中文摘要

阅读可以为学习者提供获取语言信息、学习语言知识的途径，并可以因此为提高个人语言综合运用能力提供重要帮助，因此，作为语言学习的“听、说、读、写”四大要素之一，阅读对于英语学习具有重要作用。语篇是阅读的载体，语篇知识对于语言学习者的理解能力也会产生重要影响。教育部在2022年颁布的义务教育英语课程标准指出，语篇知识在语言理解与表达过程中具有重要作用，有助于语言使用者理解听到、看到或读到的语篇，以及在口头和书面表达过程中根据交流的需要选择恰当的语篇类型、设计合理的语篇结构、规划语篇的组成部分、保持语篇的衔接和连贯（2022）。基于义务教育英语课程标准（2022）对于语篇知识的定义，本研究将旨在探讨初中生对语篇知识的掌握情况与其英语阅读理解能力之间的具体相关性，并进一步了解学生对于语篇知识在阅读理解中作用的认知。

本文以实证研究的方式，通过阅读能力测试和调查问卷，对初中生的阅读理解能力及语篇知识掌握情况进行了检测，并将二者进行横向对比以研究其相关性。此外，本文也通过访谈的形式，对初中生的语篇知识作用的认知情况进行了测试，并在此基础上展开量化与质性分析。结果表明，学生对语篇知识的掌握情况与其阅读理解能力呈显著正相关，即语篇知识掌握得越好，阅读理解能力也很可能较强，同时，大多数学生认为语篇知识对完成阅读理解任务具有积极作用，这一作用集中体现在帮助文意理解、提高阅读效率和帮助把握主旨上。基于这些发现，本研究为初中英语阅读教学提出了一定的改进建议，旨在帮助学生提升英语阅读能力，提升教师对语篇知识教学的认识，并为相关领域的进一步研究提供一定的数据支撑。

Reading provides learners with access to language information and knowledge, and can thus provide an important contribution to the improvement of one's general language skills. Therefore, as one of the four key elements of language learning, ‘listening, speaking, reading and writing’, reading plays an important role in English learning. Discourse is the carrier of reading, and discourse knowledge also has an important impact on language learners' comprehension ability. According to the English Curriculum Standards for Compulsory Education promulgated by the Ministry of Education in 2022, discourse knowledge plays an important role in the process of language comprehension and expression, which helps language users understand the discourse heard, seen or read. In the process of oral and written expression, it is necessary to select appropriate discourse types, design reasonable discourse structures, choose discourse components, and maintain cohesion and coherence according to communication needs (2022). Based on the definition of discourse knowledge in the English Curriculum Standard for Compulsory Education (2022), this study aims to explore the specific correlation between junior middle school students' mastery of discourse knowledge and their English reading comprehension ability, and to further understand students' cognition of the role of discourse knowledge in reading comprehension.

This study is an empirical study. Means of reading ability test and questionnaire are used to reveal the reading comprehension ability and mastery of discourse knowledge of junior middle school students. The data of the two are then compared to study the correlation. This study also shows the cognition of the role of discourse knowledge in junior middle school students through interviews, and then carries out quantitative and qualitative analysis on this basis. The results show that there is a significant positive correlation between students' mastery of discourse knowledge and their reading comprehension ability, that is, the better the mastery of discourse knowledge, the stronger the reading comprehension ability is likely to be. Meanwhile, most students believe that discourse knowledge plays a positive role in completing reading comprehension tasks, which is mainly reflected in helping text comprehension, improving reading efficiency and helping them grasp the main ideas. Based on these findings, this study gives suggestions for improving junior middle school English reading teaching, aiming to help students improve their English reading ability, enhance teachers' understanding of discourse knowledge teaching, and provide certain data support for further research in related fields.