【作者】 谢芳芳；

【导师】 丁廷森； 张江云；

【作者基本信息】 贵州师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 一直以来，阅读教学都是中国英语教学的一个重要组成部分。然而，遗憾的是，在过去的几十年，英语阅读教学很是不令人满意。究其原因，教学方法是一个很重要的因素。传统的英语阅读教学方法主要以语言形式、句子结构为中心，且停留在句子层面。在课堂上的阅读活动中，老师把学生看成被动的参与者，学生自己也如此，而不积极运用已有的相关知识、经验去解读阅读材料。针对传统教学方法的弱点，本文试图探索一种更有效的教学方法，那就是从系统功能角度教英语阅读。 首先，本文提出了英语阅读教学存在的问题。在第二章，本文分析了阅读过程的本质。众所周知，阅读的根本目的是获取信息。为了获取信息和领会作者的意图，仅仅有语言知识是相当不够的。有时，其它因素如相关的文化知识，阅读的经验、情景等在解读阅读材料时能起决定性的作用。因此，在剖析阅读过程时，不仅要考虑读者和语篇因素，也要考虑作者、思想的传递方式及语境因素。基于此种观点，本文界定了什么是有效的阅读者。在第三和第四章，本文概述了系统功能语法及其在英语阅读教学中的应用，大部分篇幅用于分别讨论和例证主位结构、信息结构和衔接这三个语篇功能成分及语言语境、情景语境和文化语境这三种语境是如何被应用于英语阅读教学的。最后，笔者采用实验组控制组前后测进行了相关的实证研究。结果表明：将系统功能语法应用于英语阅读教学能显著提高学生的英语阅读理解能力。更多还原

【Abstract】 Reading teaching has always been an important component of the EFL teaching in China. But unfortunately, for the past decades the reading teaching has been unsatisfactory due to many factors. And the teaching approach is a very important factor. The traditional EFL reading teaching approach is mainly atomistic and form-oriented and the reading teaching only stays at the sentence level. What’s worse, during the reading activities in the classroom, both the teachers and students themselves view students as passive participants. In view of the weak points of the traditional teaching approach, this thesis tries to explore a more effective teaching approach to the EFL reading, that is, to teach EFL reading in a systemic functional perspective.Firstly, the problem of the teaching of the EFL reading is proposed in this thesis. Then in chapter two, the thesis analyzes the nature of reading process. It’s well-known that the basic purpose of reading is to get message or information. In order to get the message intended and the writer’s intention, only having the language knowledge is quite insufficient. Sometimes other factors, such as the cultural knowledge, the reader’s experience and the situational information can play a determining role in the interpretation of a reading material. Not only the reader and the text but the writer and the ways thoughts are conveyed and the contextual factors are taken into consideration in the analysis of the reading process. Based on the analysis the thesis identifies what an effective reader is. In chapter three and chapter four, an overview of the systemic functional grammar and its application to the EFL reading teaching are discussed. The systemic functional grammar views language as social semiotic and interprets language and meaning from social perspective, focusing on the "meaning potential" of language other than its form. Moreover, it regards "text" as a semantic unit and the basic unit of meaning. It is due to this that the systemic functional grammar is of significance to the teaching of EFL reading. A fair amount of space has been given to discussing and illustrating respectively how the three textual components (the thematic structure, the information structure and cohesion) and the three types of context (the linguistic context, the situational context and the cultural context) can be applied to the EFL reading teaching. At last, adopting an Experiment & Control Groups Pretest-Posttest design methodology, this study undertakes an experiment. The results show that teaching EFL reading in this approach can greatly improve students’ reading comprehension competence.更多还原