批判阅读在大学英语阅读课堂中应用的实证研究.docx

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1、国内图书分类号：H314国际图书分类号：801.5.563.1文学硕士学位论文批判阅读在大学英语阅读课堂中应用的实证研究硕士研究生：孟醒导师：赵毓琴教授申请学位：文学硕士学科、专业：外国语言学及应用语言学所在单位：外国语学院答辩日期：2009年7月2日 授予学位单位：哈尔滨工业大学Classified Index: H313.2U.D.C.: 802.0Graduation Thesis fbr the M. A. DegreeAn Empirical Study of Application ofCritical Reading in College EnglishReading Class

2、Candidate: Meng XingSupervisor: Prof. Zhao YuqinAcademic Degree Applied fbr: Master of ArtsSpecialty: Foreign Linguistics and Applied LinguisticsAffiliation: School of Foreign LanguagesDate of Oral Examination: July 2, 2009Degree Conferring Institution : Harbin Institute of Technology摘要批判阅读是指以一种质疑的视

3、角来阅读，用逻辑推理分析、评价和整合 阅读到的信息。目前在学术界，批判阅读以其作为一种高水平的阅读活动， 强调读者的积极参与，已得到越来越多的关注。世界上许多国家教育机构的 主要培养目标之一就是提高学生的批判能力和批判意识。在现代外语教与学 中，“批判性”既是一种思维方式，又是一种表达方式；同时，批判性更 是一种力量，它诉诸于读者的批判意识，能使读者通过辨识隐含真理或事实， 做出合理选择，实现高水平阅读。随着英语作为首要的世界性语言的不断发展，以及阅读作为重要的信息 输入渠道已形成普遍共识，阅读的重要性在外语教与学中日益凸显。更重要 的是，我国目前对各领域具有高水平阅读能力的人才需求量日益增大

4、。然而，在我国外语教育中，大学英语阅读教学还停留在初级字面阅读水 平上，并没有要求学生进行高水平的批判阅读。但是随着大学生英语水平的 不断提高，他们应该具有进行批判阅读的能力或应该有这方面的训练。因此， 本文基于批判阅读及其相关理论，试验性提出了以批判阅读为导向的英语阅 读法，即“以学生为中心、教师引导、批判性阅读技巧为重点、批判意识培 养为目标的阅读方法，代替传统的阅读方法，以期对英语阅读教学改革有 新的启示。本研究将以批判阅读为导向的英语阅读法在大学非英语专业学生阅读课 堂教学中应用，以验证这种阅读法是如何提高，并在多大程度上能够提高学 生的阅读水平。65名哈尔滨工业大学非英语专业大学一年

5、级新生参与本研究, 通过试卷测试和调查问卷，分别说明学生在以批判阅读为导向的英语阅读法 指导下，能否提高阅读成绩，以及学生对18种批判阅读技巧的使用频率情况 及对这18种批判阅读技巧的态度。通过描述性统计、独立样本T检验和配对样本T检验的方法对所得数据 进行了统计分析。分析结果表明：通过应用以批判阅读为导向的英语阅读法, 学生的阅读理解考试分数大幅度提高，同时学生的批判意识得到了培养。由 此说明以批判阅读为导向的英语阅读法有助于提高大学外语学习者的英语阅 读水平。因此，作者认为在大学英语教学中，将批判阅读应用到英语阅读课堂教 学中具有积极意义。教师应该向学生讲授适合的批判阅读技巧，培养学生的

6、批判阅读意识，以尽早实现高水平阅读。总之，以批判阅读为导向的英语阅 读法在大学英语阅读教学中应用能适应当今充满挑战和竞争的社会对高级英 语阅读者的需求，同时也适应了我国教育改革从“以教师为主导向以学生为 主导、从应试教育向素质教育转变”的需要。关键词：以批判阅读为导向的英语阅读法；批判阅读技巧；批判意识；阅读 水平AbstractCritical Reading (CR) refers to reading with questioning eyes”, and logical inferences to analyze, evaluate and synthesize what one re

7、ads. As a high-level reading activity with emphasis on readers active involvement, critical reading has gained much more attention in academic context around the world. A major goal of many educational institutions around the world is to promote students9 critical ability and critical awareness. In

8、modem EFL teaching and learning, being critical is a way of thinking as well as a way of expressing; being critical is a power that calls for a readers critical awareness and enables him or her to identify the hidden truth or fact so as to make sound decisions and prepare for a high level reading pr

9、oficiency.As English is becoming the premier international language, reading has become an essential channel for information input, the status of reading in EFL teaching and learning is becoming more and more crucial. Moreover, nowadays, a larger number of talents with high-level English reading pro

10、ficiency are increasingly demanded in various fields of China, in which students are regarded as English as a foreign language (EFL) learners.However, the current college English reading teaching in EFL instruction is still at the literal level of reading, and does not require students to practice h

