共查询到19条相似文献，搜索用时 906 毫秒
1.
王惠萍 《安庆师范学院学报(社会科学版)》2010,29(12):53-56,70
将批评语篇分析方法用于用于阅读教学中,可以有效地改善现行阅读教学中存在的问题,提高学生阅读理解的能力和语言意识及批评性阅读语篇的能力,促进以学生为中心的阅读模式的形成和发展。在实施批评性阅读教学过程中,教师应讲解CDA中常用来批评性分析语篇的工具及带有意识形态意义的语言表达形式,教会学生对语篇进行批评性分析,以培养学生批评性阅读语篇的能力。 相似文献
2.
王爱琴 《新乡师范高等专科学校学报》2012,26(2)
被动语态是英语新闻语篇中常见的语言现象。文章以批评性语篇分析理论为基础,从三方面实例引证,对英语新闻语篇中被动语态如何充当隐性意识表达工具进行系统分析。从社会和意识的角度探究使用被动语态的原因,揭示被动语态是如何充当作者意识表达的工具的。 相似文献
3.
批评性语篇分析是由批评语言学家提出的新的语篇分析方法,主要研究语言、权势和意识形态的关系,多用于对新闻语篇的分析,尤其是政治语篇.目前我国对政治新闻语篇的批评性分析侧重于国外发达国家或发达国家对我国的报道,很少涉及发展中国家的新闻语篇.本文从这一角度入手,对最近发生的斯里兰卡宗教冲突进行批评性语篇分析,具有重要的现实意义. 相似文献
4.
田堃 《读与写:教育教学刊》2015,(1):15-16
本文以批评性话语分析理论,结合新闻语篇的特点,探讨如何在英语专业阅读课中运用批评性话语分析来培养学生通过字面理解层次达到批判性理解语篇本身,从而提高学生的阅读能力。 相似文献
5.
新闻语篇分析是批评性话语分析的主要研究对象之一,具有重要的理论和实践意义。传统的对新闻语篇的批评性话语分析建立在研究者选择的单个或者少量文本之上,主观性强,可信性差。将语料库技术应用于新闻语篇的批评性话语分析可以有效弥补传统新闻语篇研究的片面性,主观性以及缺乏代表性等不足。 相似文献
6.
文章以韩礼德系统功能语法理论为基础,从英语语篇的词汇分类、预设、及物性等角度对《纽约时报》中一则关于2008年北京奥运会开幕式的新闻报道进行了批评性的语篇分析,试图揭示新闻语篇背后所隐含的不同社会性质的意识形态意义,突显文化对新闻语篇的重要影响,以提高学习者辨析语言形态的批评意识. 相似文献
7.
批评性话语分析因其在语篇分析中具有独特视角,在新闻和政治领域的语篇分析中备受推崇。本文基于批评性话语分析的视角,解读奥巴马总统在白宫针对叙利亚生化武器的电视讲话。通过批评性话语分析解读语篇的生成及语篇背后隐藏的"秘密",解构美国霸权主义政策、强硬的政治手腕和对外政策。 相似文献
8.
通过揭示语篇中权利和意识形态之间的关系来加强读者的语言意识,是批评语篇分析的主要目的。基于批评语篇分析理论进行批评性阅读教学可以提高学生的阅读理解能力。教师可以讲授常用的批评语篇分析工具,使学生学会对语篇进行批评性分析,从而培养学生进行批评性阅读的能力。 相似文献
9.
尹云云 《当代教育理论与实践》2010,2(4):131-132
运用批评性语篇分析方法对英语经济新闻语篇的情态作了初步分析,其目的在于揭示经济新闻语篇背后的权力关系和意识形态,及其对语篇的影响。 相似文献
10.
批评性话语分析是以揭示语言、权利和意识形态的潜在关系为目的,新闻作为一种大众传播语篇,是批评性话语分析的主要对象之一。系统功能语法中的及物性理论在批评性话语分析中被视为揭示新闻中隐藏的意识形态的有效工具。本文运用及物性理论对选取的新闻语料进行量化分析以实现批评性话语分析揭示意识形态的目的。 相似文献
11.
廖金罗 《邵阳学院学报(社会科学版)》2007,6(1):69-72
阅读是阅读主体和阐释主体通过文本进行的对话。文本是阐释主体对文学事件的阐释。一个文本就是一个阅读陷阱。完全忠实于原文的阅读并不存在。写作即阅读,阅读即误读。在文本阅读中,阅读主体解构文本中阐释主体和文学事件和人物的情感认同和价值认同关系,批评性阅读文本,警惕作者和读者的同谋。坚持阅读的主体性和阅读的历史语境性,重建文本的历史性阅读和文本的历史性意义。 相似文献
12.
