迁移理论在高中英语阅读教学中的应用研究
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摘要
英语阅读教学是高中英语教学的一个重点和难点,英语阅读教学的困难在于阅读策略能力的提高需要在较长时间内进行大量的阅读训练,并在教师的正确阅读教学的引导下,才有可能见成效。本人通过对高中学生英语阅读中的迁移(主要是背景知识和阅读技巧的迁移以及学习动机和兴趣的迁移)的正确引导和训练,得出迁移方法在阅读中的运用有助于提高学生的英语阅读能力和水平。同时,英语阅读中的迁移不是自动的,而是有条件的,英语阅读中迁移的条件是：第一,高中学生的英语有一定的基础。经过小学初中阶段的英语学习,高中学生的英语达到一定的水平。尤其是到高三阶段复习阶段,相对可以利用整块的一个时间来做一个专项,比如阅读专项,这时教师既有条件也有必要行大量的阅读训练和指导,指导学生提高英语阅读能力。第二,具备了相关的阅读策略。高三学生利用母语的阅读策略与技巧理解当前英语阅读任务。在对英语材料的阅读中,教师应该指导学生利用阅读技巧理解篇章,以提高学生的阅读能力和水平。第三,学生的知识结构更加完善和丰富。学生已有的语言知识和背景知识都是学习新知识的基础,利用学生的已有知识在英语阅读中的迁移来帮助理解英语阅读材料。
研究表明,学生正确的阅读策略和技巧、积极的阅读态度(主要指动机和兴趣)和增加适量的阅读训练有助于提高学生整体的阅读水平。
The teaching of English reading is important and difficult in high school. Difficulties in the teaching of English reading lie in the reading strategies that require a long period of time to train and improve. Reading strategies can pay off only by the instruction and the guidance of the teacher. As for senior high school students, reading strategies are very significant to improve their reading skills. Besides, background knowledge and information transfer exist during the learning process, and English teachers should attach greater importance to how to transfer the readers' existing knowledge and information during their reading to make a better understanding of the whole text. At the same time, the transfers of knowledge and skills in English reading are not automatic, but conditional. The conditions of this transfer are as follows:Firstly, high school students have a certain level of English. They accumulated a certain amount of vocabulary and master the basic grammar of the English language. In high school, however, the main task of traditional English teaching is the knowledge of English itself rather than the skills in learning English. Secondly, students have related reading strategies in their first language reading. They will more or less choose the proper reading strategies for target language reading in hope of better understanding. In this case, teachers should guide students to use reading strategies and skills to improve student's reading ability and level of understanding. Thirdly, students have prior knowledge. The teacher should guide the students to transfer the prior knowledge and the background knowledge in the reading process of the target language.
As my experiment shows, I have made full use of the transfer of information, attitudes and skills in the teaching of English reading and my result shows the uses of transfer in the process of teaching and learning have led to the better ability of English reading.
研究表明,学生正确的阅读策略和技巧、积极的阅读态度(主要指动机和兴趣)和增加适量的阅读训练有助于提高学生整体的阅读水平。
The teaching of English reading is important and difficult in high school. Difficulties in the teaching of English reading lie in the reading strategies that require a long period of time to train and improve. Reading strategies can pay off only by the instruction and the guidance of the teacher. As for senior high school students, reading strategies are very significant to improve their reading skills. Besides, background knowledge and information transfer exist during the learning process, and English teachers should attach greater importance to how to transfer the readers' existing knowledge and information during their reading to make a better understanding of the whole text. At the same time, the transfers of knowledge and skills in English reading are not automatic, but conditional. The conditions of this transfer are as follows:Firstly, high school students have a certain level of English. They accumulated a certain amount of vocabulary and master the basic grammar of the English language. In high school, however, the main task of traditional English teaching is the knowledge of English itself rather than the skills in learning English. Secondly, students have related reading strategies in their first language reading. They will more or less choose the proper reading strategies for target language reading in hope of better understanding. In this case, teachers should guide students to use reading strategies and skills to improve student's reading ability and level of understanding. Thirdly, students have prior knowledge. The teacher should guide the students to transfer the prior knowledge and the background knowledge in the reading process of the target language.
As my experiment shows, I have made full use of the transfer of information, attitudes and skills in the teaching of English reading and my result shows the uses of transfer in the process of teaching and learning have led to the better ability of English reading.
引文
Corder, S. P.1973. Introducing Applied Linguistics. Harmondsworth, Middlesex: Penguin Books.
Grabe, W. and Stoller, F. L.2005. Teaching and Researching Reading. Pearson Education Limited.
Nuttall, C.2002. Teaching Reading Skills in a Foreign Language. Oxford:Macmillan Heinemann.
