高一英语阅读策略教学研究
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摘要
在高中英语教学中,阅读教学一直是重点和难点。但是长期以来,英语教师一直采取传统的教学模式,侧重单词学习及语法分析,忽视了阅读策略的教学与实践,致使阅读教学效果差,尤其是对刚从初中升到高一的学生而言。因为高一学生正处于初高中的过渡阶段,以前阅读策略运用得较少且没有进行过专门训练,因此很多学生刚到高中因为阅读量大且新单词较多而影响阅读速度及成绩。学生平时也花了很多时间,进行了不懈的努力想提高阅读成绩,却没见到什么明显效果,有的甚至还退步了。然而如果在阅读过程中能较好地使用阅读策略,就能起到事半功倍的效果。因此笔者在阅读教学实践中尝试着使用阅读策略及技巧,来提高学生的阅读能力,取得了良好的教学效果。因此,本论文是教学理论与教学实践相结合的成果。
在外语教学中,阅读是掌握语言知识、获取信息、提高语言应用能力的重要基础。近年来,阅读策略的研究一直是阅读教学研究中的重点课题。阅读策略指学习者在阅读过程中为提高阅读理解水平所使用的学习策略,例如跳读、略读、推理、预测等。阅读策略使用的研究对外语学习与教学都具有重要的意义。作为教师,应该拥有有效的教学理念,掌握有效的教学策略以及在高中英语阅读教学过程中,应该传授学生阅读技巧,激发学生阅读兴趣,鼓励学生进行泛读及限时阅读,提高阅读的有效性。本文希望通过问卷调查,了解高一学生的阅读策略使用情况,找出阅读的主要问题及所缺策略,并提出一些建议,培养学生自己阅读的能力,最终达到提高高一学生自主学习能力的目的。
本文包括引言、文献综述、研究设计、结果与分析、建议及不足和结论等。引言部分分析了目前关于高一学生英语阅读能力研究现状,提出了选题的原因、研究背景和本文的主要内容以及进行本研究的必要性和有效性。第一部分为文献综述:介绍了阅读相关理论,阅读模式(自上而下、自下而上以及阅读互动论)和阅读策略等。第二部分为研究设计:这是本文的中心,主要介绍研究方法(问卷调查法、对比研究法),包括研究的主体(100名高一学生)、工具(调查问卷)、研究问题、问卷设计以及数据的收集和分析。调查分阅读策略调查及之后进行数据分析并找出存在的阅读问题及所缺策略以及高一学生实验前后阅读测试。第三部分为结果与讨论:在调查问卷及阅读测试后,就结果进行分析及讨论。第四部分为建议及不足:针对高一学生存在的主要阅读问题,提出一些有利于英语教学的建议与意见。同时,还提出本研究所存在的不足。最后部分是结论。
Reading is very important and difficult for senior middle school students.For a long period,due to the traditional teaching model and vocabulary and grammar oriented teaching methods,the teaching of reading is not efficient and students have difficulties in English reading comprehension,especially for Senior One students.Because they seldom use their reading strategies in junior school and can't adopt the way of reading in senior middle school because there are so many new words in the passages and they can not finish them in limited time.Students really know the importance of reading and pay special attention to improving their reading comprehension.However,the results and effects are not so satisfying.But good reading strategies can help you to read in a very efficient way.Using them,you aim to get the maximum benefit from your reading with the minimum effort,so we have tried to tell the students to use reading strategies in the teaching,which proved very efficient. Therefore,this thesis is based on the achievements made in teaching experiments.
In foreign language teaching,reading plays an important role in mastering the language,obtaining information and improving language competence.In recent years,strategy training for students is a key factor in improving their reading ability.Reading strategies refer to strategies (such as scanning,skimming,inferencing,predicting and other strategies) used by language learners in order to improve their reading comprehension.Hence research on reading strategies is of great importance in language learning as well as in language teaching.
