spoken language material, for example, the dialogues in novels.To sum up, text is any written language unit, consists of more than one paragraph, follows grammatical rules, sentences in it cohere semantica