On Cultivation and Improvement of English Reading Strategies in Middle School.doc
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1、中学英语阅读技能的培养与提高On Cultivation and Improvement of English Reading Strategies in Middle SchoolAbstract: With English more and more widely used in social communication, reading, as one of the four basic skills of language teaching and an aspect of communicative competence, has drawn more and more attent
2、ion in the English language circles. English reading is widely seen as an effective way in helping students study English and fundamentally improve their English language competence. English reading skills, therefore, are understood, as playing an important role in enhancing reading capability, whic
3、h also exercises impacts on other capacities of the learners including listening, speaking and writing. It can be claimed that whether the teaching of English reading is effective in middle schools largely affects the outcomes of English teaching. The paper mainly introduces some problems both in En
4、glish learning and teaching and factors of influence English reading in foreign language. According to the problems and factors putting the author aims at forward some solutions to problems in English reading. Key words: English reading; reading ability; reading comprehension; strategies摘 要:随着英语在社会交
5、际中越来越广泛的使用,阅读作为四项基本语言技能之一和交际能力的一个重要方面越来越受到重视。教学界对英语阅读的研究呈现出越来越浓厚的兴趣。在英语学习中,阅读是人们获取英语知识、提高英语水平的有效途径。英语阅读技能既是重要的语言技能,也是重要的学习技能,是发展其他语言技能的基础和前提。阅读教学在初中英语教学中占有重要地位。阅读教学的有效性直接关系到教学质量。但传统的以传授语言知识 为主、语言实践为辅的教学模式使阅读教学低效或无效。因此,对初中英语阅读教学有效性的研究具有现实意义。本文主要介绍了阅读教与学中普遍存在的一些问题和影响英语作为外语阅读的一些因素。并根据这些问题和影响因素提出了几点解决方案
6、。关键字:英语阅读;阅读能力;阅读理解;策略ContentsI.Introduction.1II. Problems in Middle School English Reading.1 III. Factors Influencing English Reading.2 A. Cultural background.3B. Reading habits. . .3C. Motivation. . . 4D. Vocabulary. . . 4E. Reading proficiency in mother tongue. . 4 IV. The Solutions to the Proble
7、ms in English Reading.5A. Solving the problems on cultural background knowledge 5 B. Cultivating good reading habits. . . . .5C. Arousing the students interests. . . . .6D. Enhancing vocabulary . . . .6E. Developing fast reading. . . .7V. Procedures for Teaching a Reading Lesson .8A. Pre-reading Act
8、ivities. . . . . .8 B. While-reading Activities. . . . .8C. Post-reading Activities . . . . . .9VI. Conclusion . . . . . 10Works Cited . .12I. IntroductionMost of people believe that where there is no reading, there is no improvement in foreign language learning. It shows the importance of reading.
9、Reading is also very important in foreign language teaching, the reasons of which are follows: firstly, students general knowledge depends on reading; secondly, reading is done in class as model for future writing; thirdly, reading texts also provide opportunities to study language, such as vocabula
10、ry, grammar, punctuation, or the way sentences, paragraphs, and texts are constructed; lastly, also is most important that reading comprehension cover large scores in students English test. So more and more learners research into teaching of reading in and out of China. A research shows that text co
11、mprehension requires both language knowledge and recognition of key ideas and their relationships. Language knowledge primarily involves vocabulary knowledge and grammar knowledge. There is a range of research that argues for a strong relation both between vocabulary knowledge and reading comprehens
12、ion. Research on syntactic processing or word integration processes also suggests significant relationship between syntactic parsing abilities and comprehension abilities. Almost all reading researchers agree that background knowledge plays an important role in reading comprehension. A recent study
13、by Meyer and Poor demonstrated that structure strategy training significantly improved recall from texts for both younger adults and older adults.Research has long been asserted that, in the classroom teaching practice, reading instruction should be engaged in dealing with items of grammar and new v
14、ocabulary, thus ignoring the development of the students reading abilities. It is also asserted that reading ability will develop automatically through practice of grammar, vocabulary and structure. Under the cloak of this view, classroom practice focuses too much attention on decoding the meaning o
15、f words, phrases or sentence structures rather than interpreting and understanding the message conveyed in the reading material. “Materials designed for reading tasks seem to be artificial since the intention is to draw students attention to items of structural usage rather than to the authentic fea
16、tures characteristic of real text, or what makes texts hang together”(Liu and Xiao 64-65). II. Problems in Middle School English ReadingDuring the time when I am an informal teacher in a middle school, I did some researches about English reading. According to these researches I found there are some
17、problems in both learning and teaching in English reading.As for students, reading problems are at present very serious. First, the students are not so much exposed to the particular culture as a result of limited reading. The great differences between the Chinese culture and English culture may hin
18、der learners from comprehending better and reading faster. Second, slow reading is a common disease, which can be shown from one of the authors surveys about the status of middle school students reading. Third, reading skills and strategies remain poor and undeveloped. Students tend to treat all tex
19、ts the same way. They read everything word by word and focus too much their attention on detailed information and structural analysis. They have difficulty in dealing with new words and expression they meet across when reading. Translation still cannot be done away within reading. Fourth, students l
20、ack of vocabulary is a big problem in their reading. Many students said that there are too many new words to understand in reading.For teachers, there are a few backwards in their teaching reading, which are summarized as follows: Firstly, some teachers have misconceptions of language essence. They
21、pay little attention to treat the function of language as a cognitive tool. Secondly, the traditional teaching method is still active in reading teaching. Teachers spend most of the time explaining new words, phrases, structures and grammar rules, neglecting to analyze the organization and content o
22、f the whole text. Consequently, the phenomenon of “seeing the trees without knowing the wood”(Marianne 102) often occurs in reading. Thirdly, the classroom teaching is not student-centered, and the creation of situation and meaning are often overlooked. Students are lacking in cooperative learning a
23、nd self-initiative study. Fourthly, modern educational technology cannot fully be employed in the teaching practice, which can only be used on some special occasions. According, we should get rid of unfavorable teaching concepts and adopt advanced educational theories to guide our teaching.III. Fact
24、ors Influencing English Reading From above paragraph we have known that there are many problems in English reading. What lead to these problems? We could find the reasons if we would on analyze carefully. Chinese people and English native speakers have different ways of thinking and modes of express
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