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定稿

江西理工大学

本科毕业设计（论文）

题目：

《影响大学生英语阅读能力的因素和对策》

—TheInfluenceFactorsandCountermeasuresofImprovingCollegeStudents’EnglishReadingAbility

学院：

外语外贸学院

专业：

英语

班级：

082班

学生：

周婷丽

学号：

16

指导教师：

刘道伟职称：

讲师

摘要

作为英语学习中五个重要因素之一，阅读推进听说和写作能力的提高。

对中国人来说，阅读是学习英语的一个有效方法，从阅读文章，新闻，散文等中得到大量的信息。

但是在二语习得中总会存在这样或那样的问题，比如，在日常行为不能正常用口语进行交流，不能流畅地阅读英文报纸等。

尽管之前有很多语言学家和专家们已经提出和发展了一些阅读理论，但依然有越来越多的学者探寻更好的阅读理论，以便提高阅读技能。

本文的作者，一名大学生亲身实践做了一份有关大学生英语阅读能力的问卷调查，发现存在很多影响阅读能力提高的因素。

包括读前缺乏充分的准备，读中不良的习惯和欠佳的技能，以及读后没有及时的复习到位。

然后通过结合图示理论（自上而下，自下而上和交互式阅读模式）来分析阅读能力提高的障碍。

最后，作者提出了一些具体措施和方法以提高阅读，收集英文背景资料（或称图示），扩大词汇量，培养良好的阅读习惯。

希望对阅读学习和教学有重要意义。

关键词：

英语阅读;图示理论;影响因素;技能策略

Abstract

Reading,asoneofthefiveimportantfactorsinEnglishlearning,promotestheimprovementoflistening,speakingandwritingskills.ForChinesepeople,readingisaveryeffectivewaytolearnEnglish.Theycanacquirealotofinformationthroughreadingsomearticles,news,essays,etc.However,thereexistsomeproblemsinsecondlanguagelearning.TheycannotuseEnglishpracticallyandeffectivelyintheirdailylife;theycannotreadnewspapersmoothly.

Inspiteofalotoflinguistsandexpertshavingdiscoveredanddevelopedsometheorieswhichhaveinfluenceonreading,therearestillmoreandmorescholarsseekingforbettermethodsforimprovingreadingskills.Theauthoroftheessay,asacollegestudent,haspracticallymadeaquestionnaireaboutcollegestudents’Englishreadingabilityandfoundoutthattherearesomanyinfluencefactorsbotheringthereadingskillsofthestudents.Someobstaclesstopthestudentsfromcomprehendingtheirreadingcapacity,whichincludethelackofpreparationbeforereading,inadequatehabitsandskillswhenreading,noreviewingafterreadingandsoon.Theessayaimsatanalyzingtheobstaclesthatexistinstudents’readingprocesswiththeschematatheory,especiallythebottom-up,top-downandinteractivemodels.

Atlast,theauthorputforwardsomemeasurestohelpreadersimprovetheirreadingskills,collectingEnglishbackgroundinformation（schemata）,enlargingtheirlexicon,developinggoodreadinghabits.Shehopesthatthisstudywillhavethesignificanceforteachingandlearningofreading.

Keywords:

EnglishReading;SchemaTheory;InfluenceFactors;SkillsandMeasures

Contents

ChapterⅠIntroduction…………………………………………………………1

ChapterⅡReadingTheories…………………………………………………2

2.1ConceptofSchemaTheory………………………………………………2

2.2TypesofSchemata…………………………………………………………2

2.3FunctionsofSchemata…………………………………………………………3

2.4ReadingProcessingModels……………………………………………………3

2.4.1Bottom-upModel…………………………………………………………3

2.4.2Top-downModel…………………………………………………………3

2.4.3InteractiveModel…………………………………………………………3

2.5PreviousResearchesbothAbroadandHome…………………………………4

ChapterⅢDataAnalysisandInfluenceFactors…………………5

3.1.AnIntroductionoftheQuestionnaire………………………………5

3.2DateCollectionoftheQuestionnaireandInterpretation……………5

3.3ResultandDiscussionoftheQuestionnaire----InfluenceFactors…………6

3.3.1.LackofPreparationBeforeReading…………………………………6

3.3.2.InadequateHabitsandSkillsWhenReading…………………………7

3.3.3.NoReviewingAfterReading…………………………………………8

ChapterⅣSomeStrategiesorCountermeasures…………………9

4.1.Schemata’sPredictioninPre-readingActivities………………………9

4.1.1GatheringEnglishMaterials……………………………………………9

4.1.2EnlargingVocabularyandPracticingMore………………………9

4.1.3DevelopingWesternThinkingPatternsandCultivatingReadingInterests10

4.2SkillsandMeasuresWhenintheReading……………………………10

4.2.1.FromSkimmingtoScanning……………………………………………10

4.2.2MakeFullyUseofKeyWordsandCo-text………………………………10

4.2.3DotheReadingwithaGoodMood………………………………11

4.3.ReviewandAnalyzeinTimeAfterReadingExercise…………………11

ChapterVConclusion……………………………………………………………12

Appendix1………………………………………………………………13

References…………………………………………………………………14

Acknowledgements…………………………………………………………………15

Introduction

Foraverylongperiodoftime,inEnglishteachingclassofChina,readingisasubjectthatalwaysdrawsmuchattentioninmiddleschoolevenincollegeschool.ItshouldbementionedthatmoreandmorepeoplelearnEnglishthroughreading.Carrelpointsoutthat“formanystudents,readingisbyfarthemostimportantofthefourskills（listening,speaking,reading,andwriting）insecondlanguage,particularlyinEnglishassecondorforeignlanguage.（Carrel，1990）”Throughreading,thestudentscanacquirealotofusefulinformationincludingmasteringtraditionalcustomsofwesterncountries.However,therestillexistmanyproblems.Althoughthestudentsmaygethighscores,theycannotfullyunderstandthecontentandthemeofthetext.AndtheycannotspeakEnglishfluentlyindailycommunication.Infact,thereadersarenotcontentwiththeircurrentreadingability.Besides,inthethesis,theauthorhasalsodiscoveredthesameproblemsamongcollegestudentsthroughdoingsuchaquestionnaire,analyzingthedatathatcollegestudentshavefilled.Andsomeobstaclesstopthestudentsfromimprovingtheirreadingability;eventheydonotknowwhattheyactuallylearn.

