高中英语整体认知阅读教学的实证研究
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摘要
一直以来,阅读教学是英语教学的一个重要组成部分。尽管英语阅读教学在中学一直得到了重视,而且教师与学生也做出了很大努力,但是英语阅读教学的效果很难令人满意。究其原因,阅读教学方法是个很重要的因素。传统的英语阅读教学主要以语言形式、句子结构为中心,且停留在句子层面。结果教师只是讲授语言点、句法结构,而学生机械记忆老师讲授的内容。这种将词汇和语言点从语篇中分离出来进行孤立教学、忽视培养语篇分析能力的教学方法,使学生变得“只见树木不见森林”,不利于培养和提高学生分析问题、解决问题的能力。笔者针对传统阅读教学方法的弱点,在总结前人成就的基础上,从语篇学理论和认知学理论的角度出发,试图通过实验论述高中英语整体认知阅读教学的必要性和可行性,并展示了实验的具体过程和在实验中的发现。
依据外语阅读教学理论的相关文献,作者进行了一个高中英语整体认知阅读教学的实验。这种阅读教学按照整体设计原则、因材施教原则、创造性原则等基本原则来进行的,强调的是整体、语篇、内容和意义,要求以教师为主导,以学生为主体,课堂教学重视文本内容,而不只是语言形式。按照这种阅读教学,我们以培养学生运用语言的技能、提高学生的阅读速度、阅读理解正确率以及提高学生的英语文化素养为终极目标。笔者在另一外语老师的配合下利用六个月的时间做了一个实验:在两个班分别使用不同的阅读教学方法,一个是传统的教学方法,另一个是新的整体认知阅读教学模式。实验包括前期准备和调查阶段,前测和后测,数据统计和分析。通过使用Micro SoftExcel 2003 for Windows数据统计软件进行统计的实验结果表明:高中英语整体认知阅读教学提高了学生的阅读能力。
除了引言和结尾外,本文由四个章节组成。引言部分对研究的背景,包括目前阅读教学中存在的问题、研究方法、研究意义等作了简要阐述。第一章对有关阅读教学的理论研究作了简要介绍,包括传统的阅读教学模式、认知阅读观点、语篇阅读观点以及图式理论对阅读教学的启示、教师和学生对阅读教学的影响。第二章介绍了各种外语阅读教学模式与阅读教学技巧。第三章详细介绍了整体认知阅读教学的教学原则、教学步骤等。第四章介绍了实验的方法、实验步骤和数据的收集处理。结论部分讨论了研究结果以及高中英语整体阅读教学对教学的启示。
本研究结果表明:1)高中英语整体认知阅读教学是一种非常有效的阅读教学方法2)高中英语整体阅读教学可以促进高中生阅读能力的提高。
Reading teaching has always been an important component of English as a foreign language teaching (EFL). Although English reading course has always been greatly emphasized in middle schools, and both teachers and students have made great efforts, the result is not satisfactory owing to many factors. And the teaching approach is a very important factor. The traditional EFL reading teaching seems to mainly concern sentences, for traditional reading teaching is often regarded as a course for teaching pronunciation, grammar and vocabulary. As a result, teachers only concentrate on explaining new words, language points and sentence structures, while students try to memorize them mechanically. The traditional method teaches students language knowledge in an isolated situation, ignoring the need of developing students' skills in understanding the whole text, enriching their knowledge and cultivating their ability to solve problems. This "high input, low output" phenomenon has caused a lot of problems. Recognizing weakness of traditional reading teaching method, the author, from the angle of discourse and cognitive theory, tries to proves the necessity and feasibility of holistic & cognitive reading teaching (HCRT)by experimenting. In this essay, the author first reports the procedures and then the findings of the experiment.
