英语泛读教程教学指导书docx.docx

英语泛读教程教学指导书docx.docx

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英语泛读教程教学指导书docx

英语泛读教程教学指导书

TeachingGuideforExtensiveReading

1・Coursenumber:

00731071

2.Coursename:

ExtensiveReading

3>Coursecategory:

Specializedrequiredcourse

4.Credit/classhour:

2credits/32classhours

5.Teachingmaterial:

ExtensiveReading（英语泛读教程）

6.FormofExam:

written

7>Bibliography:

1刘乃银ExtensiveReading（5^语泛读教程）高等教育出版社北京2005」

221stCentury

3NewsWeek

4TheNewYorkTimes

5张林《大学英语泛读教程》高等教育出版社

6《新编英语泛读教程》上海外语教育出版社1997.8

7陆佑珊《研究生英语泛读教程》（教师参考书）屮国人民大学出版社

&TeachingTarget&Syllabus（教学目标和大纲）

ThiscourseisapracticalspecializedrequiredcoursedesignedforEnglishmajors.ReadinghasbeentheskillmostemphasizedintraditionalFLteaching,andeventodayisthemainstayofEFLinstructioninmanycountries.InJapan,forexample,Englishinstructionattheuniversitylevelisusuallythe"'intensivereadingprocedure/whichimpliesclosestudyofshortpassages,includingsyntactic,semantic,andlexicalanalysesandtranslationintotheLItostudymeaning.

Today,FL/ESL/EFLreadinginstructionismovingincreasingly,fromteachingtextstoteachingreaders.Specifically,wenowteachlearnersreadingskills/strategiesforunderstandingsuchelementsascontent,textualfeatures,rhetoricalelements,andculturalbackground・"Skillsbuilding11emphasizesskills/strategiesfortextcomprehension.

Anextensivereadingprogramwasestablishedforelementarylevellanguagelearners.ResearchevidencefortheuseofsuchprogramsinEFL/ESLcontextsispresented,emphasizingthebenefitsofthistypeofinputforstudents1Englishlanguagelearningandskillsdevelopment.Practicaladviceisthenofferedtoteachersworldwideonwaystoencouragelearnerstoengageinafocusedandmotivatingreadingprogramwiththepotentialtoleadstudentsalongapathtoindependenceandresourcefulnessintheirreadingandlanguagelearning.

OurworkingdefinitionofHextensivereading11asalanguageteaching/leamingprocedureisthatitisreading（a）oflargequantitiesofmaterialorlongtexts;（b）forglobalorgeneralunderstanding;（c）withtheintentionofobtainingpleasurefromthetext.Further,because（d）readingisindividualized,withstudentschoosingthebookstheywanttoread,（e）thebooksarenotdiscussedinclass.

Largequantitiesareessentialforthisproceduretobe”extensive."

TheRoleofExtensiveReadinginLanguageLearning

（1）.Itcanprovidecomprehensibleinput*

Inhis1982book,Krashenarguesthatextensivereadingwillleadtolanguageacquisition,providedthatcertainpreconditionsaremet.Theseincludeadequateexposuretothelanguage,interestingmaterial,andarelaxed,tension-freelearningenvironment.ElleyandManghubai（1983:

55）warnthatexposuretothesecondlanguageisnormally"planned,restricted,gradualandlargelyartificial.HThereadingprogramprovidedinYemen,andthechoiceofgradedreadersinparticular,wasintendedtoofferconditionsinkeepingwithKrashen'smodel.

（2）.Itcanenhancelearners1generallanguagecompetence

Grabe（1991:

391）andParan（1996:

30）haveemphasizedtheimportanceofextensivereadinginprovidinglearnerswithpracticeinautomaticityofwordrecognitionanddecodingthesymbolsontheprintedpage（oftencalledbottom・upprocessing）.ThebookfloodprojectinFiji（Elley&Manghubai:

opcit.）,inwhichFijianschoolchildrenwereprovidedwithhigh-intereststorybooks,revealedsignificantposttreatmentgainsinwordrecognitionandreadingcomprehensionafterthefirstyear,andwidergainsinoralandwrittenskillsaftertwoyears.

（3）.Itincreasesthestudents1exposuretothelanguage

Thequalityofexposuretolanguagethatlearnersreceiveisseenasimportanttotheirpotentialtoacquirenewformsfromtheinput.Elleyviewsprovisionoflargequantitiesofreadingmaterialtochildrenasfundamentaltoreducingthe'exposuregap*betweenLIlearnersandL2learners.Hereviewsanumberofstudieswithchildrenbetweensixandtwelveyearsofage,inwhichsubjectsshowedrapidgrowthinlanguagedevelopmentcomparedwithlearnersinregularlanguageprograms.Therewasa"spreadofeffectfromreadingcompetencetootherlanguageskills-writing,speakingandcontroloversyntax/（Elley1991:

404）.

（4）.Itcanincreaseknowledgeofvocabulary

Nagy&Herman（1987）claimedthatchildrenbetweengradesthreeandtwelve（USgradelevels）learnupto3000wordsayear.Itisthoughtthatonlyasmallpercentageofsuchlearningisduetodirectvocabularyinstruction,theremainderbeingduetoacquisitionofwordsfromreading・Thissuggeststhattraditionalapproachestotheteachingofvocabulary,inwhichthenumberofnewwordstaughtineachclasswascarefullycontrolled（wordsoftenbeingpresentedinrelatedsets）,ismuchlesseffectiveinpromotingvocabularygrowththansimplygettingstudentstospendtimeonsilentreadingofinterestingbooks.

