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摘要：本文是大学英语教学论文，本文试图从社会文化理论的调节论着手，结合前人在调节论和阅读教学中的研究成果进行文献综述，讨论其优缺点，从而建立一种新的教学模式 MBRI（Mediation-Based Reading Instruction），并探究 MBRI 教学模式是否能提高学生的阅读理解水平以及学生对 MBRI 教学模式的态度。

dent on reader’s language proficiency, background knowledge, prior reading experience, etc., so a few studies can truly answer which is the best way to improve reader’s reading comprehension competence. Over the past few decades, researchers like Goodman, Gough, Rumelhart put many efforts to explain what is reading, what is the nature of reading process and many instructional models and approaches have been put forward.
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Chapter Three Mediation-Based Reading Instruction .... 22
3.1 The Driving Force ............ 22
3.2 Components of Mediation-Based Reading Instruction Model ........ 23
3.2.1 Role of the Teacher .......... 23
3.2.2 Role of Students ...... 25
3.2.3 Role of Teaching Materials ....... 26
3.3 Principles of Mediation-Based Reading Instruction ...... 27
3.4 Procedures of Mediation-Based Reading Instruction .... 29
Chapter Four Methodology ........ 34
4.1 Research Questions .......... 34
4.2 Participants ..... 34
4.3 Instruments ..... 35
4.4 Procedures of the Research ....... 37
4.5 The Instructional Treatment in EG and CG .......... 38
4.6 Data Collection ........ 40
4.7 Data Analysis ........... 41
Chapter Five Results and Discussions .......... 43
5.1 Results of the Study .......... 43
5.2 Discussion of the Study .... 51

Chapter Five Results and Discussions

With the data collected from the experiment, results of the data should be discussed. The two research questions proposed before should be answered and a general discussion is followed to find out possible reasons to explain the results.

5.1 Results of the Study

The results of the study are presented in this section according to the two research questions, namely the effects of MBRI on students’ reading comprehension competence and their attitudes towards MBRI model. In order to check whether MBRI has better effects on learner’s reading comprehension competence than TI, two sets of independent-samples t-tests are applied to compare the scores of the two groups in the pretest to ensure that there is no significant difference in learners’ reading comprehension competence between EG and CG before the treatment and only in this way can this study be valid and meaningful. The descriptive statistics of the pretest of EG and CG is presented in Table 5.1. The mean score of EG and CG in the pretest ranges from 60.83 to 61.77, which is not very low for sophomores. It indicates that the subjec本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。