Based on some literature about teaching reading to EFL students, the author combines theory with practice in an experiment by holistic & cognitive reading teaching, which is carried out on such principles as holistic designing, teaching students in accordance with their aptitude, and developing students' creativity. This teaching method stresses integrity, discourse, content, and overall meaning. The fundamental features of it are that teaching is based on learner-centered instruction and teachers play a leading role in the classroom. With this reading teaching, it is not the form of the language but the content of texts that is emphasized. It attaches great importance to the cultivation of communicative competence, both oral and written expressiveness, with the purpose to help students raise reading speed, improve reading competence and acquire background knowledge of English-speaking countries. With the help of another English teacher, an experiment is done in her and my classes by using two different teaching methods in about six months, one is traditional, the other is new, that is, holistic & cognitive reading teaching. This experiment starts with an investigation and some preparation, then holds a pre-test, and a post-test six months later, finally the author does the data collection and data analyses through Micro Soft Excel 2003 for Windows. The result of this experiment shows that holistic & cognitive reading teaching can improve students' reading competence.
Besides the introduction and the conclusion, this essay consists of four chapters. In the introduction, the background of this study; its theoretical framework; the statement of the problems in English reading teaching; definitions of terms; the research questions; methodology ,the significance of the study are introduced, and the structure of this essay. Chapter 1 contains a review of the related literature and research about English reading teaching in middle schools, including traditional teaching models on reading comprehension; discourse theory; cognitively based views; schemata theory on reading; and students and teachers' effect in developing reading comprehension. Chapter 2 is an introduction to English reading teaching models and reading teaching at home and abroad; Chapter 3 is about the holistic & cognitive reading teaching model, including the nature of holistic & cognitive reading teaching, the principles of it, and the procedures. Chapter 4 presents the methods and procedures of the experiment, such as the instruments, sampling, data collection and data analyses, even samples of the teaching model in the experimental class and in the controlled class. The conclusion is a summary and the implication of the study.
Findings of this study demonstrate that 1) the holistic & cognitive reading teaching is effective in English reading teaching in senior middle schools 2)this reading teaching can help teachers to improve students' reading competence
依据外语阅读教学理论的相关文献,作者进行了一个高中英语整体认知阅读教学的实验。这种阅读教学按照整体设计原则、因材施教原则、创造性原则等基本原则来进行的,强调的是整体、语篇、内容和意义,要求以教师为主导,以学生为主体,课堂教学重视文本内容,而不只是语言形式。按照这种阅读教学,我们以培养学生运用语言的技能、提高学生的阅读速度、阅读理解正确率以及提高学生的英语文化素养为终极目标。笔者在另一外语老师的配合下利用六个月的时间做了一个实验:在两个班分别使用不同的阅读教学方法,一个是传统的教学方法,另一个是新的整体认知阅读教学模式。实验包括前期准备和调查阶段,前测和后测,数据统计和分析。通过使用Micro SoftExcel 2003 for Windows数据统计软件进行统计的实验结果表明:高中英语整体认知阅读教学提高了学生的阅读能力。
除了引言和结尾外,本文由四个章节组成。引言部分对研究的背景,包括目前阅读教学中存在的问题、研究方法、研究意义等作了简要阐述。第一章对有关阅读教学的理论研究作了简要介绍,包括传统的阅读教学模式、认知阅读观点、语篇阅读观点以及图式理论对阅读教学的启示、教师和学生对阅读教学的影响。第二章介绍了各种外语阅读教学模式与阅读教学技巧。第三章详细介绍了整体认知阅读教学的教学原则、教学步骤等。第四章介绍了实验的方法、实验步骤和数据的收集处理。结论部分讨论了研究结果以及高中英语整体阅读教学对教学的启示。
本研究结果表明:1)高中英语整体认知阅读教学是一种非常有效的阅读教学方法2)高中英语整体阅读教学可以促进高中生阅读能力的提高。
Reading teaching has always been an important component of English as a foreign language teaching (EFL). Although English reading course has always been greatly emphasized in middle schools, and both teachers and students have made great efforts, the result is not satisfactory owing to many factors. And the teaching approach is a very important factor. The traditional EFL reading teaching seems to mainly concern sentences, for traditional reading teaching is often regarded as a course for teaching pronunciation, grammar and vocabulary. As a result, teachers only concentrate on explaining new words, language points and sentence structures, while students try to memorize them mechanically. The traditional method teaches students language knowledge in an isolated situation, ignoring the need of developing students' skills in understanding the whole text, enriching their knowledge and cultivating their ability to solve problems. This "high input, low output" phenomenon has caused a lot of problems. Recognizing weakness of traditional reading teaching method, the author, from the angle of discourse and cognitive theory, tries to proves the necessity and feasibility of holistic & cognitive reading teaching (HCRT)by experimenting. In this essay, the author first reports the procedures and then the findings of the experiment.
