Promoting English Learning in China's Middle School Through Literature Reading

摘要

文学阅读在国外已经证明是一条培养语言技能,学习目的语文化和培养学生成为社会人的有效途径.但因为目前中国中学外语教学中存在的方法论层面上的误导,教师及学生对文化阅读的误解,现行评价体系和教学时间压力等因素的影响,这一重要资源没有得到足够的重视.该研究通过一个为期一年的教学试验探讨利用文学阅读进行英语教学的问题,重点研究中学外语教学中引入文学阅读的可行性及其对外语学习的积极作用.实验证明,在中学阶段开展文学阅读有利于激发和保持学生的学习兴趣,帮助学生形成良好的阅读习惯和学习策略,以及培养学生文化意识.文学阅读在培养学生的阅读技能有明显效果,对提高学生整体英语能力方面也很可能有较大的促进作用.研究的结论是文学阅读是中学外语教学的一个有效可行的途径,应该得到重视和应用.

目录

文摘

英文文摘

ACKNOWLEDGMENTS

CHAPTER 1 INTRODUCTION

1.1 Three issues concerning EFLL

1.1.1 The Issue of literature reading and English learning

1.1.2 The issue of EFLL and the learner's overall development

1.1.3 The issue of learning efficiency

1.1.4 A linguistic consideration of the problem

1.1.5 The crossing Point of the three issues

1.2 Literature Review

1.2.1 Studies on the issue of literature and EFL learning elsewhere

1.2.2 Studies on the issue of literature and middle school EFL learning in China's context

1.2.3 Two Previous Tentative Experiment

1.3 Rationale, Purpose Statement and Significances

1.3.1 Rationale of the study

1.3.2 Purpose statements

1.3.3 Significances

CHAPTER 2 METHODS

2.1 Experiment Design

2.1.1 Subject

2.1.2 Delimitation on the subject

2.1.3 Variables

2.1.3 Hypotheses

2.2 Materials and instruments

2.2.1 Materials

2.2.2 Instruments

2.3 The experimental program

2.3.1 Preparing literature reading materials

2.3.2 Preparing the students

2.3.3 The program procedures

2.4 Instrument Design

2.4.1 The pre-experiment proficiency test

2.4.2 The three follow-up proficiency tests

2.4.3 The reading proficiency tests

2.4.4 The survey

2.4.5 Data collection

CHAPTER 3 RESULTS AND INTERPRETATIONS

3.1 The general proficiency tests

3.1.1 Result

3.1.2 Interpretation

3.2 The reading proficiency test

3.2.1 Result

3.2.2 Interpretation

3.3 The post-experiment survey

3.3.1 An English version of the questionnaire

3.3.2 Result

3.3.3 Interpretations

CHAPTER 4 CONCLUSION

4.1 Discussions

4.2 Conclusions

4.2.1 Conclusion 1

4.2.2 Conclusion 2

4.2.3 Conclusion 3

4.2.4 Conclusion 4

4.2.5 A mode of using literature in classroom

4.3 Observations during the experiment

4.3.1 The variations in the students and reading materials

4.3.2 Time allocation

4.4 Remaining problems

4.4.1 Inadequate experiment time

4.4.2 Difficulties in using literature reading in middle school EFLL

4.5 Suggestions and hope for future researches

BIBLIOGRAPHY

APPENDIX

Appendix A:List of graded readers used in this experiment

Appendix B: Information of the four general proficiency tests (Test items, skill tested and points allocated to each item)

Appendix C: The structure of the reading proficiency test

Appendix D: 英语阅读学习情况调查表