Research on Strategies in Improving Teaching English Reading.docx

Research on Strategies in Improving Teaching English Reading.docx

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ResearchonStrategiesinImprovingTeachingEnglishReading

提高英语阅读教学策略的研究

ResearchonStrategiesinImprovingTeachingEnglishReading

Abstract:

Reading,asoneofthefourmainskillsinEnglishlearning,isoneofthebasicwaysinlearningalanguage.However,itisalsoadifficultpartforstudentstoimprove.SoEnglishreadingteachingisanimportantpartoflanguageclassroom.HowtohelpstudentsimprovereadingefficiencyisthemajorjobforEnglishteachersatschool.Toimprovestudent’sreadingability,theteachershouldletstudentsgraspbasicreadingstrategiesinexpectationofhelpingstudentshavetheabilitytousedifferentsortsofskillstoreaddifferentlinguisticmaterialscorrectly.ThispaperintendstoshowcommonproblemsinteachingEnglishreading,itfocuseslargelyonreadingstrategies.ThemainpurposeistohelpthestudentstodealwiththedifficultiestheymeetinEnglishreadingandtohelpthemtoimprovetheirreadingabilitygradually.

Keywords:

readingskills;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