论提高大学英语阅读技巧的策略商务英语本科学位论文.docx

论提高大学英语阅读技巧的策略商务英语本科学位论文.docx

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论提高大学英语阅读技巧的策略商务英语本科学位论文

中国某某某某学校

学生毕业设计（论文）

题 目：

  论提高大学英语阅读技巧的策略       

姓   名：

    0000000000000            

班级、学号：

   00000000000000000         

系  （部）：

   经济管理系                  

专   业：

   商务英语               

指导教师：

    00000000000               

开题时间：

    2009-4-10       

完成时间：

    2009-11-2   

2009年11月2日

目   录

毕业设计任务书…………………………………………………1

毕业设计成绩评定表……………………………………………2

答辩申请书……………………………………………………3-4

正文……………………………………………………………5-6

答辩委员会表决意见……………………………………………7

答辩过程记录表…………………………………………………8

课 题 论提高大学英语阅读技巧的策略                            

1.一、课题（论文）提纲

0.引言

1．大学英语阅读中存在的四个问题

1.1.陌生的单词常常阻碍我们的阅读

1.2.紧凑的时间约束我们的答题能力

1.3.不能在有效的时间内获得信息

1.4．在阅读过程中反复性的回看

2.提高大学英语阅读的方法

2.1.扩充词汇量

2.2.提升阅读理解的速度

2.3.增加阅读理解的技巧

2.4.带着兴趣去阅读

3．大学英语阅读过程中应注意的问题

3.1.要集中精力在你所阅读的文章上

   3.2.调整心理去抓住阅读节奏

3.3在阅读中的一些坏习惯

3.4.更有效的回收信息

4．总结

二、内容摘要

根据教学提纲，提高阅读技巧是大学英语教学中的一个重要目的。

我们可以推知阅读在听，说，读，写的技巧中占据了非常重要的地位。

阅读不仅仅能帮助我们通过大学英语4，6级，而且能让我们更好的适应当前的社会。

我们都知道，在知识激增的社会里，我们必须在最少的时间里获得最有效的信息。

然而，大部分的信息的获得都是来自阅读，这也是提高我们阅读能力的尖锋时刻。

本文从四个方面阐述了我们应该高度重视改善我们的阅读理解技巧。

1.三、参考文献

[1].FengYado[1].FengYadong.Readingskillintheforeignlanguage ChinaEsperantoPress，1997

[2].DaiWeidong.Readingcourse3 ShanghaiForeignLanguageEducationPress，2008

[3].GuRiguo,NevilleGrant, ActiveEnglishEnrichmentreadingForeignLanguageTeachingandResearchSocietypublication，2000

[4].GongLongsheng.AcomprehensivereadingcourseininternationaltradeandeconomicsShanghaiForeignLanguageEducationPress，1998

[5].WangMei.CollegeEnglishreadingcomprehension ForeignLanguageTeachingandResearchSocietypublication，1990

[6].范婉芳，多维思考全方位记忆——谈《大学英语》词汇教学.中国世界语出版社，1997

[7].吕凤芳，英语阅读技巧上海外语教育出版,1998

[8].李刚，英语阅读理解能力培养的探索。

吕文斌于德全：

外语教学与研究论文集（续）中国世界语出版社，1997

OnStrategiesofImprovingCollegeEnglishReadingSkills

000000

Abstract

Accordingtotheteachingoutline,toimprovereadingskillisoneoftheimportantpurposesincollegeEnglishteaching.Andfromwhichwecaninferthatreadingtakesupanextremelyimportantpositionamongsuchskillsaslistening,speaking，readingandwriting.ReadingisnotonlyimportantforpassingCollegeEnglishTest4and6,butalsoimportantforadaptingthepresentsocietyefficiently.Asweallknow,weareinasocietyfullofknowledgeexplosion,wehavetogetmostofusefulinformationwithleasttime.However,informationisobtainedfromreading.Soitishightimethatweimprovedourreadingcomprehension.Thisarticleisgoingtotalkaboutfouraspectsweshouldpaygreatattentiontoonthepurposeofimprovingourreadingcomprehensionskill.

