The Analysis of Reading Barriers in English Major and the Countermeasures英语论文.docx

The Analysis of Reading Barriers in English Major and the Countermeasures英语论文.docx

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TheAnalysisofReadingBarriersinEnglishMajorandtheCountermeasures英语论文

Abstract

ThethesisaimstohighlighttheimportantrolethatreadingplaysintheuniversityEnglishstudy.UniversityEnglishreadingisaneffectiveapproachtoenlargingvocabulary,strengtheninglanguageknowledge,enrichingexpressingskillsandimprovingexpressingquality.Inpractice,listeningandspeakingareimportant,however,withoutreading,itisimpossibletoimproveoralexpressingquality,norachievethegoalofwritingandtranslating.

Thethesisadoptedaquestionnaire,80universityEnglishmajorwereparticipatedintheinvestigation.Theanalysisofresultswasperformedintheformoftablesandacolumnchart.

Finally,fromthequestionnairethathasbeencarriedout,analyzethestatisticsandsummarizesomecountermeasures,stimulantstudents’interests,cultivatestudents’readingskills,inputforeigncultureandgivethemsomereadingstrategiestosolvetheproblem.Itaimstohelpstudentsdevelopgoodreadinghabitsandimprovetheirreadingability.

Keywords：

EnglishmajorEnglishreadingInfluentialfactorsCountermeasures

摘要

本文的目的是为了进一步强调英语阅读在大学生英语学习中的重要作用。

大学英语阅读既是扩大词汇的有效途径，也是巩固已有语言知识，丰富表达技巧，提高表达质量的有效途径。

在实际中，听和说是重要的，但如果没有阅读，口语表达质量的提高就很难提高。

就不可能有向写和译方面转化的质的飞跃。

本文采用了问卷调查的形式对80名英语专业的大学生进行了调查，调查结果分别用表格和柱形图进行了分析。

最后,从所调查的问卷，分别从激起学生兴趣、培养学生的阅读技巧、进行相应的外国文化输入以及对待不同文章的阅读策略方面总结了一些解决问题的对策，旨在帮助学生养成良好阅读习惯及提高阅读能力。

关键词：

英语专业英语阅读影响因素对策

Contents

Abstract…………………………………………………………...................................i

摘要……........................................................................................................................ii

ChapterOneIntroduction……………………………………………………………..1

ChapterTwoLiteratureReview……………………………………………………….3

2.1TheDefinitionofReading………………………………………………………3

2.2FactorsInvolvedinEnglishReading…………………………………………...4

2.3ThreeModelsofReading………………………………………………………..5

2.3.1bottom-upapproach………………………………………………………...5

2.3.2top-downapproach…………………………………………………………6

2.3.3interactivemodel…………………………………………………………...7

ChapterThreeResearchMethodology…………………………...................................8

3.1ResearchObjective………………………………………………………….......8

3.2Subjects…………………………………………………………………………8

3.3Instrument…………………………………………………................................8

3.4Procedure……………………………………………………………………….9

ChapterFourResultsandCountermeasures………………………………………....10

4.1ResultsandAnalysisfromQuestionnaire…………………………………….10

4.2TheAnalysisofInfluentialFactors………………………...............................11

4.2.1Linguisticfactors……………………………………………………….12

4.2.2Non-linguisticfactors…………………………………………………..15

4.3Countermeasures…………………………………………………………….....17

4.3.1Readingstrategies………………………………………………………….17

4.3.2StimulatingStudents’Interest……………………………………………...17

4.3.3Inputtingculture…………………………………………………………...18

ChapterFiveConclusion…………………………………………..............................20

References……………………….………………………………..............................21

AppendixI……………………….………………………………………………….22

AppendixII………………………………………………………..............................23

TheAnalysisofReadingBarriersinEnglishMajorandtheCountermeasures

ChapterOneIntroduction

Withthedevelopmentandimprovementofinternationalexchange，Englishhasbecomeanessentialtoolforcommunicationamongpeoplefromdifferentnationsandregions.ThepresentstudyisasurveystudywhichattemptstoemphasizetheimportanceofEnglishreadinginuniversitystudents’studyandtoknowsomedifficultiestheymeetwhentheyarereading.ItaimstosummarizepropermethodsandcountermeasurestohelpstudentsimprovetheirEnglishreadingability.80Englishmajorstudentswereparticipatedinthissurveyintheformofrespondingtoaquestionnaire.

Readingisquiteessentialforlanguageacquisition，especiallyintheenvironmentofstudyingEnglishasaforeignlanguage.Inpresent-daysociety，withtheeconomicglobalization，two-thirdsofnewspapers,magazinesandperiodicalspreadinEnglishallovertheworld.Therefore,Englishreadingplaysaveryimportantroleincollegestudents’acquisitionofknowledgeandanalysisofEnglishmaterialincreasingly.Atpresent,readingisthemajorinputoflanguage,duringthelearningprocessofcollegestudents,amongthefourlanguageskills—listening,speaking,reading,andwriting,readinghasaccountedalot.AsKristen（1985）said,“readingisgoodforlanguageacquisition;itpromotesbetterspelling,betterwritingskills,higherreading

comprehensionandmoreadvancedvocabulary.”One’sreadingabilityisamajorindicationofhisintegrativelanguageproficiency.ButcomparedwithalotoftheoreticalresearchinEnglishreading,surveystudiesaresuperiortotheoreticalones.

