论朗读对高中生英语能力的影响
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摘要
朗读作为一项传统的教学方法,长久以来被语言学习者和教师所广泛使用,一直在语言教学中占有一席之地,然而,由于受传统考试和评价体系的影响,目前英语朗读在不同程度上被高中师生所忽视,花在朗读上的时间明显不足。本文试图通过实验和问卷调查等研究手段,针对英语朗读对提高高中生英语语言能力的有效性进行初步探究。
在本实证研究中,作者从听力理解、阅读理解、口语和写作四个方面阐释英语语言能力,在莆田十七中高二(一)班和高二(二)班分别抽取30个被试,把他们任意编成实验组与控制组,进行了为期18周的实验。实验采用前测和后测,使用数据统计软件包SPSS进行数据分析。前测的数据分析结果表明实验组与控制组在英语语言能力的四个方面无显著性差异,而后测的数据分析结果表明,实验组成员的英语语言能力明显优于控制组成员的英语语言能力。研究发现,英语朗读对各种语言能力有一定的影响,按影响程度大小顺序排列,分别是听力理解、口语能力、阅读理解和写作能力。作者由此得出结论,英语朗读不仅对高中生听说能力有显著的提高作用,而且对他们的读写能力也有一定的促进作用。实验后对实验组被试的问卷调查结果也显示,英语朗读对英语学习者具有积极的意义,重视朗读是提高高中生英语语言能力有效途径之一。
As a traditional learning and teaching method, reading aloud (oral reading) is widely used by language learners and teachers for a long time. It plays a significant role in language learning and teaching. However, being influenced by the traditional systems of examination and evaluation, reading aloud in English learning is neglected by both teachers and students in senior middle schools, and the time spent in reading English aloud is insufficient. The present paper attempts to explore the effectiveness of reading English aloud on the language proficiency of the senior middle school students through an experiment and a questionnaire.
In this empirical research, language proficiency is interpreted in four aspects-listening comprehension, reading comprehension, speaking ability and writing ability. The experiment was conducted in Putian No.17 Middle School. 30 subjects were selected respectively from two parallel classes, Class 1, Senior 2 and Class 2, Senior 2; they were divided into the experimental group and the controlled group randomly. The experiment used a pre-test and post-test and lasted eighteen weeks, and data collected from the study are analyzed by the software SPSS. There were no significant differences in four language skills between two groups before the experiment; but subjects in the experimental group are superior in language proficiency to those in the controlled group after the experiment. The significant influence on the four language skills in turn is listening, speaking, reading and writing. Research shows that reading English aloud does greatly affect senior students' listening comprehension and oral performance, and enhance their reading comprehension and writing ability as well. A questionnaire conducted after the post-test supports such a fact that reading English aloud is of much help and significance to English learners in senior middle school, and it is an effective learning and teaching method to enhance their language proficiency.
在本实证研究中,作者从听力理解、阅读理解、口语和写作四个方面阐释英语语言能力,在莆田十七中高二(一)班和高二(二)班分别抽取30个被试,把他们任意编成实验组与控制组,进行了为期18周的实验。实验采用前测和后测,使用数据统计软件包SPSS进行数据分析。前测的数据分析结果表明实验组与控制组在英语语言能力的四个方面无显著性差异,而后测的数据分析结果表明,实验组成员的英语语言能力明显优于控制组成员的英语语言能力。研究发现,英语朗读对各种语言能力有一定的影响,按影响程度大小顺序排列,分别是听力理解、口语能力、阅读理解和写作能力。作者由此得出结论,英语朗读不仅对高中生听说能力有显著的提高作用,而且对他们的读写能力也有一定的促进作用。实验后对实验组被试的问卷调查结果也显示,英语朗读对英语学习者具有积极的意义,重视朗读是提高高中生英语语言能力有效途径之一。
As a traditional learning and teaching method, reading aloud (oral reading) is widely used by language learners and teachers for a long time. It plays a significant role in language learning and teaching. However, being influenced by the traditional systems of examination and evaluation, reading aloud in English learning is neglected by both teachers and students in senior middle schools, and the time spent in reading English aloud is insufficient. The present paper attempts to explore the effectiveness of reading English aloud on the language proficiency of the senior middle school students through an experiment and a questionnaire.