[KEY   WORDS]

reading comprehension; improvement；ability；prediction

1.Introduction

Readingisathinkingprocess.Weneedtobeabletoreadactivelyandthoughtfullysothatwecanselectthemainideaofapassage,understandaprinciple,andfollowasequenceofevents,anargument,oralineofreasoning.Furthermore,inordertogetthemainpoints,weshouldselectrelevantdetailstosupportthemainidea,andrecognizetherelationshipofideasinthepassage.Inaddition,wecanalsogetsomethingusefulfromthematerialswehaveread.FromwhatIhavepresented,itisnotdifficulttoseethathowimportanttheroleofreadingplaysinourdailylife.

1.FourmajorproblemsinCollegeEnglishReading

Asastudent,readingissuchathingthatwecan'tbemorefamiliar,especiallyforcollegestudentasEnglishmajors.WehavejustfinishedaninitialtestinourcareeroflearningEnglish－CET4,inwhichcollegereadingcomprehensionisoneofthecrucialparts.Itcommandsthatweshouldaccomplish3to4passageswithin25minutes.Thereare4majorproblemsinmyreadingcomprehensionandmaybeinmostcollegestudents'.

1.1Strangewordsarealwaysbeingtheobstaclewhenwearereading.

Wordsandexpressionswhichthestudentdoesnotknowobviouslypresenta  problem.Somecollegestudentsaresodisturbedbyunfamiliarvocabularythattheircomprehensionofthewholepassagesuffers.Onceseeingthem,wehavenomoodinreadinganymore.Inthiscase,it'shardforustocatchthemainidea.

1.2Tighttimeconstraintstoourabilitytoanswer.

Inexamination,Ialwaysreadtheparagraphwordbywordinordertoknowthemeaningofeachword.WhenIgetthemainpoint,thereisnotimeformetoanswerthequestion.“Givenenoughtime,Icangetallthecorrectanswers.” Whichisoftensaidbyusstudentspresentsitvividly.

1.3Usefulinformationcannotbegotwithinalimitedtime.

Almostallofushavethehobbitofreadingallthepassagessentencebysentence.Notuntilhavingcomprehendedcompletelydowestarttoseeanddotheexercisesbehind.

1.4Lookingbacktotheparagraphsorsentencesisacommonplace.

Theaveragecollegestudentreadingat250wordsperminuteregressorrereadsabout20timesperpage.Rereadingwordsandphrasesisahabitwhichwillslowourreadingspeeddowntoasnail'sspace.Maybeitbecauseoflowconcentrationormaybeitscomplicatedstructureormaybeitisjustabadhabit,etc.

2.WaysofimprovingCollegeEnglishComprehension

Asweallknow,vocabularytolearningiswhatbricktobuildinghouse.LearningEnglishisnotanexceptionofthisrule.Strangewordsstopusfromreadingefficientlyanddobadeffectonourpassiontogoonreading.Onthecontrast,wealthyvocabularyisthebasisoflisteningclearly,speakingfluentlyandwritingsmoothly.AboundofscientificinvestigationsprovethatthelackofvocabularyisthekeycauseofdifficultyinEnglishstudying.Inaword,vocabularyplaysanimportantroleincollegereadingcomprehension.Itrelatesdirectlytothereadingspeedandthereadingaccuracy.Therearemanywaysofenlargingit.Interests,associationsandcalcificationsaregoodchoices. 

Perhapsthemostimpressivereasonforvocabularydevelopmentisthatagoodvocabularyandsuccessaresynonymous.

1）.Agoodvocabularycanbeaneconomicadvantage.Aninstitutionfortestingpeople'sattitudes,theHumanEngineeringLaboratory,foundthatagoodvocabularyistheonlytraitcommontosuccessfulpeople.TheLabhasfoundthatthehighestscoresonvocabularytestshavebeenmadebypeoplegettingthehighestpay.