Odlin, T.2001. Language Transfer—Cross-linguistic influence in language learning. Cambridge:Cambridge University Press
Stern, H. H.1992. Issues and Options in Language Teaching. Oxford:Oxford University Press
Seliger H. W. and Shohamy E.1989. Second Language Research Methods. Oxford: Oxford University Press.
鲍贵(Bao Gui)、林铃(Lin Ling),2008,母语阅读能力向外语阅读迁移问题研究,《天津外国语学院学报》5月
戴炜栋(Dai Weidong)、王栋(Wang Dong),2002,语言迁移研究：问题与思考,《外国语》第6期
范谊(Fan Yi):2002,《英语学习方法指津》,上海：上海外语教育出版社
郭殿平(Guo Dianping),2002,良好的知识结构与积极的学习迁移,《安阳师范学院学报》
郭钟庆(Guo Zhongqing),2004,英语学习过程中语言迁移现象研究概述,《江苏教育学院学报》7月
韩进之(Han Jinzhi),2004, 《教育心理学纲要》,北京：人民教育出版社出版
韩玲(Han Lin),2003,谈谈外语学习迁移的有效条件,《高教论坛》12月
何小聪(He Xiaocong),2005,学习迁移理论对矫正非功能性阅读障碍的启示,《山东外语教学》第3期
霍力岩(Huo Liyan),2000,多元智力理论及其对我们的启示,《教育研究》第21卷第9期
吉绍锋(Ji Shaofeng)、周丽娉(Zhou Liping)、王莹(Wang Ying),2006,语言迁移现象与英语教学关系研究,《教育与职业》3月
林立红(Lin Lihong),2000,语言迁移与外语阅读理解,《河南大学学报》9月
刘芬(Liu Fen)、彭曼君(Peng Junman),2007,英语阅读中母语迁移的调查研究,《邵阳学院学报》8月
林汝昌(Lin Ruchang),1995,《外语教学多学科研究》,北京：北京理工大学出版社
潘亚玲(Pan Yaling),2004,《外语学习策略与方法》,北京：外语教学与研究出版社
彭丽(Peng Lin),2006,迁移理论的运用与学生英语阅读理解水平的相关研究,
《西安外国语学院学报》6月
束定芳(Shu Dingfang)、庄智象(Zhuang Zhixiang),1996,《现代外语教学-理论、实践与方法》,上海：上海外语教育出版社
舒运祥(Shu Yunxiang),2001,《外语测试的理论与方法》,北京：世界图书出版 公司
宋广文(Song Guangwen)、于国妮(Yu Guoni),2001,中国学生英语学习中迁移现象的研究,《课程·教材·教法》第12期
孙鸣(Sun Ming),2005,《英语学习与教学设计》,上海：上海教育出版社
王蔷(Wang Qiang)主编,2003,《英语学科教育理论与实践》,安徽：安徽教育出版社
王雅芬(Wang Yafen),2004,元认知理论与高中英语阅读教学的探索,《外语教学研究》第2期
吴进业(Wu Jingye)、花清亮(Hua Qingliang)主编,2004,《中国当代外语教学法》,河南：河南大学出版社
吴庆麟(Wu Qinglin),2000,《认知教学心理学》,上海：上海科学技术出版社
吴诗玉(Wu Shiyu)、王同顺(Wang Tongshun),2006,结构构建框架下的外语阅读技能迁移研究,《外语教学与研究》第2期
吴诗玉(Wu Shiyu)、王同顺(Wang Tongshun),2006,外语阅读中的汉语思维,《外语研究》第1期
冼昌艳(Xiang Changyan),2002,习惯迁移与外语教学,《辽宁师专学报》第3期
薛中梁(Xue Zhongliang),2002,《英语课堂教学过程》,安徽：安徽教育出版社
姚梅林(Yao Meilin)、吴建民(Wu Jianmin),2001,迁移研究进展对语言学习与教学的启示,《宁波大学学报》2月
张元贵(Zhang Yuangui)主编,2005,《参与·理解·调试----中学生有效学习的指导策略研究》,上海：上海三联书店
张春玲(Zhang Chunling),2001,为迁移而教,《教育探索》第12期
中华人民共和国教育部,2003,全日制普通高级中学英语课程标准(实验),北京：人民教育出版社
朱海英(Zhu Haiying),2003,高三英语阅读能力的培养,《四川教育学院学报》第1期
邹申(Zou Shen),1998,《英语语言测试----理论与操作》,上海：上海外语教育出版社
佐斌(Zuo Bin),2002,《师生互动论—课堂师生互动的心理学研究》,上海：华中师范大学出版社
Grabe, W. and Stoller, F. L.2005. Teaching and Researching Reading. Pearson Education Limited.