11、igh-level reading like critical reading. With the constant improvement of college students7 reading proficiency, they are supposed to be able to have the abilities for critical reading, or to gain training in relation to critical reading. Therefore, the present study, based on Critical Reading and i

12、ts related theories, tentatively proposes Critical Reading-oriented Reading Approach, which is student-centered, teacher-guided, CR skills-fbcused, and critical awareness-cultivatedM, to replace the traditional teaching approach, in the hope of casting light on the approaches to reading teaching.To

13、check up the feasibility of the application of Critical Reading-oriented Reading Approach into the non-English majors9 reading class, and further to examine that how and to what extent, their English reading proficiency could be promoted, an empirical study is designed, in which, altogether 65 first

14、-year non-English majors were recruited in HIT. Test papers and one questionnaire were employed. Test papers were to examine that whether the CR-oriented reading approach could promote studenfs reading proficiency. One questionnaire was designed to collect quantitative data concerning students9 use

15、frequency of the 18 critical reading skills and their attitudes towards the importance of these 18 reading skills.Descriptive statistics, Independent Samples T-test, and Paired Samples T-test were employed to analyze the data. A statistical analysis of the results indicated that the scores of colleg

16、e EFL learners9 reading comprehension were largely promoted, and their critical awareness were developed at the same time, by means of Critical Reading-oriented Reading Approach. As a result, the Critical Reading-oriented Reading Approach does benefit the development of college EFL learners7 reading

17、 proficiency with their increased critical reading abilities and raised critical awareness.Therefore, the author concludes that application of Critical Reading in modem EFL teaching and learning practice could get fruitful achievements. College teachers should be advocated to introduce and interpret

18、 critical reading skills to college students and to foster their critical awareness in reading, aiming at achieving high-level reading proficiency soon. In sum, the CriticalReading-oriented Reading Approach could suit the demands of advanced readers in the challenging and competitive modem society a

19、s well as the shift from teacher-oriented to student-oriented, from exam-oriented to quality-oriented in the educational reform of our country.Keywords: the Critical Reading-oriented Reading Approach; critical reading skills; critical awareness; reading proficiency.Contents摘要AbstractIllChapter 1 ntr

20、oduction11.1 Background Information11.1.1 International demands of EFLreading proficiency11.1.2 Current situation of EFL readingteaching practice21.2 Reasons and purpose of the study31.3 Research questions51.4 Organization of the thesis61.5 Summary7Chapter 2 Literature Review82.1 Preliminary informa

21、tion of reading82.1.1 Definitions of reading82.1.2 Reading proficiency102.2 Definitions of critical reading112.2.1 Being critical112.2.2 Critical reading122.2.3 Comparison of critical reading and literal reading142.3 Critical reading skills162.4 Significance of critical reading182.4.1 Position of CR

22、 in reading proficiency192.5 Theoretical bases of critical reading222.5.1 Interactive model and critical reading222.5.2 Schema theory and critical reading242.6 Comments on some approaches to reading instruction272.6.1 Grammar-Translation approach282.6.2 Bottom-up approach292.6.3 Top-down approach302

23、.7 Language awareness322.7.1 Language awareness and education322.7.2 Critical language awareness and education332.8 Studies on critical reading at home352.9 Application of Critical Reading in the present study362.10 Summary37Chapter 3 Methodology393.1 . Research questions393.2 The design of the rese

24、arch393.2.1 Subjects403.2.2 Treatments403.2.2.1 The traditional approach inCC403.2.2.2 The CR-oriented Reading Approach in EC413.2.3 Instruments453.2.3.1 Test papers453.2.3.2 Questionnaire463.2.3.3 Materials473.2.4 Procedures473.3 Summary48Chapter 4 Results and Discussion504.1 Results of pretest sco

25、res504.2 Results and discussion of question I514.2.1 Comparison between the posttest scores of CC and EC514.3 Results and discussion of question II 534.3.1 Comparison of CC between the two tests534.3.2 Comparison of EC between the two tests554.4 Results and discussion of questionlll 574.4.1 Overall

26、descriptive analysis584.4.2 Comparison of mean scores of use frequency between EC and CC604.4.3 Comparison of mean scores of the perception of importance between EC and CC624.5 Summary65Chapter 5 Conclusion665.1 Summaries of the findings665.2 Conclusions675.3 Pedagogical implications695.4 Limitation

27、s and suggestions715.5 Summary71References73List of Acronyms79Appendixes80Appendix 1 Sample of the Pretest80Appendix 2 Sample of the Posttest93Appendix 3关于英语文章阅读技能的问卷调查 106Appendix 4 Scores of the Pretest108Appendix 5 Scores of the Posttest110Appendix 6 Samples of Assignments112哈尔滨工业大学硕士学位论文原创性声明116