Keiichi Kobayashi 《教育心理学》2007,27(3):363-375
This study examined the influence of critical reading orientation on use of external strategies such as note‐taking and underlining while reading an expository text. In two experiments, undergraduate students were asked either to review an article on a linguistic policy (critical reading) or to summarise it (less‐critical reading). Experiment 1 indicated that, when permitted to do so, the majority of students used note‐taking and/or underlining strategies for critical reading as well as for less‐critical reading. In Experiment 2, an analysis of think‐aloud protocols, notes, and underlines revealed that critical readers produced more critical notes/underlines and fewer summary notes than did less‐critical readers. Also, critical readers substantially increased their production of critical notes/underlines over the course of reading and decreased highlightings, whereas less‐critical readers increased summary notes and decreased highlightings. 相似文献
13.
学术阅读的主要目的有两个：解和批判。对批判性阅读和系统功能语法中及物性分析探讨的基础之上,本文认为及物性分析是一门能很好地运用于批评性阅读的有用的语言工具。本文对在批评性阅读过程中如何运用及物性分析提供了一篇样本分析,展示出及物性分析是如何帮助阅读者提高对阅读材料的批判理解,并帮助阅读者成为语言运用能手的批判性阅读过程。 相似文献
14.
The influence of decodability in early reading text on reading achievement: a review of the evidence
The purpose of this review is to synthesize the existing research on decodability as a text characteristic examining how reading decodable text impacts students?? reading performance and growth. The results are organized into two sections based on the research designs of the studies: (1) studies that described student performance when reading texts of varying decodability levels, and (2) studies that compared the reading performance of students after participation in a treatment that manipulated decodable text as an independent variable. Collectively the results indicate that decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy. The studies point to the need for multiple-criteria text with decodability being one key characteristic in ensuring that students develop the alphabetic principle that is necessary for successful reading, rather than text developed based on the single criterion of decodability. 相似文献
15.
Irene-Anna N. Diakidoy Melina C. Ioannou Stelios A. Christodoulou 《Reading and writing》2017,30(9):1869-1890
The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing. 相似文献
16.
作为一种新的文体,＂文包诗＂的价值是显而易见的,但其对古诗词的＂破坏＂也是显而易见的。在素读的视野内,我们可以重构＂文包诗＂的教学路径：通过提升古诗的陌生化指数,培养学生探究性阅读能力;加强＂文＂＂诗＂的互文式比读,培养学生的批判性阅读能力;延伸古诗的意义圈时空,培养学生的拓展性阅读能力。 相似文献
17.
批判性思维是当今国内外教育研究中的热点之一,批判性思维对培养学生的创造精神和创新能力具有十分重要的作用。然而我国传统阅读教学中缺乏这种思维的培养,导致学生的阅读能力不够全面。阅读教学要培养学生的批判性思维,从观念转变上,需纠正阅读取向的偏失和创设民主和谐的课堂对话氛围;从内容选择上,需选好切入点,如文本的主题、含糊其辞处、情绪性话语、原始文本与二手文本、不恰当的比喻等。 相似文献
18.
Nathalie J. Veenendaal Margriet A. Groen Ludo Verhoeven 《Journal of Research in Reading》2015,38(3):213-225
Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to decoding efficiency and language comprehension. One hundred and six Dutch primary school children from fourth grade participated in this study and were assessed on decoding efficiency, vocabulary, syntactic ability, reading fluency performance and reading comprehension skills. Regression analysis showed that text reading prosody, not text reading rate, explained additional variance in reading comprehension performance when decoding efficiency and language comprehension were controlled for. This result suggests that the inclusion of text reading prosody as an aspect of text reading fluency is justified and that a natural intonation is associated with better comprehension of what is read. 相似文献
19.
近年来,批判性阅读模式倍受关注,它主要强调在阅读过程中,学习者不仅要理解文章内容,分析全文的结构,总结主题思想,更要注重判断、分析和评价作者的观点、论证过程、写作目的和语气,以此来形成自己对某个问题的看法。实验研究结果表明：批判性阅读策略培训可以提高学生应用策略的频率和意识;批判性阅读可以提高学生的阅读能力和议论文的写作能力,显著程度大于常规教学方式;学生对批判性阅读教学的满意度较高。 相似文献