Therefore,it is very important and efficient to study the reading strategies in Grade One of senior middle schools.As a teacher,he should understand the concept of effective teaching and learning.During the reading teaching:teachers should teach students reading strategies,help students to cultivate good reading habits,try to arouse students' intersts, encourage students to read widely and do reading in limited time to improve the validity of reading.This thesis is to research and analyze the situations of strategic knowledge in reading and reading strategies use for students in Grade One in Senior Middle School.After finding out their main reading barricades and the reading strategies they lack,the author makes some possible suggestions to help students not only realize where their reading difficulties are,but learn to adjust the proper reading strategies to develop their abilities to find and solve the problems by themselves,thus result in the promotion of learner autonomy in language learning for students in senior high schools.
The thesis consists of six parts.The introduction gives a brief account of the background of the researches concerning with this topic and points out the necessity of carrying out this present study.In Chapter One,literature review introduces some important theories in the research of reading strategies,focusing on the definitions of reading,the models of reading and strategies for reading comprehension.Chapter Two is the core of the whole thesis.In this part,the author introduces the study methods including the subjects of the study(100 students from Senior One),the instruments(the questionnaire),the research questions,the questionnaire design and the process of the data collection and analysis.It includes reading strategies questionnaire,reading comprehension test and a description of the data analysis and reports main reading problems and the causes derived from the analysis in great details.Chapter Three is results and discussion.In Chapter Four,the author presents suggestions to the reading problems and uses in English reading and teaching,and the limitations of the study are also mentioned here.The last part is the conclusion.
在外语教学中,阅读是掌握语言知识、获取信息、提高语言应用能力的重要基础。近年来,阅读策略的研究一直是阅读教学研究中的重点课题。阅读策略指学习者在阅读过程中为提高阅读理解水平所使用的学习策略,例如跳读、略读、推理、预测等。阅读策略使用的研究对外语学习与教学都具有重要的意义。作为教师,应该拥有有效的教学理念,掌握有效的教学策略以及在高中英语阅读教学过程中,应该传授学生阅读技巧,激发学生阅读兴趣,鼓励学生进行泛读及限时阅读,提高阅读的有效性。本文希望通过问卷调查,了解高一学生的阅读策略使用情况,找出阅读的主要问题及所缺策略,并提出一些建议,培养学生自己阅读的能力,最终达到提高高一学生自主学习能力的目的。
本文包括引言、文献综述、研究设计、结果与分析、建议及不足和结论等。引言部分分析了目前关于高一学生英语阅读能力研究现状,提出了选题的原因、研究背景和本文的主要内容以及进行本研究的必要性和有效性。第一部分为文献综述:介绍了阅读相关理论,阅读模式(自上而下、自下而上以及阅读互动论)和阅读策略等。第二部分为研究设计:这是本文的中心,主要介绍研究方法(问卷调查法、对比研究法),包括研究的主体(100名高一学生)、工具(调查问卷)、研究问题、问卷设计以及数据的收集和分析。调查分阅读策略调查及之后进行数据分析并找出存在的阅读问题及所缺策略以及高一学生实验前后阅读测试。第三部分为结果与讨论:在调查问卷及阅读测试后,就结果进行分析及讨论。第四部分为建议及不足:针对高一学生存在的主要阅读问题,提出一些有利于英语教学的建议与意见。同时,还提出本研究所存在的不足。最后部分是结论。
Reading is very important and difficult for senior middle school students.For a long period,due to the traditional teaching model and vocabulary and grammar oriented teaching methods,the teaching of reading is not efficient and students have difficulties in English reading comprehension,especially for Senior One students.Because they seldom use their reading strategies in junior school and can't adopt the way of reading in senior middle school because there are so many new words in the passages and they can not finish them in limited time.Students really know the importance of reading and pay special attention to improving their reading comprehension.However,the results and effects are not so satisfying.But good reading strategies can help you to read in a very efficient way.Using them,you aim to get the maximum benefit from your reading with the minimum effort,so we have tried to tell the students to use reading strategies in the teaching,which proved very efficient. Therefore,this thesis is based on the achievements made in teaching experiments.
In foreign language teaching,reading plays an important role in mastering the language,obtaining information and improving language competence.In recent years,strategy training for students is a key factor in improving their reading ability.Reading strategies refer to strategies (such as scanning,skimming,inferencing,predicting and other strategies) used by language learners in order to improve their reading comprehension.Hence research on reading strategies is of great importance in language learning as well as in language teaching.