（5）.Itcanleadtoimprovementinwriting

Stotsky（1983）andKrashen（1984）reviewedanumberofLIstudiesthatappeartoshowthepositiveeffectofreadingonsubjects1writingskills,indicatingthatstudentswhoare

prolificreadersintheirpre-collegeyearsbecomebetterwriterswhentheyentercollege.L2studiesbyHafiz&Tudor（1989）intheUKandPakistan,andRobb&Susser（1989）inJapan,revealedmoresignificantimprovementinsubjects1writtenworkthaninotherlanguageskills.Theseresultsagainsupportthecaseforaninput-based,acquisition-orientedreadingprogrambasedonextensivereadingasaneffectivemeansoffosteringimprovementsinstudentswriting.

（6）.Itcanmotivatelearnerstoread

Readingmaterialselectedforextensivereadingprogramsshouldaddressstudents1needs,tastesandinterests,soastoenergizeandmotivatethemtoreadthebooks.IntheYemen,thiswasachievedthroughtheuseoffamiliarmaterialandpopulartitlesreflectingthelocalculture（e.g..AladdinandHisLamp）.Bell&Campbell（1996,1997）exploretheissueinaSouthEastAsiancontext,presentingvariouswaystomotivatelearnerstoreadandexplainingtheroleofextensivereadingandregularuseoflibrariesinadvancingthereadinghabit.

（7）.Itcanconsolidatepreviouslylearnedlanguage

Extensivereadingofhigh-interestmaterialforbothchildrenandadultsoffersthepotentialforreinforcingandrecombininglanguagelearnedintheclassroom.Gradedreadershaveacontrolledgrammaticalandlexicalload,andprovideregularandsufficientrepetitionofnewlanguageforms（Wodinsky&Nation1988）.Therefore,studentsautomaticallyreceivethenecessaryreinforcementandrecyclingoflanguagerequiredtoensurethatnewinputisretainedandmadeavailableforspokenandwrittenproduction.

（8）.Ithelpstobuildconfidencewithextendedtexts

Muchclassroomreadingworkhastraditionallyfocusedontheexploitationofshortstexts,eitherforpresentinglexicalandgrammaticalpointsorforprovidingstudentswithlimitedpracticeinvariousreadingskillsandstrategies-However,alargenumberofstudentsintheEFL/ESLworldrequirereadingforacademicpurposes,andthereforeneedtraininginstudyskillsandstrategiesforreadinglongertextsandbooks-Kembo（1993）pointstothevalueofextensivereadingindevelopingstudents9confidenceandabilityinfacingtheselongertexts.

（9）.Itencouragestheexploitationoftextualredundancy

Insightsfromcognitivepsychologyhaveinformedourunderstandingofthewaythebrainfunctionsinreading.Itisnowgenerallyunderstoodthatslow,word-by-wordreading,whichiscommoninclassrooms,impedescomprehensionbytransferringanexcessofvisualsignalstothebrain.Thisleadstooverloadbecauseonlyafractionofthesesignalsneedtobeprocessedforthereadertosuccessfullyinterpretthemessage.Kalb（1986）referstoredundancyasanimportantmeansofprocessing,andtoextensivereadingasthemeansofrecognizinganddealingwithredundantelementsintexts.

（10）.Itfacilitatesthedevelopmentofpredictionskills

Oneofthecurrentlyacceptedperspectivesonthereadingprocessisthatitinvolvestheexploitationofbackgroundknowledge.Suchknowledgeisseenasprovidingaplatformforreaderstopredictthecontentofatextonthebasisofapre-existingschema.Whenstudentsread,theseschemasareactivatedandhelpthereadertodecodeandinterpretthemessagebeyondtheprintedwords.Theseprocessespresupposethatreaderspredict,sample,hypothesizeandreorganizetheirunderstandingofthemessageasitunfoldswhilereading（Nunan1991:

65-66）.

（1）MaximizeLearnerInvolvement

Anumberoflogisticalhurdleshavetobeovercomeinordertomakeanextensivereadingprogrameffective.Booksneedtobetransported,displayedandcollectedattheendofeachreadingsession.Considerablepaperworkisrequiredtodocumentthecardfilesystem,readingrecords,inventories,bookreportsandinmaintainingandupdatinglistsoftitles.Studentsshouldthereforebeencouragedtotakeanactiveroleinthemanagementandadministrationofthereadingprogram.IntheYemenprogram,studentsgainedastrongsenseofownershipthroughrunningthereadingresourcesinanefficient,coordinatedandorganizedmanne匚

（2）TheReaderInterview

RegularconferencingbetweenteacherandstudentplayedakeyroleinmotivatingstudentsintheYementoreadthebooks.Thisenabledeffectivemonitoringofindividualprogressandprovidedopportunitiesfortheteachertoencouragestudentstoreadwidely,showinterestinthebooksbeingread,andtoguidestudentsintheirchoiceoftitles.Bydemonstratingcommitmentintheirownreading,teacherscanfosterpositiveattitudestoreading,inwhichitisnolongerviewedastedious,demanding,hardwork,butasapleasurablepartoftheirlearning・

（3）ReadAlo