英语论文How to Cultivate Senior High School Students Reading Competence in English Teaching.docx

英语论文How to Cultivate Senior High School Students Reading Competence in English Teaching.docx

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英语论文HowtoCultivateSeniorHighSchoolStudentsReadingCompetenceinEnglishTeaching

HowtoCultivateSeniorHighSchoolStudents’ReadingCompetenceinEnglishTeaching

1.Introduction1

2.Threemodelsinreadingprocess3

2.1Bottom-upmodel3

2.2Top-downmodel4

2.3Theinteractionoftop-downandbottom-upprocessing5

3.Factorsaffectingreading6

3.1Vocabulary6

3.2Culturalbackground6

3.3Materials7

3.4Readingskills8

3.5Readinghabits9

4.Howtocultivateseniorhighschoolstudents’readingcompetence10

4.1Teacher’shelp10

4.1.1Choosingmaterials11

4.1.1.1Comprehensibility12

4.1.1.2Simplification12

4.1.1.3Interest13

4.1.1.4Sufficiency13

4.1.2Toenlargestudents’schemata14

4.1.2.1Contentschemata14

4.1.2.2LinguisticSchemata16

4.1.3Trainingstudentstohaveproperstrategiesofreading18

4.1.3.1Warming-up18

4.1.3.2Prediction19

4.1.3.3Fastreading19

4.1.3.4Howtomakeasummary21

4.2Students’effortoutsidetheclassroom22

4.2.1Readextensively22

4.2.2Toformvirtuouscircleofreading22

4.2.3Keeponreadingeveryday23

5.Conclusion24

References25

1.Introduction

Readingaswellaslisteningisachiefmeansofobtaininginformation,anditisoneoftheimportantmeansofgainingdifferentkindsofknowledgeandofbenefitingfromtheachievements.Individualscouldnotadvancewithoutreading,forreadingcanarousepeople’scuriosityabouttheworldandthendevelopstheirqualitiesinEnglishlanguageandhumanities.Readingisanimportantlanguageinput.Therefore,thestudyofhowtomakegooduseofthismeansofinputandoptimizethereadinginputisofgreatsignificance.Withtheaimofmakingstudentshaveaccesstoalotofcomprehensibleandeffectivereadingtexts,thedifficultyofmaterials,thesufficiencyofreadingandthemethodofreadingteachingshouldbewellstudied.

Whatareyourpurposesforreading?

Itisnotverylikelythatyouareinterestedinthepronunciationofwhatyouread,noryouareinterestedinthegrammaticalstructure.Youreadbecauseyoudowanttogetinformationfromwhatyouread,aswellastogetenjoyment,ideas,andfeelings.AccordingtoChristineNuttall（2002,8）,readingisconcernedwiththetransferofmeaningfrommindtomind,thetransferofamessagefromwritertoreader.Meaningcomesfromaninteractionbetweenthoughtandlanguage,becausereadingisanactiveandinteractiveprocess.

Readingissoimportantthatwecan’tgetridofitinourdailylife.Thisisoneofthereasonswhyweshouldcultivatereadingcompetence.Inordertocultivatereadingcompetence,thedifficultyofmaterialsshouldbeappropriateforustoread.Ifwekeeponhavingaccesstothelevelof“i+1”advocatedbyKrashen（1997）,wecanimprovereadingability.Howdoeslearnercultivatereadingcompetence?

Itcanbedescribedasfollows:

Whenyouarereadingamaterialinalanguageyouhavenotyetacquiredcompletely,andyouunderstandwhatissaid,thewriter“castsanet”ofstructuresaroundyourcurrentlevel.Thenetmayincludepreviouslylearnedknowledgeandthenewknowledge.Thisstructurecanbecalledschematicstructure,whichisanabstractknowledgestructure.BasedonSchemaTheory,thisthesisattemptstodiscusshowtocultivateseniorhighschoolstudents’readingcompetenceinEnglishteaching.

2.Threemodelsinreadingprocess

Theprocessofcomprehensionisguidedbytheprinciplesthateveryinputismappedonsomeexistingschemaandthatallaspectsofthatschemamustbecompatiblewiththeinputinformation.Nunanillustratesthatthisprincipleresultsintwobasicmodelsofinformationprocessing:

thebottomupprocessingandtop-downprocessing.However,neitherofthemalonecouldensureanefficientreading.Generally,learnersareencouragedtousetheminteractivelyintheirreading.

2.1Bottom-upmodel

Thiswayofreadingreflectsthebeliefthatreadingcomprehensionisbasedontheunderstandingandmasteryofallthenewwords,newphrases,andnewstructures.Therefore,readersinthiswaywouldconcernnewvocabularyandnewstructuresfirstandthengooverthetextsentencebysentence.Thereaderbuildsupameaningfromrecognizinglettersandwords,workingoutsentencestructure.Ifourwordknowledgeisinadequate,orifthewriter’spointofviewisverydifferentfromourown,perhaps,wecannotbelievethatapparentmessageisreallyjustwhatthewriterintended.Besides,whenwereadsomethingwhichdoesnotcontainanynewwords,butsometimeswestillfinditdifficulttounderstanditsmeaning.Forexample,thesentence“Itisapieceofcake”containssimplewords,ifwejustdecodeeveryword,wedon’tknowitdescribesthethingswhichareeasy.