Therefore,it is very important and efficient to study the reading strategies in Grade One of senior middle schools.As a teacher,he should understand the concept of effective teaching and learning.During the reading teaching:teachers should teach students reading strategies,help students to cultivate good reading habits,try to arouse students' intersts, encourage students to read widely and do reading in limited time to improve the validity of reading.This thesis is to research and analyze the situations of strategic knowledge in reading and reading strategies use for students in Grade One in Senior Middle School.After finding out their main reading barricades and the reading strategies they lack,the author makes some possible suggestions to help students not only realize where their reading difficulties are,but learn to adjust the proper reading strategies to develop their abilities to find and solve the problems by themselves,thus result in the promotion of learner autonomy in language learning for students in senior high schools.
The thesis consists of six parts.The introduction gives a brief account of the background of the researches concerning with this topic and points out the necessity of carrying out this present study.In Chapter One,literature review introduces some important theories in the research of reading strategies,focusing on the definitions of reading,the models of reading and strategies for reading comprehension.Chapter Two is the core of the whole thesis.In this part,the author introduces the study methods including the subjects of the study(100 students from Senior One),the instruments(the questionnaire),the research questions,the questionnaire design and the process of the data collection and analysis.It includes reading strategies questionnaire,reading comprehension test and a description of the data analysis and reports main reading problems and the causes derived from the analysis in great details.Chapter Three is results and discussion.In Chapter Four,the author presents suggestions to the reading problems and uses in English reading and teaching,and the limitations of the study are also mentioned here.The last part is the conclusion.
引文
Anderson,N.J.Individual differences in strategy use in second language reading and testing.[M]The Modern Language Journal,1991
Barnett,M.A.Reading through context:How real and perceived strategy use affects L2 comprehension.[M]The Modern Language Journal,1988
Block,E.The comprehension strategies of second language readers.[M]TESOL Quarterly,1986
Brown H.Douglas.Teaching by Principles:An Interactive Approach to Language Pedagogy[M].Englewood Cliffs,NJ:Prentice-Hall,1994
Carrell,P.L. Metacognitive awareness and second language reading.[M]The Modern Language Journal,1989.
Chall,J.S,Learning to read:The Great Debate.[M]New York:McGraw Hill,1967
Chamot,A.O'Malley,M.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
Clay,M.M.The early detection of reading difficulties[M].Auckland,NZ:Heinemann Education,1985
Darling-Hammond,L.,& Branford,J.(Eds.)Preparing teachers for a changing world:What teachers should learn and be able to do.[M]San Francisco,CA:Jossey-Bass,2005
Eskey,D.E.Interactive Approaches to Second Language Reading.[M]Cambridge,1988.
Eskey,D.E.Reading and the teaching of L2 reading.[M]TESOL Journal,2003
Grabe,W.Current development in second language reading research[J]TESOL Quarterly,1991(25)
Grellet,F.Developing Reading Skills—A practical guide to reading comprehension exercises.Cambridge:Cambridge University Press,1981
Harmer,Jeremy.How to Teach English[M].Addison Wesley Longman Limited,1998.
McCarthy,Michael.Vocabulary[M].Oxford University Press,1990.
Olshavsky,J.E.Reading as problem solving:An investigation of strategies Reading[M].Research Quarterly,1977
O'Malley,J.M.,& Chamot,A.U.Learning strategies in second language acquisition.[M].Cambridge:Cambridge University Press.,1990
Stern,H.H.Fundamental Concepts of Language Teaching[M].Oxford:Oxford University Press,1983.
胡春洞.英语教学法[M].北京:高等教育出版社,1994.
胡春洞,戴忠信著.英语阅读论[M].广西教育出版社,1998.
华惠芳.阅读理解中的预测与联想[J].外语与外语教学,2000(1)
黄国文.语篇分析概要[M].湖南教育出版社,1988.
黄远振.新课程英语教与学[M].福建教育出版社,2003.
林挺.应用图式理论提高阅读效果[J]现代外语,1996(4).
刘辰诞.教学篇章语言学[M].上海外语教育出版社,2000.
刘丽.论阅读策略与高中生阅读能力的提高G633.41,2006.
罗蓉.图式理论和英语阅读理解[J].中小学外语教学,2001(6).
彭支乔.图式理论在英语阅读理解中的运用[J].中小学外语教学,2002(5).
