英语泛读教程教学指导书docx.docx

1、英语泛读教程教学指导书docx英语泛读教程教学指导书Teaching Guide for Extensive Reading1 Course number: 007310712.Course name: Extensive Reading3 Course category: Specialized required course4.Credit/ class hour: 2 credits/32 class hours5.Teaching material: Extensive Reading （英语泛读教程）6.Form of Exam: written7 Bibliography:1刘乃银

2、Extensive Reading （5语泛读教程）高等教育出版社 北京2005221st Century3News Week4The New York Times5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1997.87陆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& Teaching Target & Syllabus （教学目标和大纲）This course is a practical specialized required course designed for English majors. Reading has been the skil

3、l most emphasized in traditional FL teaching, and even today is the mainstay of EFL instruction in many countries. In Japan, for example, English instruction at the university level is usually the intensive reading procedure/ which implies close study of short passages, including syntactic, semantic

4、, and lexical analyses and translation into the LI to study meaning.Today, FL/ESL/EFL reading instruction is moving increasingly, from teaching texts to teaching readers. Specifically, we now teach learners reading skills/strategies for understanding such elements as content, textual features, rheto

5、rical elements, and cultural backgroundSkills building11 emphasizes skills/strategies for text comprehension.An extensive reading program was established for elementary level language learners. Research evidence for the use of such programs in EFL/ESL contexts is presented, emphasizing the benefits

6、of this type of input for students1 English language learning and skills development. Practical advice is then offered to teachers worldwide on ways to encourage learners to engage in a focused and motivating reading program with the potential to lead students along a path to independence and resour

7、cefulness in their reading and language learning.Our working definition of Hextensive reading11 as a language teaching/leaming procedure is that it is reading (a) of large quantities of material or long texts; (b) for global or general understanding; (c) with the intention of obtaining pleasure from

8、 the text. Further, because (d) reading is individualized, with students choosing the books they want to read, (e) the books are not discussed in class.Large quantities are essential for this procedure to be ”extensive.The Role of Extensive Reading in Language Learning(1). It can provide comprehensi

9、ble input*In his 1982 book, Krashen argues that extensive reading will lead to language acquisition, provided that certain preconditions are met. These include adequate exposure to the language, interesting material, and a relaxed, tension-free learning environment. Elley and Manghubai (1983:55) war

10、n that exposure to the second language is normally planned, restricted, gradual and largely artificial.H The reading program provided in Yemen, and the choice of graded readers in particular, was intended to offer conditions in keeping with Krashens model.(2). It can enhance learners1 general langua

11、ge competenceGrabe (1991:391) and Paran (1996:30) have emphasized the importance of extensive reading in providing learners with practice in automaticity of word recognition and decoding the symbols on the printed page (often called bottomup processing). The book flood project in Fiji (Elley & Mangh

12、ubai: op cit.), in which Fijian school children were provided with high-interest storybooks, revealed significant post treatment gains in word recognition and reading comprehension after the first year, and wider gains in oral and written skills after two years.(3). It increases the students1 exposu

13、re to the languageThe quality of exposure to language that learners receive is seen as important to their potential to acquire new forms from the input. Elley views provision of large quantities of reading material to children as fundamental to reducing the exposure gap* between LI learners and L2 l

14、earners. He reviews a number of studies with children between six and twelve years of age, in which subjects showed rapid growth in language development compared with learners in regular language programs . There was a spread of effect from reading competence to other language skills - writing, spea

15、king and control over syntax/ (Elley 1991:404).(4). It can increase knowledge of vocabularyNagy & Herman (1987) claimed that children between grades three and twelve (US grade levels) learn up to 3000 words a year. It is thought that only a small percentage of such learning is due to direct vocabula

16、ry instruction, the remainder being due to acquisition of words from reading This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective i

17、n promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books.(5). It can lead to improvement in writingStotsky (1983) and Krashen (1984) reviewed a number of LI studies that appear to show the positive effect of reading on subjects1 writing skills,

18、indicating that students who areprolific readers in their pre-college years become better writers when they enter college. L2 studies by Hafiz & Tudor (1989) in the UK and Pakistan, and Robb & Susser (1989) in Japan, revealed more significant improvement in subjects1 written work than in other langu

19、age skills. These results again support the case for an input-based, acquisition-oriented reading program based on extensive reading as an effective means of fostering improvements in students writing.(6). It can motivate learners to readReading material selected for extensive reading programs shoul

20、d address students1 needs, tastes and interests, so as to energize and motivate them to read the books. In the Yemen, this was achieved through the use of familiar material and popular titles reflecting the local culture (e.g. Aladdin and His Lamp). Bell & Campbell (1996, 1997) explore the issue in

21、a South East Asian context, presenting various ways to motivate learners to read and explaining the role of extensive reading and regular use of libraries in advancing the reading habit.(7). It can consolidate previously learned languageExtensive reading of high-interest material for both children a

22、nd adults offers the potential for reinforcing and recombining language learned in the classroom. Graded readers have a controlled grammatical and lexical load, and provide regular and sufficient repetition of new language forms (Wodinsky & Nation 1988).Therefore, students automatically receive the

23、necessary reinforcement and recycling of language required to ensure that new input is retained and made available for spoken and written production.(8). It helps to build confidence with extended textsMuch classroom reading work has traditionally focused on the exploitation of shorts texts, either

24、for presenting lexical and grammatical points or for providing students with limited practice in various reading skills and strategies- However, a large number of students in the EFL/ESL world require reading for academic purposes, and therefore need training in study skills and strategies for readi

25、ng longer texts and books- Kembo (1993) points to the value of extensive reading in developing students9 confidence and ability in facing these longer texts.(9). It encourages the exploitation of textual redundancyInsights from cognitive psychology have informed our understanding of the way the brai

26、n functions in reading. It is now generally understood that slow, word-by-word reading, which is common in classrooms, impedes comprehension by transferring an excess of visual signals to the brain. This leads to overload because only a fraction of these signals need to be processed for the reader t

27、o successfully interpret the message. Kalb (1986) refers to redundancy as an important means of processing, and to extensive reading as the means of recognizing and dealing with redundant elements in texts.(10). It facilitates the development of prediction skillsOne of the currently accepted perspec

28、tives on the reading process is that it involves the exploitation of background knowledge. Such knowledge is seen as providing a platform for readers to predict the content of a text on the basis of a pre-existing schema. When students read, these schemas are activated and help the reader to decode

29、and interpret the message beyond the printed words. These processes presuppose that readers predict, sample, hypothesize and reorganize their understanding of the message as it unfolds while reading (Nunan 1991: 65-66).(1)Maximize Learner InvolvementA number of logistical hurdles have to be overcome

30、 in order to make an extensive reading program effective. Books need to be transported, displayed and collected at the end of each reading session. Considerable paperwork is required to document the card file system, reading records, inventories, book reports and in maintaining and updating lists of

31、 titles. Students should therefore be encouraged to take an active role in the management and administration of the reading program. In the Yemen program, students gained a strong sense of ownership through running the reading resources in an efficient, coordinated and organized manne匚(2)The Reader

32、InterviewRegular conferencing between teacher and student played a key role in motivating students in the Yemen to read the books. This enabled effective monitoring of individual progress and provided opportunities for the teacher to encourage students to read widely, show interest in the books being read, and to guide students in their choice of titles. By demonstrating commitment in their own reading, teachers can foster positive attitudes to reading, in which it is no longer viewed as tedious, demanding, hard work, but as a pleasurable part of their learning(3)Read Alo