Based on some literature about teaching reading to EFL students, the author combines theory with practice in an experiment by holistic & cognitive reading teaching, which is carried out on such principles as holistic designing, teaching students in accordance with their aptitude, and developing students' creativity. This teaching method stresses integrity, discourse, content, and overall meaning. The fundamental features of it are that teaching is based on learner-centered instruction and teachers play a leading role in the classroom. With this reading teaching, it is not the form of the language but the content of texts that is emphasized. It attaches great importance to the cultivation of communicative competence, both oral and written expressiveness, with the purpose to help students raise reading speed, improve reading competence and acquire background knowledge of English-speaking countries. With the help of another English teacher, an experiment is done in her and my classes by using two different teaching methods in about six months, one is traditional, the other is new, that is, holistic & cognitive reading teaching. This experiment starts with an investigation and some preparation, then holds a pre-test, and a post-test six months later, finally the author does the data collection and data analyses through Micro Soft Excel 2003 for Windows. The result of this experiment shows that holistic & cognitive reading teaching can improve students' reading competence.
Besides the introduction and the conclusion, this essay consists of four chapters. In the introduction, the background of this study; its theoretical framework; the statement of the problems in English reading teaching; definitions of terms; the research questions; methodology ,the significance of the study are introduced, and the structure of this essay. Chapter 1 contains a review of the related literature and research about English reading teaching in middle schools, including traditional teaching models on reading comprehension; discourse theory; cognitively based views; schemata theory on reading; and students and teachers' effect in developing reading comprehension. Chapter 2 is an introduction to English reading teaching models and reading teaching at home and abroad; Chapter 3 is about the holistic & cognitive reading teaching model, including the nature of holistic & cognitive reading teaching, the principles of it, and the procedures. Chapter 4 presents the methods and procedures of the experiment, such as the instruments, sampling, data collection and data analyses, even samples of the teaching model in the experimental class and in the controlled class. The conclusion is a summary and the implication of the study.
Findings of this study demonstrate that 1) the holistic & cognitive reading teaching is effective in English reading teaching in senior middle schools 2)this reading teaching can help teachers to improve students' reading competence
引文
Adams, M. J. & A. Collins. (1979) A Schema-theoretic View of Reading . Roy, O. F. New Directions! Discourse Processing. Norwood; NJ: Alex Publishing Corporation, 1-22.
Alderson, J.C and Urquhart, A.H. (1984)Reading in a foreign language. Harlow: Longman.
Alderson, R.C.&P.D.Pearson. Pr(1984) A Schema-theoretic View of Basic Processes in Reading Comprehension[A]. Pearson's. Handbook of Reading Research [M] London: Longman Inc.
Alderson, R.C.et al (1977)Frameworks for Comprehending Discourse American Education Research Journal 11(4),367-381
Anderson, R.C.et al (1977)Frameworks for Comprehending Discourse American Education Research Journal ,11(4),367-381.
Barnett, M. (1988) Reading Through Context: How real and perceived strategy use affects L2 Comprehension. Modern Language Journal, (72),150-162.
Baumann, J. F. (1982) Research on Children's Main Idea Comprehension: A Problem of Ecological Validity. Reading Psychology (3), 167-177.