2.2Top-downmodel

Adifferentviewbelievesthatourbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.Thisapproachoccurswhenreadersusepriorknowledgetomakepredictionsaboutthedatatheywillfindinatext.Thisiswhywecanunderstandanarticlewithsomenewwordsornewstructuresinit,becausewecanguessthemeaningofthearticlebasedonourknowledgeaboutthetopicwithouttoomuchdifficulty.Aclassictop-downtheoryisGoadman’sviewofreadingasapsycholinguisticguessinggame.Heclaimsthatwedrawonourownexperience,knowledgeandpredictionwecanmake,basedontheschematawehaveacquiredtounderstandthetext.Forexample,“Heissoluckythathepassedtheexam.Heisreallyaluckydog”.Althoughwedon’tknowwhatluckydogreallyis,wecanguessaccordingtotheformersentenceandmeaning.Therefore,wecanguesstheluckydogmeansapersonwhoisverylucky,whichisbasedonourownknowledge.However,thesoledependenceonTop-downmodelcanmakethereadersmisunderstandandmakeridiculousguessing.Theymayconfusedbytherelationshipofthe“luckydog”and“him”

2.3Theinteractionoftop-downandbottom-upprocessing

Thedisputesbetweenthetop-downandbottom-upmodelshavetobesolved.Nowithasgenerallybeenacceptedthatthereadingprocessisinteractive,soweadoptthetop-downmodeltopredicttheprobablemeaning,andthenmovetothebottom-upmodeltocheckwhetheritisreallywhatthewritersays.Thishasbeenknownasinteractivereading.ItispresentedbyDechant（1991）thatthereaderconstructsmeaningbytheselectiveuseofinformationfromallsourcesofmeaning（Phonemic,syntax,semantics）withoutadherencetoanyonesetorder.Thebrainreceivesvisualinformationandatthesametime,interpretsorreconstructsthemeaningofthetext.Thereforereadingisinvolvednotonlytheprintedwordsbutalsothereader’sknowledgeofthelanguageandoftheworldorofthetexttypes.Learnersareencouragedtodecordandunderstandwords,phasesandsentencesinthetext.Atthesametime,weuseexpectation,previousknowledgetounderstandthereadingtext.Backgroundknowledgethataidsintextcomprehensionhasrecentlybeenstudiedwiththehelpofschematheory,andtheresearchshowsthattheinteractivemodelcompensatesthelimitationspresentedbybottom-upmodelandtop-downmodel.

3.Factorsaffectingreading

3.1Vocabulary

Asthebasicelementoflanguage,vocabularyisthebackboneofthewholelanguagesystem.Oneofthereadingprocessesistodecodeandunderstandwords.Ifweknowtheprecisewordschosenbythewriter,mostofthetime,wecanunderstandwhathesaid.Ifwehavelargeramountofvocabulary,itwouldbeeasierforustounderstandatext.However,newwordsaffectthespeedaswellasthecomprehension.Therearesomemainpointsaboutvocabulary.Oneisthatthesamewordindifferentcontexthasdifferentmeanings.Besides,toenlargevocabulary,weshouldknowthewordbuildingsuchasstemsandaffixes.Whatismore,thewordscertainlyreflectthedifferenceofculture.Vocabularyisoneofthechieffactorsaffectingreading.Theabilitytodistinguishthemeaningofwordsindifferentcontextisoneofthemostimportantaspectsofsuccessfulreading.

3.2Culturalbackground

Phillips（1984）pointedout:

asuccessfulreadingofanypassagedependsonacombinationoflinguisticknowledgeandbackgroundknowledge.Itiscognitiveskillandgeneralexperienceandknowledgeoftheworld,whetheracquiredbyexperienceorbylearningthatinfluencegreatlythereadingcomprehensionprocess,becausethemorethereaderbringstothetext,themoreistakenaway.Indeed,inthereadingprocess,thelinguisticknowledge,likevocabulary,isveryimportant,butsometimeswecan’treadbetweenthelineswithoutthehelpofbackgroundknowledgeofculture,becausethemeaningofwordsareacquiredinacertaincircumstanceofculture.Forexample,eventhoughyouknoweverywordinonesentence,however,ifyoudon’tknowtheveryEnglishculture,suchashistories,customs,religions,youmayfailtounderstandtheexactmeaningofthetexts.Wecansaythatbackgroundknowledgeisasimportantasanyotherfactorsaffectingreading.

Lackingofthenecessaryculturalbackgroundmayhinderpeoplefromcomprehendinglanguage.Forinstance,whenthepresidentReagantookuphispost,anAmericantoldaChinese:

“TheUnitedStateshasgonefrompeanutstopopcorn.”Thestructureofthissentenceisverysimple.However,theChinesedidn’tunderstandthesentenceatthattimeuntilhisfriendexplainedtoherthatisaboutbackgroundknowledge.BecauseformerpresidentJimmyCarterownedabigpeanutfarmwhilethepresentpresidentReaganisanactorandpeopleeatpopcornwhiledtheywatchTV.ThepeanutstandsforMr.CarterandpopcornstandsforReagan.Onlyatthattimecanherealizetherealhumorous.Fromthiscase,wecanseethatnotonlyourvocabulary,butalsoour