调节论指导下的大学英语阅读教学模式探究 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-11-28编辑:lgg点击率:6767
论文字数:37245论文编号:org201611241540449359语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文调节论教学模式阅读能力
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。
ts already have some prior knowledge about the reading materials. However, according to the scores of the pretest, much more efforts are still needed to be put in English reading. That is to say, there is large room for their improvement in reading competence. Moreover, from the table we can see the mean score of EG in the pretest is 60.83 while that of the CG is 61.77 and the mean score of the two groups are very close, which can help us ascertain that the two groups have similar performance in reading material comprehension. Moreover, the sig. and the t value are most reliable indicators to see whether the two groups have significant different performance in reading comprehension. It can be seen from the table that the t value is -.333 (t=0.333﹤1.676) while the p value is .741(p=0.741﹥0.05). Hence, the conclusion can be arrived that the two groups have no significant difference in the reading competence before the experiment, which makes sure the present study is valid and meaningful. Last but not the least, the mean score of CG is slightly higher than that of EG and the SD of EG is a little bit higher than that of CG, which suggests that the learners in CG has more stable performance than the subjects in EG. To conclude, the independent samples t-test conducted in pretest reveals that there is no significant difference between EG and CG before instruction. Therefore, we are confident to say that any gains in the following immediate posttests of the two groups are due to the instruction, but not to participants’ prior knowledge or any individual difference.
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Conclusion
In this chapter, the author concludes the study by summarizing the major findings, exploring the pedagogical implications of the study, pointing out the limitations of the study and tries to put forward some suggestions for future research.As is mentioned before, the purpose of the study is to explore an efficient reading instructional model to improve students’ reading comprehension competence and to investigate the effects of the model on learners’ reading comprehension with in a college. More specifically, the researcher of the study is to investigate whether MBRI reading instructional method can enhance students’ reading comprehension proficiency and what attitudes hold towards the instruction. Based on the purpose of the research, major findings of the study are summarized as follows: To start with, by comparing the scores in the pretest and posttest between EG and CG, we can find that subjects in experimental group who receive MBRI  
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