Research on Strategies in Improving Teaching English ReadingWord格式.docx
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students;
readingability;
commonproblems;
readingstrategies
摘 要:
阅读,作为学习英语的四大主要技巧之一,也是学习一门语言的基础方法之一。
然而,也是对于学生来说难提高的一部分。
所以英语阅读是语言课堂中一个重要部分。
怎样有效地提高学生的阅读是在校英语老师的一个主要任务。
为了提高阅读能力,老师需要让学生掌握基本的阅读策略,这样,学生才能在阅读过程中有能力去用多种阅读技巧正确的读不同的语言材料。
这篇论文旨在展示英语阅读教学中存在的共同问题,并广泛地关注阅读策略。
论文的目的在于帮助学生如何解决在英语阅读中存在的困难及帮助他们逐渐提高阅读能力。
关键字:
阅读技巧;
学生;
阅读能力;
共同问题;
阅读策略
Contents
I.Generalintroduction………………………………………………...1
II.SomeFactorswhichInfluenceReading…………….……….…..1
III.CommonProblemsinTeachingEnglishReading……………..3
A.Limitedvocabulary………………………………………………3
B.Lackofreadingskills…………………………………………...3
C.Lackofbackgroundknowledge……………………………...…4
D.Poorreadinghabits…………………….……………....4
IV.EffectiveStrategiesinImprovingEnglishReadingTeaching………………………………………………………......5
A.Developingstudents’interestinreading………………..……………5
B.Helpingstudentscultivategoodreadinghabits……….……………6
C.Encouragingstudentstoenhancevocabulary…………….……….....7
D.Introducingculturalbackgroundknowledgeincourse…………….7
E.Introducingsomeusefulreadingskills…………….……………..….8
V.Conclusion………………………………………………………...10
WorksCited………………………………………………………….11
I.GeneralIntroduction
Readingisoneofthebasicwaysinlearningalanguage.Itisusedandadoptedbylanguagelearnerswhenlearningalanguage.ItisgenerallybelievedthatreadingisbyfarthemostimportantskillofthefourskillsforChineselearnersofEnglish.Therefore,theteachingofreadingplaysaveryimportantroleinlanguageclassroom.Ononehand,manycollegestudentswill,afterleavingtheirlanguageclass,comeintocontactlargelywiththewrittenformofthelanguage;
ontheotherhand,readingcomprehensioncomprisesupto35%ofthetotalmarkintheannuallyheldcountrywideCollegeEnglishTestBandFourandBandSix(CET-4/6).Ifastudentispoorinreading,itislikelythatheorshemayfailinthetest.Howevermanystudentsoftencomplainthatreadingistheirweakestpointeveniftheyhaveputagreatdealoftimeandenergyintoit.Infact,accordingtotheinvestigation,lotsofstudentsstillhaveproblemsinreading.Forexample,theydonothaveacommandofreadingskillsandcannotpickupusefulmessages.What’sworse,quiteafewstudentsdonotknowwhatthemainorthesecondaryideaisinreadingcourse.What’smore,somestudentshavenospecificideasaboutextensivereading,intensivereadingandfastreading.Theycannotdistinguishthemfromeachother,sotheycannotadopteffectivewaystodealwiththem.Asaresult,itishightimeforEnglishteacherstolocatetheirstudents’weakpointsinreadingandtrytoprovidecorrespondingcountermeasuresinteaching.Inthispaper,theauthorofthispaperintendstoexploreChinesestudents’difficultiesandproblemsinreadingandtriestoputforthsomecorrespondingstrategiesinexpectationofhelpingstudentstodeveloptheirreadingskillsandimprovetheirreadingefficiency.
II.SomeFactorswhichInfluenceReading
Somepeoplethinkthatreadingisa“passive”skill.Infact,“readingisanactiveinformationseekingprocessinwhichreadersrelateinformationinthetexttowhattheyalreadyknow”(Sun91).Nowadayssciencetechnologyiswelldeveloped;
readingisobviouslythechiefwayfromwhichpeoplegainandexchangemessages.Readingisoneoftheimportantlinksinteachingofaforeignlanguage.Itgiveslearnersimportantandsufficientmaterialsforlanguageinput,anditisthefoundationtoimprovestudents’listening,speaking,andwritingandtranslationabilities.SoinvariousgradesofEnglishtests,readingstandsatthetopoftheworld.Becauseofthis,someteachersandscholarsbegintoresearchnewteachingmethodsofEnglishreadinginordertoimprovestudents’readingcomprehensionlevel.Itisknownthattherearequiteafewfactorswhichmayaffectthestudents’readingeffect.Ifteacherswanttohelpstudentsimprovetheirreadingefficiency,thefirstthingtheyshoulddoistoanalyzethesefactorsandthenfindeffectivewaytodealwiththem.Onlyinthiswaycanteachershelpstudentsimprovetheirreadingability.