2）.Agoodvocabularyalsomeansacademicsuccess.Thereisadirectlinkbetweenverbalabilityandscoresonanintelligenceorachievementtest.Itmaybeunfairforsomeone'sintelligencetobejudgedonthebasisofaverbaltest.Butstudentsarestillbeingjudgedthisway.ManyteachersthinkthattheresultsofanIQtestandavocabularytestwillbeaboutthesame.Andbothpredictsuccess.AccordingtoAGuideBookfortheTeachingofReading,inavocabularytestwithascoreof100,studentswhoscore65-70andupwilllikelybesuccessfulincollege. Thosescoringfrom35to70willprobablyhavemoderatesuccessandwillcompletecollege. Thoseinthelowestthirdwillprobablybeoneswhoareconstantlyintroubleacademically,orwholeavethecampusbeforereceivingadegree. Thesamebookalsonotes,however,thatif“theselow-scoringstudentsapplythemselvestoimprovingtheirvocabulary,theywillhavelessandlesstroubleintheircollegework.

2.2ImprovingReadingRate

Aftersolvingthemostbasicandthehardestproblem,therecomesanotherquestion—thereadingspeedorthereadingrate,whichismeasuredinwordsperminute（WPM）.Itisthemainstandardofone'sreadinglevel.BoththeteachingoutlineforEnglishmajorsandnon–Englishmajorsmakespecificrequirementsonreadingspeedforstudentsineverydegree.Forexample,CET4requiresstudentsreadingatthespeedof80to100WPM,reachingtheaccuracyof70%.So,whentrainingthecomprehensionandtheaccuracyofreading,weshouldalsotakegreatnoticeofimprovingourreadingspeed.JustasIhavesaid,itisimportanttoexertallourabilitiesduringalimitedtime.Somepeoplethinkthatreadingatahighspeedaffectstheaccuracyofthecomprehensionforthetext.Actually,itisamisunderstandingcausedbythetraditionalreadingteachingschemes,whichvaluedthereadingaccuracyoverlyandignoretheimprovementofreadingspeed.Theaccomplishmentofareadingtaskwithinanappropriatetimeframeandwithappropriatecomprehension,whichmeansreadingefficiency,iswhatweareperusingnow.Thefastreadersarethepeoplewhocanreadinsuchalevel.Theimprovementofreadingspeedisnotaneasythingtodo.Astheproverbsays:

“practicemakesperfect”,criticaltrainingsunderscientificinstructionsarenecessary.

Speedreadingwithoutadequateorappropriatecomprehensionisnotwhatwewant.Neitherdotakingtenhourstoreadatwentypagechapter.Togettheusefulinformationandthemainideaofthepassagewithleasttime,itisnecessarytodevelopseveraltechniquesthatwillhelpwithcomprehensionandreadfaster.

1）.Readingthepassageaccordingtoyourpurpose.

Ifyouwanttoseizethemainideaofthepassage,youcanreadseveralsentencesatthebeginningorattheendofthearticle.Ifyouarelookingfortheanswersofsomespecificquestions,youcanfirstscanningthetextandfindthespeciallinesrelatingtoyourquestionsandthenreadthemintensively,etc.

2）.Readingdifferentmaterialswithsuitableways.            

Doyoureadthenewspaperinthesamewayandthesamespeedthatyoureadatextbook?

Doyoureadpoetryinthesamewayandatthesamespeedthatyoureadanarticleinamagazine?

Ifyousayyes,unfortunately,thatmeansyouareapoorreader.Theabilitytoadjustthereadingrateandmethodstosuitthetypeofmaterialtobereadandthepurposeforreadingorreadingflexibilityisveryimportant.Notonlyfortheimprovementofreadingspeed,butalsofortheimprovementofreadingskills.