In this empirical research, language proficiency is interpreted in four aspects-listening comprehension, reading comprehension, speaking ability and writing ability. The experiment was conducted in Putian No.17 Middle School. 30 subjects were selected respectively from two parallel classes, Class 1, Senior 2 and Class 2, Senior 2; they were divided into the experimental group and the controlled group randomly. The experiment used a pre-test and post-test and lasted eighteen weeks, and data collected from the study are analyzed by the software SPSS. There were no significant differences in four language skills between two groups before the experiment; but subjects in the experimental group are superior in language proficiency to those in the controlled group after the experiment. The significant influence on the four language skills in turn is listening, speaking, reading and writing. Research shows that reading English aloud does greatly affect senior students' listening comprehension and oral performance, and enhance their reading comprehension and writing ability as well. A questionnaire conducted after the post-test supports such a fact that reading English aloud is of much help and significance to English learners in senior middle school, and it is an effective learning and teaching method to enhance their language proficiency.
引文
Allington,R.1984.Oral Reading.In P.D.Pearson(eds).Handbook of Reading Rresearch.London:Longman,829-864.
Carroll,D.2000.Psychology of Language.Beijing:Foreign language Teaching and Research Press.
Carrell,P.1987.A view of Written Text as Communicative Interaction:Implications for Reading in a Second Language.In.Devene,J.,Carrell P.L &.Eskey D.E(eds).Research in Reading in English as a Second Language.Washington,DC:TESOL.258-297.
Carrell,P & Eisterhold,J.1988.Schema Theory and ESL Reading Pedagogy.In Carrell,P(ed).Interactive Approaches to Second Language Reading.Cambridge University Press.101-113.
Danks,J.& Fears,B.1979.Oral Reading:Does it reflect decoding of comprehension?In L.B.Resnick & P.A.Weaver(eds).Theory and Practice of Early Reading.Hellsdale,N.J:Erlbaum.489-532.
Eyseck,M.1990.Cognitive Psycholog.New York:Wiley.
Ellis,R.1994.The study of Second Language Acquisition.Oxford:Oxford Language University Press.
Frodesen,J.2001.Grammar in Writing.In Celce-Murcia,M.(ed)Teaching English as a Second or Foreign language.New York:Newbury House.233-248.
Fuchs et al.2001.Oral Reading Fluency as an Indicator of Reading Competence:A theoretical,Empirical and Historical Analysis.Scientific Studies of Reading Vol.35(5):239-256.
Griffin,S.M.1992.Reading Aloud.TESOL Quarterly Vol.26(4):784-786.
Howatt,A.P.1984.A History of English Language Teaching.Oxford:Oxford University Press.
Heaton,J.B.2000.Wring English Tests.Beijing:Foreign Language Teaching and Research Press.
House,J.1996.Developing Pragmatic Fluency in English as a Foreign Language.Studies in Second Language Acquisition Vol.23(2):225-252.
Krashen,S.1982.Principles and Practice in Second language Acquisition.Oxford:Pergamon.
LaBerge,D & Samuels,S.1974.Toward a Theory of Automatic Information Processing in Reading.Cognitive Psychology Vol.25(6):293-323.
Mathews,M.1966.Teaching to Read:Historically Considered.Chicago:University of Chicago Press.
Morton,J.1979.Word Recognition.In Morton,J.& Marshall,J.(Eds).Psycholinguistic Series:Structures and Processes.London:Paul Elek.107-156.
O'Malley,J.M.& Chamot,A.U.1990.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
Pinnel et al.1995.Listening to Children Read Aloud.Washington,D.C:U.S.Department of Education.
Pugh,A.K.1978.Silent Reading:An introduction to its Study and Teaching.London:Heinemann.
Rasinski,T.2003.The Fluent Reader:Oral Reading Strategies for Building Word Recognition,Fluency and Comprehension.New York:Scholastic Professional Books.
Rayner,K.& Pollatsek,A.1989.The Psychology of Reading.Erglewood Cliffs,N.J.:Prentice Hall.
Resnick,D.P.& Resnick,L.B.1977.The Nature of Literacy:An historical Exploration.Harvard Educational Review Vol.47(5):370-385.