28、哈尔滨工业大学硕士学位论文使用授权书116Acknowledgements117Chapter 1 ntroductionIn modem society, more and more people begin to be aware of the importance of English as the premier international language, in the meanwhile, the status of reading in EFL teaching and learning is highly valued, and studies on EFL reading

29、teaching become the major concern of quite a few scholars and teachers as well. However, the practice of college English reading teaching is far from satisfying, in that most college EFL students are still practicing the basic level reading. The present study is intended to propose a Critical Readin

30、g-oriented Reading Approach, aiming at fostering high-level EFL learners with critical awareness, which stresses readers active involvement in reading.1.1 Background Information1.1.1 International demands of EFL reading proficiencyThe 21st century is a Knowledge Age as well as an Information Age, in

31、 which people have been experiencing highly exchanged information and technology with the increasing development of Internet and a variety of worldwide publications, which is the so-called Information Explosion. With the advent of the era of explosive information, people are encountering many choice

32、s among masses of new information and technologies, that is to say, there is no longer a fixed amount of knowledge that can be utilized on hand to them, accordingly, people are called fbr abilities that enable them to adapt to the rapidly changing society and constantly innovated technologies all ov

33、er the world so as to succeed in breathing in the new era.It is reported that reading is the most important channel of information input, through which over 80% of a mans knowledge is acquired (Anderson, 2004). People are reading a wide variety of materials provided by different media out of dozens

34、of reasons everyday. For example, people can gain professional knowledge by reading academic publications; people make themselves updated with the times by reading opinion-editorials in newspapers and magazines; people can spend their leisure time by reading entertainments and advertisements, and so

35、 forth, here just to name but a few. In a word, reading is more and more becoming an indispensible part of human beings7 life.The significance of reading proficiency has been valued much more in almost every field than before throughout the whole world, particularly during the last one or two decade

36、s. With the fundamentally increased process of globalization, people have began to realize that English as the most frequently used international language plays a central role not only as a useful communication tool between various nations of people, but also as a printing medium in more than 90% of

37、 academic publications, scientific researches, influential journals and magazines (Han, 2008). Within this larger context, reading in second or foreign language settings continues to take on increasingly importance. But students in L2 are seldom “given as much time to develop strong reading abilitie

38、s, despite similarly demanding expectations for success.” (Grabe & Stoller, 2002, p. 2). Therefore, nowadays, high-level English reading proficiency is increasingly required for EFL students in larger number of societal settings in China.1.1.2 Current situation of EFL reading teaching practiceFor mo

39、st college students, reading is the premier way of information input in comparison with the other three language skills: listening, speaking, and writing. However, the current situation of college English reading teaching in EFL instruction is for from satisfactory. Reading instruction is largely do

40、minated by the unmotivating vocabulary-grammar oriented traditional approach, which is pervasively teacher-centered, whereas students are passive receivers or to say tgood, listeners, in that the teacher devotes almost all his or her efforts in class to interpret linguistic knowledge: explaining new

41、 words and sentence patterns; paraphrasing sentences, focusing on close reading exercises, etc, and the students tend to accept whatever their teacher says and regard it as authority”, whats more, they even have a sense that they couldnt get the meaning of a sentence until they figure out every word

42、s in it. The teacher seldom illustrates paragraphs or the text as a whole in terms of writers purpose, tone, methods of paragraph development, the use of figurative language, and how to evaluate and respond to the text. For example, the teacher never asks such critical questions as What does this se

43、ntence or word imply according to the author?, Is the authors assumption reliable, and why?”, Whats your response to the authors opinion, do you agree or not? In sum, reading instruction is still staying at the low-level reading, which is not sufficient for satisfying students requirement of advance

44、d reading.Therefore, college English reading instruction is crying for “new blood, of teaching approach, which is expected to cast light on how to effectively promote reading proficiency of college EFL learners living in the challenging and competitive modem society.1.2 Reasons and purpose of the st

45、udyIn the year 2007, the Education Ministry issued the newly revised College English Course Teaching Requirements based on the practice and achievements derived from the last three years college English teaching reform with the guidance of College English Course Teaching Requirements (on Trial) in 2

46、004. This is an adjustment in teaching targets to the present needs of the country and society in the new era. The new targets attach great importance to teaching approach and models.According to the Course Requirements (2007), the demands of reading proficiency are presented at three levels for col

47、lege English teaching at different phases (see the following Table 1.2).Table 1.2 Demands of reading proficiency at three levelsLevelsItemsBasicIntermediateAdvancedTarget materialsEnglish articles with common topics and familiar topics in the textbooks, newspapers and magazines; ordinary materials i

48、n practical styleArticles with common topics in popular newspaperandmagazines of English speaking countries; general review of specialized majorsVarious articles of certain difficulty in English newspaper and magazines of foreign countries; literature and materials of specialized majorsDegree of understandingGeneral understandingCorrect understandingCorrect understanding without difficultyUseofdictionaryWithwithoutwithoutFrom Table 1.2, it is seen that the ultimate go