王惠冰.初中与高中英语教学衔接问题与对策[J]福建教育学院学报,2006(02).
王姿.整体阅读的心理机制及其能力的培养[J].外语界,1995(2).
文秋芳.英语学习策略论[M].上海外语教育出版社,1996.
薛建新.阅读教学的三种新方法[J]现代外语,1995,(02).
张必隐.阅读心理学[M].北京师范大学出版社,1992.
张恩昌.谈谈初高中英语教学的衔接[J]北京教育,1996,(05)
张秀清.初高中英语教学衔接的实践与思考[J]郑州铁路职业技术学院学报,2001(01).
庄智象,束定芳.外语学习策略研究与外语教学[J].现代外语,1994(3).
朱纯.外语教学心理学[M].上海:上海外语教育出版社,2000.
Barnett,M.A.Reading through context:How real and perceived strategy use affects L2 comprehension.[M]The Modern Language Journal,1988
Block,E.The comprehension strategies of second language readers.[M]TESOL Quarterly,1986
Brown H.Douglas.Teaching by Principles:An Interactive Approach to Language Pedagogy[M].Englewood Cliffs,NJ:Prentice-Hall,1994
Carrell,P.L. Metacognitive awareness and second language reading.[M]The Modern Language Journal,1989.
Chall,J.S,Learning to read:The Great Debate.[M]New York:McGraw Hill,1967
Chamot,A.O'Malley,M.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
Clay,M.M.The early detection of reading difficulties[M].Auckland,NZ:Heinemann Education,1985
Darling-Hammond,L.,& Branford,J.(Eds.)Preparing teachers for a changing world:What teachers should learn and be able to do.[M]San Francisco,CA:Jossey-Bass,2005
Eskey,D.E.Interactive Approaches to Second Language Reading.[M]Cambridge,1988.
Eskey,D.E.Reading and the teaching of L2 reading.[M]TESOL Journal,2003
Grabe,W.Current development in second language reading research[J]TESOL Quarterly,1991(25)
Grellet,F.Developing Reading Skills—A practical guide to reading comprehension exercises.Cambridge:Cambridge University Press,1981
Harmer,Jeremy.How to Teach English[M].Addison Wesley Longman Limited,1998.
McCarthy,Michael.Vocabulary[M].Oxford University Press,1990.
Olshavsky,J.E.Reading as problem solving:An investigation of strategies Reading[M].Research Quarterly,1977
O'Malley,J.M.,& Chamot,A.U.Learning strategies in second language acquisition.[M].Cambridge:Cambridge University Press.,1990
Stern,H.H.Fundamental Concepts of Language Teaching[M].Oxford:Oxford University Press,1983.
胡春洞.英语教学法[M].北京:高等教育出版社,1994.
胡春洞,戴忠信著.英语阅读论[M].广西教育出版社,1998.
华惠芳.阅读理解中的预测与联想[J].外语与外语教学,2000(1)
黄国文.语篇分析概要[M].湖南教育出版社,1988.
黄远振.新课程英语教与学[M].福建教育出版社,2003.
林挺.应用图式理论提高阅读效果[J]现代外语,1996(4).
刘辰诞.教学篇章语言学[M].上海外语教育出版社,2000.
刘丽.论阅读策略与高中生阅读能力的提高G633.41,2006.
罗蓉.图式理论和英语阅读理解[J].中小学外语教学,2001(6).
彭支乔.图式理论在英语阅读理解中的运用[J].中小学外语教学,2002(5).
王惠冰.初中与高中英语教学衔接问题与对策[J]福建教育学院学报,2006(02).
王姿.整体阅读的心理机制及其能力的培养[J].外语界,1995(2).
文秋芳.英语学习策略论[M].上海外语教育出版社,1996.
薛建新.阅读教学的三种新方法[J]现代外语,1995,(02).
张必隐.阅读心理学[M].北京师范大学出版社,1992.
张恩昌.谈谈初高中英语教学的衔接[J]北京教育,1996,(05)
张秀清.初高中英语教学衔接的实践与思考[J]郑州铁路职业技术学院学报,2001(01).
庄智象,束定芳.外语学习策略研究与外语教学[J].现代外语,1994(3).
朱纯.外语教学心理学[M].上海:上海外语教育出版社,2000.