Bertram C. Bruce, and William E. Brewe. (1980) Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Lawrence Erlbaum Associations, 33-58.
Block, E. (1986) The Comprehension Strategies of Second Language Readers. TESOL Quarterly (20),163-494.
Brown, A. & Palincsar, A. (1984) Reciprocal Teaching of Comprehension -fostering and comprehension monitoring activities. Cognition and Instruction(2), 117-175
Brown,H.D.(2002) Principles of language Learning and Teaching (4thed.)Noew York: Longman.
Canale, M. and Swain, M. (1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics 1-47.
Carrell, P.L. (1985) Facilitating ESL Reading by TeachingTtext Structure. TESOL Quarterly, (19),727-752.
Carrell,RL. (1989) Metacognitive Awareness and Second Language Reading [J] Modern Language Journal, (72),120-124
Carrol,J.B. (1966)"Psychology, research, and language teaching", in Valdman
David Nunan ,(1992)Research Methods in Language Learning Shanghai Foreign language Education Press.
Devine,T.G (1986) Teaching Reading Comprehension-From Theory to Practice[M].Massachusetts Allen and Bacon, Inc.
Dole,J.A.Brown, K.J.&Trathen,W.(1996).The Effects of Strategy Instruction on the Comprehension Performance of at-risk Students. Review of Educational Research, 61(2) ,239-264
Duffy, G Roehler, L. Sivan, E. Rackliffe, G Book, C.Meloth, M. S. Vavrus, L. G Wesselman, R. Putnam, J.& Bassiri,m D. (1987). Effects of Explaining the Reasonong Associated with Using Reading Strategies. Reading Research Quarterly,23 (23), 347-368.
Ellis,H.C. and Hunt R.R.(1993) Fundamentals of Cognitive Psychology(5thed.),Dubuque, Iowa: Brown and Benchmark.
Hammadou.J.(1991).Interrelationship among Prior Knowledge, Inference and Language Proficiency in foreign Language Reading. The Modern Language Journal,75:1,27-38
Jack C. Richards & Theodore S. Ridgers. (1986) Approaches and Methods in Language Teaching Foreign Language Teaching and Research Press.
Kelly,GA.(1955)The Psychology of Personal Constructs, New York: Norton.
Kern, R.(2002) Literacy and Language teaching, Oxford: Oxford University Press.
Krashen, S.D.(1988) Second Language Acquisiton and Second Language Learning.UK: Prentice Hall International.
Mckenna, M. C. & Kear, D. J. (1990). Measuring Attitude toward Reading : A New Tool for Teachers. The Reading Teacher, 43,626-639
Nunan. D. (1991) Language Teaching Methodology Herefordshire: Prentice Hail international (UK) Ltd.
Nutall, C. (1982) Teaching Reading Skills in a Foreign Language. Heinemann Educational Books Ltd.
Orasanu,J.&. Penny, M, (1986).Introduction: Comprehension Theory and How it Grew. In J. Orasanu (ed.), Reading Comprehension: From Research to Practice New Jersey: Hillsdale.
Pearson, P. David, and Dale D. Johnson. (1978) Teaching Reading Comprehension. New York: Holt, Rinehart and Winston.
Richards, J. and John Platt (1992)Longman Dictionary of Language Teaching and Applied Linguistics. Essex: Longman.
Rumelhart,D.E.and Ortony,A.(1977)The representation of knowledge in memory in Anderson,R.C.,Spiro,R.J.and Montague,W.E.(eds)Schooling and the Acquisition of Knowledge,Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Rumelhart,D.E(1975)Notes on a Schema for stories.in Bobrow,D.G.and Collins,A.(eds)(1975),Represetation and Understanding:Studies in Cognitive Science,New York:Academic Press.