Studiesabroad，theyarebasedonthedesignofgoodexperimenttodemonstratethelimitationsofexistingtheories.Itaimstoreviseandimprovetheexistingtheories（InagakiS,2002）.Incontrary,studiesathome,EnglishreadingresearchfocusedonschematheorytoguideEnglishreadingandEnglishteaching,applicationofreadingstrategiesandtheorybasis,thementalprocessofreadingandsoon（Yi,2003）.Ingeneral,studiesathomeweremoreinclinedtotheworshipofexistingmodelsandtheories,toapplythemdirectly.

Thepresentstudyisasurveystudyontheinfluentialfactorsincollegestudents’Englishreading.Withthehelpofaquestionnaire,thepresentstudyattemptstofindoutthedifficultiesthatcollegestudentsalwaysconfrontwithinEnglishreadingandtrytooffercountermeasurestosolvethem.

Thethesisconsistsoffivechapters.Thischapterisanintroduction.ChapterTwoisaliteraturereview，whichgivesthedefinitionofreadingandcountermeasures，methodsofreadingandsomerelatedstudies.Chapterthreepresentstheresearchmethod，researchquestionanddatacollection.ChapterFourdescribestheresultsandanalysisfromthequestionnaireaswellaseffectivecountermeasures.AndChapterFiveisthelastpartofthisstudy.Itsummarizethemajorfindings，implicationsandalsogivestherecommendationsforfuturestudies.

ChapterTwoLiteratureReview

Thischaptercontainsthreesections.ThefirstsectionisaboutthedefinitionofreadingandsecondsectionisaboutfactorsinvolvedinEnglishreadingandthelastoneisthreemodelsofreading.

2.1TheDefinitionofReading

Authoritiesandexpertsontheteachingofreadinghavedifferentviewsonwhatreadingis.Ingeneralterms,readinginvolvesthereader,thetext,andtheinteractionbetweenreaderandtext.AccordingtoDouglas（1981:

82）,thenatureofsilentreadingisaboutthebehaviorofareader.Thetextandthereaderdonotconstituteactualreading.Whatconstitutesactualreadingistheinteractionbetweenthetextandreader.

Francoise（1981:

5）definedfromtheaspectofinformation,“Understandingawrittentextmeansextractingtherequiredinformationfromitasefficientlyaspossible.”Thismeansreadingisacomprehensiveprocess.Wilga（1987:

187）describesasimilarideathatreadingisacomplex,activelythinkingpsychologicalactivity,whichisnotapassive,butratheranactiveprocess.Readingisalsoacompletelyindividualactivity.Itisthementalactivitiesthatreadersfocusoninordertoconstructhismeaningandunderstandingfromatext.

However,Nuttal（1982:

222）disagreedthatreadingnecessarilyinvolvedunderstanding:

“readingistheidentificationoflinguisticformsfromstringsofwrittenconfigurationthatpresentthem,asevidencedbyproducingtheconventionalsignsforthesamelinguisticforminsomeothersystemofrepresentation.”

Althoughtherearedifferentviewsaboutaprecisedefinitionofreading,themostusefulandpracticalonetotoday’sEnglishreadingisnotonlyanactiveprocess,butalsoacomprehensiveprocess.InEnglishreading,findweaknessandtrytoclosethegap.

2.2FactorsInvolvedinEnglishreading

Studentsoftenhavedifficultiesinimprovingtheirreadingability.Thesedifficultiesnotonlyresultfromtheirmethodoflearning,butmostlyfromtheirlackofbasicknowledgeaboutsentencestructures,partsofspeech,tense,voice,andnon-predictingverbsandsoon.AlsotheyarelackingofvocabularyandsomebackgroundknowledgeoftheEnglish-speakingcountries.InviewofKrash（1985:

103）,threesub-factorsneedtobetakenaccountintotheirparttopromotereadingcompetence.Theyareadequatevocabulary,abilitytospeculateonlexicalmeaningsandawarenessoflexicaldeviations.VocabularyservesasthemostpreliminaryfoundationforEnglishreadingcomprehension.Butonlyfewstudentsadmitthattheyhaveadequatevocabularytofulfilltheirunderstanding.

GrammarrolesandsentencepatternsarealsofundamentalelementsinEnglishreading.Becauseofthegrammarconfusion,studentsoftendonotunderstandthereadingmaterialalthoughtheyknowallthewords.Ifthestudentsareunabletodistinguishthemainclausefromasubordinateclauseandareunabletoknowtheirrelationships,despiteunderstandingthemeaningofeverywordinthesentence,understandingisunlikelytooccurwithaccuracy.

Languageisratherlikeamirrorthatreflectsthenationalcultureofitsspeaker.

TheAmericanlinguistSapirthinksthelanguagecannotexistwithoutculture.Culturecanbeexplainedaswhatthesocietydoesandthinks,andthelanguageistheexpressiontheideasofsociety.Obviously,cultureisoneofthekeysinEnglishreading.Therefore,confrontedwithculturaldifferences，readersshouldbegiventheopportunitytofamiliarizethemselveswiththetargetculture.

Mothertongueisadoubleedgedsword,ontheonehand,readinghabitsandreadingexperiencesofthemothertonguemayfacilitateEnglishreading.Ontheotherhand,thenativepatte