First,readinginterests.Interestisthebestteacher.Oneofthebestwaysistogetsomeinformationfrominterest.Readingabilityiscloselyrelatedtointerestofreading.Interestsaretheinternalmotiveofreadingloving.Butinterestsarenotbeenborn,itneedstobecultivatedanddevelopedconsciously.Second,characteristicsofstudents.students’personalityisalsoanimportantelementwhichaffectsteachingofreading.“Theoneswhoareoutgoing,natural,braveandhavestrongwillalwayscanundertakeandadoptvarioustasksoflearningandteachingmethods”(Yang33).Theteacher’sresponsibilityistoteachstudentsinaccordancewiththeiraptitude,andencouragepoorones’confidence,andgraduallymakethemovercometheshortcomingofnature.Toaccomplishanytaskoflearning,studentshavetogetreadywithknowledge,physiology,andpsychology.Theteachers,whoteachreading,shouldmakesuretheexacttimeforteachingdifferentskills.Tooearly,studentscannotfollow;
toolate,thatisawasteoftime.Furthermore,students’initiativewillbewreaked.Neitherofthemishelpfulforraisingreadingefficiency.Third,educationbackground.“Students’culturalbackgroundmainlyreferstotheeducationalaccomplishmentofthepeoplesurrounded,andtheeducationalatmosphereoflivingenvironment,whichmakeanotableinfluenceforlearningofEnglishreading”(Yin98).Iflivingwithwelleducatedpeople,theycanborrowtheirknowledge,experiencesforlearningofreading;
andtheycanwidentheirvisionofallsubjectsatanytimeandanywhere;
anddecreasethesuitableobstacleswhentheyarereadingtypesofworks.Theeducationalatmosphereofsocialenvironmentmakesanimperceptibleinfluencefortheimprovementofreadingability.Otherwise,ifstudentslivewiththepooreducatedones,theremaybeabsorblittlebackgroundknowledge.Andtheycanhardlytaketheadvantageoftheirknowledgeaccumulation.Asaresult,thosewillhavepoorreadingability.Forth,Readingspeed:
Thereadingprogramiscomposedofintensivereading,extensivereadingandfastreading.Mostoftheclasstimeisdevotedtointensivereading.Extensivereadingisusuallydoneathomeandfastreadingisdonerandomlyinclass.Teachersusuallyforcestudentstoreadfasterbecausemultiple-choicequestionsforreadingcomprehensiontakemanyofthetotalscoresinthetests,andallthesereadingsmustbedonewithinalimitedtime.Manystudentstrytoincreasetheireffectivereadingspeedbutbecomediscouragedwhentheyfindthatiftheytrytogothroughapassagefaster,theycannotcomprehendwhattheyread.“Toincreasethereadingrate,studentsneedtochangethebadreadinghabitsandraisetheirreadingefficiency”(Lan65).
III.CommonProblemsinTeachingEnglishReading
Itneedstobepointedoutthattheproblemsdealtwithinthispaperrefertothestudents.Andtheso-calledreadingcomprehensionproblemisnotanisolatedone,whichismuchmorerelatedsomeaspects.Infact,somecommonproblemsdoexistinpresentreading.
A.Limitedvocabulary
Itisself-evidentthatonecannotreadwithoutbasiclinguisticknowledge,letalonereadefficiently.Solinguisticknowledgeisthefirstbasicfactorthataffectsaccuracyandspeedinreadingcomprehension.Muchmoreevidencehasshownthatvocabularyhasacorrelationwithlinguisticmastery.Inordertoimprovereadingspeed,enlargingone’svocabularyisbecomingmoreandmoreimportant.Iftherearemanynewwordsinanarticle,itwillpreventreadersfromreadingfast.
B.Lackofreadingskills
Englishisalivinglanguageanditisoneofthemostwidelyusedonesintheworld.Englishreadingisnotonlyoneofthepurposesoflearning,butalsothewaysandmeansofentertaining.Englishreadingskillsarethemostimportantones,aswellaslearningsomemethodsandstrategies.Englishreadingabilityisoneofthemostimportantfourskills.Studentswhohavebeentaughtthetraditionalclassroomapproachtoreadingoftenhavedifficultyinreadingcomprehension.TheydonotknowhowtoreadEnglishtexts.Theytendtoreadwordforwordandtrytounderstandeachmeaningandeverydetail.AccordingtoClark(238),readingskills,fromthemethodologicalviewpoint,includingscanning,skimming,readingforthoroughcomprehensionandcriticalreadingwhilelanguageskillsrefertovocabulary,structureanddiscourse.Ifstudentsdonotgraspsomereadingskills,theywillfailinreading.
C.Lackofbackgroundknowledge
Almostallreadingresearchersagreethatbackgroundknowledgeplaysanimportantroleinreadingcomprehension.Itisessentialforallmannerofinfere