Rounds,D.1992.Reading Aloud in EFL Revisited.Reading in a Foreign Language Vol.27(1):281-294.
Swain,M.1995.Three Functions of Output in Second Language Learning.In Cook,G.et al.(eds).Principles and Practice in Applied Linguistics.Oxford:Oxford University Press.125-144.
Tannen,D.1987.Repetition in Conversation:Toward a Poetics of Talk.Languages Vol.58(3):574-604.
Young,A.& Bowers,P.1995.Individual Difference and Text Difficulty Determinants of Reading Fluency and Expressiveness.Journal of Experimental Child Psychology Vol 62(3):428 - 454.
陈平文、李荣杰[Chen Pingwen&Li Rongjie],2006,英语朗读及教学实践,《教书育人》(3):17-18。
丁莉[Ding Li],2007,试论朗读作为高中生提高听力的学习策略,硕士论文,天津师范大学。
高霞,杨惠中,朱正才[Gao Xia,Yang Huizhong,Zhu Zhengcai],2006,朗读与外语能力测量,《现代外语》(4):401-408。
高霞[Gao Xia],2007,朗读神经传递及心理过程探析,《浙江工业大学学报》(3):255-261。
李庭芳[Li Tingfang],1983,《英语教学法》。北京:高等教育出版社。
李云政[Li Yunzheng],2005,大学英语教学中的朗读实验报告,《湘潭师范学院学报》(2):141-145。
陆敏霞[Lu Minxia],2001,试论英语朗读与听说能力的提高,《扬州大学学报》(3):50-53。
纪玉华[Ji Yuhua],2004,《英语发音与朗读教程》。厦门:厦门大学出版社。
尤其达[You Qida],2001,输入与输出并举 提高英语应用能力,《外语界》(6):40-43。
王宗炎[Wang Zongyan],2002,朗读与英语学习,《外语与外语学习》(8):51-52。
王德春、吴本虎、王德林[Wang Dechun,Wu Benhu,Wang Delin],1997,《神经语言学》。上海:上海外语教育出版社。
王金敏[Wang Jinmin],2007,小学英语教学呼唤朗读训练,《中小学英语教学与研究》(1):34-36。
文秋芳[Wen Qiufang],1996,《英语学习策略论》。上海:上海外语教育出版社。
杨淑玲[Yang Shuling],2002,试论朗读作为一种词汇记忆的方法,硕士论文,天津师范大学。
张霞[Zhang Xia],2006,朗读与英语教学,《教育理论与实践》(3):40-42。
张茵[Zhang Yin],2004,试论英语朗读,《昌吉学院学报》(2):97-99。
Carroll,D.2000.Psychology of Language.Beijing:Foreign language Teaching and Research Press.
Carrell,P.1987.A view of Written Text as Communicative Interaction:Implications for Reading in a Second Language.In.Devene,J.,Carrell P.L &.Eskey D.E(eds).Research in Reading in English as a Second Language.Washington,DC:TESOL.258-297.
Carrell,P & Eisterhold,J.1988.Schema Theory and ESL Reading Pedagogy.In Carrell,P(ed).Interactive Approaches to Second Language Reading.Cambridge University Press.101-113.
Danks,J.& Fears,B.1979.Oral Reading:Does it reflect decoding of comprehension?In L.B.Resnick & P.A.Weaver(eds).Theory and Practice of Early Reading.Hellsdale,N.J:Erlbaum.489-532.
Eyseck,M.1990.Cognitive Psycholog.New York:Wiley.
Ellis,R.1994.The study of Second Language Acquisition.Oxford:Oxford Language University Press.
Frodesen,J.2001.Grammar in Writing.In Celce-Murcia,M.(ed)Teaching English as a Second or Foreign language.New York:Newbury House.233-248.
Fuchs et al.2001.Oral Reading Fluency as an Indicator of Reading Competence:A theoretical,Empirical and Historical Analysis.Scientific Studies of Reading Vol.35(5):239-256.
Griffin,S.M.1992.Reading Aloud.TESOL Quarterly Vol.26(4):784-786.
Howatt,A.P.1984.A History of English Language Teaching.Oxford:Oxford University Press.