Sandra Silberstein.(1994)Techniques and Resources in Teaching Reading Shanghai Foreign language Education Press
Strother,J.&Ulijin,J.(1987)Does Syntactic Rewriting Affect English for Science and Technology(ESL)Text Comprehension? In J.Devine,P.Carrell,& D.Eskey(eds),Research in Reading in English as a Second Language Washington D.C:TESOL,89-101.
Thomas G.Devine(1986)Teaching Reading Comprehension——From Theory to Practice Massachusetts Allyn and Bacon,Inc.
胡春洞、王才仁,《英语阅读论》[M],广西教育出版社,1998。
金蒂,《语篇整体教学初探》[J]《中小学外语教学》,1999年第9期。
李庭芗,《英语教学法》[M]北京:高等教育出版社,1983。
毛玉华,《漫谈语篇教学》[J]《国外外语教学》,1994年第4期。
彭支乔,《图式理论在英语阅读中的运用》[J]《中小学外语教学》2002年第5期。
《全日制普通高级中学英语课程标准》(实验稿)[Z]北京,北京师范大学出版社,2001。
束定芳,庄智象,《现代外语教学——理论、实践与方法》[M]上海外语教育出版社,1996。
王学晟,《语篇阅读教学模式的认识与实践》[J]《基础教育外语教学研究》2002年第6期。
夏惠贤,《当代中小学教学模式研究》[M]南宁:广西教育出版社,2001。
薛建新,《阅读教学的三种新方法》[J],现代外语,1995,(2):27-30.。
张维友,《图式知识与阅读理解》[J],外语界,1995,(2):5-8。
朱纯,《外语教学心理学》[M],上海:上海外语教育出版社年,1994。
Alderson, J.C and Urquhart, A.H. (1984)Reading in a foreign language. Harlow: Longman.
Alderson, R.C.&P.D.Pearson. Pr(1984) A Schema-theoretic View of Basic Processes in Reading Comprehension[A]. Pearson's. Handbook of Reading Research [M] London: Longman Inc.
Alderson, R.C.et al (1977)Frameworks for Comprehending Discourse American Education Research Journal 11(4),367-381
Anderson, R.C.et al (1977)Frameworks for Comprehending Discourse American Education Research Journal ,11(4),367-381.
Barnett, M. (1988) Reading Through Context: How real and perceived strategy use affects L2 Comprehension. Modern Language Journal, (72),150-162.
Baumann, J. F. (1982) Research on Children's Main Idea Comprehension: A Problem of Ecological Validity. Reading Psychology (3), 167-177.
Bertram C. Bruce, and William E. Brewe. (1980) Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Lawrence Erlbaum Associations, 33-58.
Block, E. (1986) The Comprehension Strategies of Second Language Readers. TESOL Quarterly (20),163-494.
Brown, A. & Palincsar, A. (1984) Reciprocal Teaching of Comprehension -fostering and comprehension monitoring activities. Cognition and Instruction(2), 117-175
Brown,H.D.(2002) Principles of language Learning and Teaching (4thed.)Noew York: Longman.
Canale, M. and Swain, M. (1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics 1-47.
Carrell, P.L. (1985) Facilitating ESL Reading by TeachingTtext Structure. TESOL Quarterly, (19),727-752.
Carrell,RL. (1989) Metacognitive Awareness and Second Language Reading [J] Modern Language Journal, (72),120-124
Carrol,J.B. (1966)"Psychology, research, and language teaching", in Valdman
David Nunan ,(1992)Research Methods in Language Learning Shanghai Foreign language Education Press.
Devine,T.G (1986) Teaching Reading Comprehension-From Theory to Practice[M].Massachusetts Allen and Bacon, Inc.
Dole,J.A.Brown, K.J.&Trathen,W.(1996).The Effects of Strategy Instruction on the Comprehension Performance of at-risk Students. Review of Educational Research, 61(2) ,239-264
Duffy, G Roehler, L. Sivan, E. Rackliffe, G Book, C.Meloth, M. S. Vavrus, L. G Wesselman, R. Putnam, J.& Bassiri,m D. (1987). Effects of Explaining the Reasonong Associated with Using Reading Strategies. Reading Research Quarterly,23 (23), 347-368.