Overthedecades,thevastEnglishlinguistshavedevotedthemselvestothecourseofhowtouseeffectivewaystoenhancethesecondlanguagelearnersreadingcapacity.Kantfirstproposedtheconceptofschema,andthenFredericBartlettputtheschemaintotheuseofpsychologicalresearch.SchemaTheoryplaysanimportantroleinreading,becausetheschemata（backgroundinformation）revealthereaders’previousexperienceandknowledge.ItalsointroducesthedefinitionofSchemaTheory,differenttypesandfunctionsofschemata,andthreemodelsofreadingprocesses.Inrecentyears,studyingofschematheoryisrisinginChina.Inthisthesistheauthortriestofindouthowtoapplytheschematheoryintoraisingstudents’Englishreadingability.

Combinedwiththedataofthequestionnaire,theschematheoryshowsitsinfluenceonthereadingactivity.Withschematheory,theproposedskillsandmeasuresforimprovingreadingabilityaresomewaysofcollectingschemata,thatistosay,thelearnerscanmakeafullpreparationbeforetheyreadsomethingandacquiremorethroughreadingit.Atthesametime,theauthorsuggeststheteachershouldguidetheirstudentstodosomeexpandedactivities,whichconsistofrecitation,discussion,role-playandevaluation.Allofthesehaveobviouspurposestohelpimprovereadingskillsandgainmoreinformation.

ChapterⅡReadingTheories

Inthischapter,theauthorintendstorevealthetheoriesofschemaincludingthedefinition,theclassificationsandfunctionsinvolvedinthereading.Therelationshippresentingthetypesofreadingprocessingmodels;italsogivesabriefconclusionofrecentopinionssummeredbyChinesescholars.

2.1ConceptofSchemaTheory

ItwasImmannelKantwhofirstproposedtheconceptofschema.Hearguesthatconceptwillbeofgreatsignificancewhenrelatedtothegiveninformationofanindividual.AfterKant,SirFredericBartlettputtheschemaintotheuseofpsychologicalresearch.Accordingtohim,“textisinterpretedwiththehelpofaknowledgestructureactivatedfrommemory,capableoffillingindetailswhicharenotexplicitlystated”.（Cook1994:

17）Inthelater1970s,theSchemaTheoryisfirstputforwardbyRumelhart（1977）.TheSchemaTheoryisbasedontheprinciplethatthemeaningofcomprehensionisinspiredinthereader’smindwhetherinitsspokenorwrittenform.Later,Carrel（1990）suggestedher“modernschematheory”.Sheconsideredthatreaderswhoareskilledconstantlyshifttheprocessingmodelsofbottom-uptoup-bottombasedontheircomprehensionoftext.

2.2TypesofSchemata

Therearethreemajortypesofbackgroundknowledge:

contentschemataandformalschemata（Carrel,1990）aswellaslinguisticschemata（Rumelhart，1977）.“Formalschemata,involvingknowledgeofrhetoricalstructuresandconventions,andcontentschemata,involvingknowledgeofthewordbeyondtexts—provideuswithexplanationsforstudentswho‘misread’thepoemascommunicationbetweensiblings.”

2.2.1ContentSchemata

Carrel（1990）definescontentschemataas“thereaders’worldknowledge”or“knowledgerelativetothecontentdomainofthetext”.Theyconsistoftopicfamiliarity,culturalknowledgeandformerexperienceofactivities.Itiswidelyacknowledgedthatthemorebackgroundinformationonegetsthemorereadingcomprehensionhepossesses.

2.2.2FormalSchemata

Formalschematarefertobackgroundknowledgeofconventionsandsomefiguresofspeech.Itplaysanimportantroleindefiningreader’sdesiresabouthowpiecesoftextualknowledgewillrelatetoeachotherandhowthedetailinformationwillcomeintobeing.Basedonthestylistics,readingarticlescanbedividedintonarration,exposition,argumentationanddescription.Atthesametime,itcanalsobeclassifiedintoessay,novel,poem,play,reportandsoon.

2.2.3LinguisticSchemata

Rumelhart（1977）definesthelinguisticschemata,alsocalledlanguageschemata,andistheknowledgeofspeechsound,lexicon,grammar,phrase,sentencestructure,cohesivestructureandsoforth.Thetwolevelsoflinguisticschematacontainthelexicalandgrammaticallevelandtextuallevel.Inreadingcomprehension,onehastomasterbothtwolevelsinordertounderstandthenatureandmeaningofthetext.

2.3FunctionsofSchemata

Schematahavegreatimpactsonpeople’sreading.Andersonin1984proposedsixdifferentfunctionsofschemataforthepurposetohelpstudentsandteachersbetterunderstandthesignificantrolesthatschemataplayonreadingcomprehension.

1）.Aschemaprovidestextinformationwithideationalscaffolding,i.e.a