输入假说视角下的“信息差”任务在大学英语阅读教学中的应用研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-18编辑:lgg点击率:6776
论文字数:38596论文编号:org201708141820052824语种:英语 English地区:中国价格:$ 66
关键词:英语阅读论文信息差任务输入假说阅读教学
摘要:本文是英语阅读论文,本文在信息差运用之下的语言学习是主动的并且同时语言习得也自然而然的。于是在最后一章作者得到了结论-信息差在大学英语阅读教学中的运用对提高学生阅读能力起到了积极的作用,而且对语言习得也有着深远的影响。
review over the studies on Information Gap and reading teaching to summarize major findings and explore the necessity of the study on the application of Information Gap into English reading teaching. Researches on Information Gap made abroad and at home are first discussed separately. In the next part, studies on reading teaching, as well as current situation of college reading teaching in China are presented.
2.1 Development of Researches on Information Gap
Since 1970s, Communicative Language Teaching (CLT) has sprung up and drawn people’s attention, which brought up another important term “Information Gap”. From then on, linguists and educators throughout the world have been studying and analyzing it from different points of view. Cherry(1987) points out that information can be received only where there is doubt; and doubt implies the existence of alternatives--- where choice, selection or discrimination is called for. Here “doubt” actually indicates the Information Gap existing in communication with each other. Prabhu (1987) states that Information Gap activities involve “a transfer of given information from one person to another --- or from one form to another, or from one place to another --- generally calling for the encoding or decoding of information from or into language.” Harmer (1991:126) compares this activity of exchanging information to “communication games” which are based on the principle of the Information Gap. Doughty and Pica (1986) believes that this kind of “communication games can promote real communication and facilitate language acquisition.
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2.2 Previous Studies on Reading Teaching
Reading is a complicated process of getting information from a reading material using language. Reading is also a mean of communication with the writer using the intelligence and knowledge. However, the
history of studies on reading teaching is not long. 1970s~1980s can be seen as Golden Age of studies on reading and the process of reading became the core of experimental psychological researches. Thus reading caught the eyes of psychologists and linguists. However, there’s no clear definition of reading. Goodman (1967) defines reading as “an active thinking process, involves an interaction between thought and language. The writer encodes thought in language and the reader decodes the language to thought.” Christine Nuttall describes the process of reading as: the writer encoding information--- forming a text--- the reader decoding and getting information. According to Widdowson (1979), reading also relies on some specific nonlinguistic factors such as the appropriate content and formal schemata, the background knowledge b
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