Nuttall, C.2002. Teaching Reading Skills in a Foreign Language. Oxford:Macmillan Heinemann.
Odlin, T.2001. Language Transfer—Cross-linguistic influence in language learning. Cambridge:Cambridge University Press
Stern, H. H.1992. Issues and Options in Language Teaching. Oxford:Oxford University Press
Seliger H. W. and Shohamy E.1989. Second Language Research Methods. Oxford: Oxford University Press.
鲍贵(Bao Gui)、林铃(Lin Ling),2008,母语阅读能力向外语阅读迁移问题研究,《天津外国语学院学报》5月
戴炜栋(Dai Weidong)、王栋(Wang Dong),2002,语言迁移研究：问题与思考,《外国语》第6期
范谊(Fan Yi):2002,《英语学习方法指津》,上海：上海外语教育出版社
郭殿平(Guo Dianping),2002,良好的知识结构与积极的学习迁移,《安阳师范学院学报》
郭钟庆(Guo Zhongqing),2004,英语学习过程中语言迁移现象研究概述,《江苏教育学院学报》7月
韩进之(Han Jinzhi),2004, 《教育心理学纲要》,北京：人民教育出版社出版
韩玲(Han Lin),2003,谈谈外语学习迁移的有效条件,《高教论坛》12月
何小聪(He Xiaocong),2005,学习迁移理论对矫正非功能性阅读障碍的启示,《山东外语教学》第3期
霍力岩(Huo Liyan),2000,多元智力理论及其对我们的启示,《教育研究》第21卷第9期
吉绍锋(Ji Shaofeng)、周丽娉(Zhou Liping)、王莹(Wang Ying),2006,语言迁移现象与英语教学关系研究,《教育与职业》3月
林立红(Lin Lihong),2000,语言迁移与外语阅读理解,《河南大学学报》9月
刘芬(Liu Fen)、彭曼君(Peng Junman),2007,英语阅读中母语迁移的调查研究,《邵阳学院学报》8月
林汝昌(Lin Ruchang),1995,《外语教学多学科研究》,北京：北京理工大学出版社
潘亚玲(Pan Yaling),2004,《外语学习策略与方法》,北京：外语教学与研究出版社
彭丽(Peng Lin),2006,迁移理论的运用与学生英语阅读理解水平的相关研究,
《西安外国语学院学报》6月
束定芳(Shu Dingfang)、庄智象(Zhuang Zhixiang),1996,《现代外语教学-理论、实践与方法》,上海：上海外语教育出版社
舒运祥(Shu Yunxiang),2001,《外语测试的理论与方法》,北京：世界图书出版 公司
宋广文(Song Guangwen)、于国妮(Yu Guoni),2001,中国学生英语学习中迁移现象的研究,《课程·教材·教法》第12期
孙鸣(Sun Ming),2005,《英语学习与教学设计》,上海：上海教育出版社
王蔷(Wang Qiang)主编,2003,《英语学科教育理论与实践》,安徽：安徽教育出版社
王雅芬(Wang Yafen),2004,元认知理论与高中英语阅读教学的探索,《外语教学研究》第2期
吴进业(Wu Jingye)、花清亮(Hua Qingliang)主编,2004,《中国当代外语教学法》,河南：河南大学出版社
吴庆麟(Wu Qinglin),2000,《认知教学心理学》,上海：上海科学技术出版社
吴诗玉(Wu Shiyu)、王同顺(Wang Tongshun),2006,结构构建框架下的外语阅读技能迁移研究,《外语教学与研究》第2期
吴诗玉(Wu Shiyu)、王同顺(Wang Tongshun),2006,外语阅读中的汉语思维,《外语研究》第1期
冼昌艳(Xiang Changyan),2002,习惯迁移与外语教学,《辽宁师专学报》第3期
薛中梁(Xue Zhongliang),2002,《英语课堂教学过程》,安徽：安徽教育出版社
姚梅林(Yao Meilin)、吴建民(Wu Jianmin),2001,迁移研究进展对语言学习与教学的启示,《宁波大学学报》2月
张元贵(Zhang Yuangui)主编,2005,《参与·理解·调试----中学生有效学习的指导策略研究》,上海：上海三联书店
张春玲(Zhang Chunling),2001,为迁移而教,《教育探索》第12期
中华人民共和国教育部,2003,全日制普通高级中学英语课程标准(实验),北京：人民教育出版社
朱海英(Zhu Haiying),2003,高三英语阅读能力的培养,《四川教育学院学报》第1期
邹申(Zou Shen),1998,《英语语言测试----理论与操作》,上海：上海外语教育出版社
佐斌(Zuo Bin),2002,《师生互动论—课堂师生互动的心理学研究》,上海：华中师范大学出版社