Ellis,H.C. and Hunt R.R.(1993) Fundamentals of Cognitive Psychology(5thed.),Dubuque, Iowa: Brown and Benchmark.
Hammadou.J.(1991).Interrelationship among Prior Knowledge, Inference and Language Proficiency in foreign Language Reading. The Modern Language Journal,75:1,27-38
Jack C. Richards & Theodore S. Ridgers. (1986) Approaches and Methods in Language Teaching Foreign Language Teaching and Research Press.
Kelly,GA.(1955)The Psychology of Personal Constructs, New York: Norton.
Kern, R.(2002) Literacy and Language teaching, Oxford: Oxford University Press.
Krashen, S.D.(1988) Second Language Acquisiton and Second Language Learning.UK: Prentice Hall International.
Mckenna, M. C. & Kear, D. J. (1990). Measuring Attitude toward Reading : A New Tool for Teachers. The Reading Teacher, 43,626-639
Nunan. D. (1991) Language Teaching Methodology Herefordshire: Prentice Hail international (UK) Ltd.
Nutall, C. (1982) Teaching Reading Skills in a Foreign Language. Heinemann Educational Books Ltd.
Orasanu,J.&. Penny, M, (1986).Introduction: Comprehension Theory and How it Grew. In J. Orasanu (ed.), Reading Comprehension: From Research to Practice New Jersey: Hillsdale.
Pearson, P. David, and Dale D. Johnson. (1978) Teaching Reading Comprehension. New York: Holt, Rinehart and Winston.
Richards, J. and John Platt (1992)Longman Dictionary of Language Teaching and Applied Linguistics. Essex: Longman.
Rumelhart,D.E.and Ortony,A.(1977)The representation of knowledge in memory in Anderson,R.C.,Spiro,R.J.and Montague,W.E.(eds)Schooling and the Acquisition of Knowledge,Hillsdale,New Jersey:Lawrence Erlbaum Associates.
Rumelhart,D.E(1975)Notes on a Schema for stories.in Bobrow,D.G.and Collins,A.(eds)(1975),Represetation and Understanding:Studies in Cognitive Science,New York:Academic Press.
Sandra Silberstein.(1994)Techniques and Resources in Teaching Reading Shanghai Foreign language Education Press
Strother,J.&Ulijin,J.(1987)Does Syntactic Rewriting Affect English for Science and Technology(ESL)Text Comprehension? In J.Devine,P.Carrell,& D.Eskey(eds),Research in Reading in English as a Second Language Washington D.C:TESOL,89-101.
Thomas G.Devine(1986)Teaching Reading Comprehension——From Theory to Practice Massachusetts Allyn and Bacon,Inc.
胡春洞、王才仁,《英语阅读论》[M],广西教育出版社,1998。
金蒂,《语篇整体教学初探》[J]《中小学外语教学》,1999年第9期。
李庭芗,《英语教学法》[M]北京:高等教育出版社,1983。
毛玉华,《漫谈语篇教学》[J]《国外外语教学》,1994年第4期。
彭支乔,《图式理论在英语阅读中的运用》[J]《中小学外语教学》2002年第5期。
《全日制普通高级中学英语课程标准》(实验稿)[Z]北京,北京师范大学出版社,2001。
束定芳,庄智象,《现代外语教学——理论、实践与方法》[M]上海外语教育出版社,1996。
王学晟,《语篇阅读教学模式的认识与实践》[J]《基础教育外语教学研究》2002年第6期。
夏惠贤,《当代中小学教学模式研究》[M]南宁:广西教育出版社,2001。
薛建新,《阅读教学的三种新方法》[J],现代外语,1995,(2):27-30.。
张维友,《图式知识与阅读理解》[J],外语界,1995,(2):5-8。
朱纯,《外语教学心理学》[M],上海:上海外语教育出版社年,1994。