Heaton,J.B.2000.Wring English Tests.Beijing:Foreign Language Teaching and Research Press.
House,J.1996.Developing Pragmatic Fluency in English as a Foreign Language.Studies in Second Language Acquisition Vol.23(2):225-252.
Krashen,S.1982.Principles and Practice in Second language Acquisition.Oxford:Pergamon.
LaBerge,D & Samuels,S.1974.Toward a Theory of Automatic Information Processing in Reading.Cognitive Psychology Vol.25(6):293-323.
Mathews,M.1966.Teaching to Read:Historically Considered.Chicago:University of Chicago Press.
Morton,J.1979.Word Recognition.In Morton,J.& Marshall,J.(Eds).Psycholinguistic Series:Structures and Processes.London:Paul Elek.107-156.
O'Malley,J.M.& Chamot,A.U.1990.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press.
Pinnel et al.1995.Listening to Children Read Aloud.Washington,D.C:U.S.Department of Education.
Pugh,A.K.1978.Silent Reading:An introduction to its Study and Teaching.London:Heinemann.
Rasinski,T.2003.The Fluent Reader:Oral Reading Strategies for Building Word Recognition,Fluency and Comprehension.New York:Scholastic Professional Books.
Rayner,K.& Pollatsek,A.1989.The Psychology of Reading.Erglewood Cliffs,N.J.:Prentice Hall.
Resnick,D.P.& Resnick,L.B.1977.The Nature of Literacy:An historical Exploration.Harvard Educational Review Vol.47(5):370-385.
Rounds,D.1992.Reading Aloud in EFL Revisited.Reading in a Foreign Language Vol.27(1):281-294.
Swain,M.1995.Three Functions of Output in Second Language Learning.In Cook,G.et al.(eds).Principles and Practice in Applied Linguistics.Oxford:Oxford University Press.125-144.
Tannen,D.1987.Repetition in Conversation:Toward a Poetics of Talk.Languages Vol.58(3):574-604.
Young,A.& Bowers,P.1995.Individual Difference and Text Difficulty Determinants of Reading Fluency and Expressiveness.Journal of Experimental Child Psychology Vol 62(3):428 - 454.
陈平文、李荣杰[Chen Pingwen&Li Rongjie],2006,英语朗读及教学实践,《教书育人》(3):17-18。
丁莉[Ding Li],2007,试论朗读作为高中生提高听力的学习策略,硕士论文,天津师范大学。
高霞,杨惠中,朱正才[Gao Xia,Yang Huizhong,Zhu Zhengcai],2006,朗读与外语能力测量,《现代外语》(4):401-408。
高霞[Gao Xia],2007,朗读神经传递及心理过程探析,《浙江工业大学学报》(3):255-261。
李庭芳[Li Tingfang],1983,《英语教学法》。北京:高等教育出版社。
李云政[Li Yunzheng],2005,大学英语教学中的朗读实验报告,《湘潭师范学院学报》(2):141-145。
陆敏霞[Lu Minxia],2001,试论英语朗读与听说能力的提高,《扬州大学学报》(3):50-53。
纪玉华[Ji Yuhua],2004,《英语发音与朗读教程》。厦门:厦门大学出版社。
尤其达[You Qida],2001,输入与输出并举 提高英语应用能力,《外语界》(6):40-43。
王宗炎[Wang Zongyan],2002,朗读与英语学习,《外语与外语学习》(8):51-52。
王德春、吴本虎、王德林[Wang Dechun,Wu Benhu,Wang Delin],1997,《神经语言学》。上海:上海外语教育出版社。
王金敏[Wang Jinmin],2007,小学英语教学呼唤朗读训练,《中小学英语教学与研究》(1):34-36。
文秋芳[Wen Qiufang],1996,《英语学习策略论》。上海:上海外语教育出版社。
杨淑玲[Yang Shuling],2002,试论朗读作为一种词汇记忆的方法,硕士论文,天津师范大学。
张霞[Zhang Xia],2006,朗读与英语教学,《教育理论与实践》(3):40-42。
张茵[Zhang Yin],2004,试论英语朗读,《昌吉学院学报》(2):97-99。