English Teaching in Reading Skills英语专业毕业论文.doc

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1、English Teaching in Reading SkillsOutline. Introduction. English Reading Ability1. Based on textbooks, to carry out the overall teaching (1) Pre-reading, teachers, and taught a number of difficult words or phrases,or impede the meaning of the word or phrase text(2) when read in order to read the det

2、ails of the core, rational analysis of the nature and structure of text features, take a different reading methods to improve students ability to access and process information, thus all-round way to improve students reading skills. Brief and Concise reading Careful selection and training of reading

3、 skills and methods.(1) Inspection(2) Prediction. Word-guessing Strengthen the extra-curricular reading, broaden their knowledge1. Timing of quantitative reading, improve reading speed2. Cultivate reading habits, improve reading efficiency4. Emphasis on the word, sentence, paragraph, step by step. S

4、ummaryEnglish Teaching in Reading SkillsAbstract English reading skills is important and necessary for learning English, , reading ability is one about language comprehension. In todays English language learning and using English reading has an important position which is reflected in the reading sk

5、ills development and training so that students have a truly comprehensive reading skills and ability which include the level of understanding and reading speed. As follows are my views about improving the English reading ability：First, based on books, to carry out the overall teaching; Second, throu

6、gh inspection, prediction, word-guessing methods and techniques; Third, through extensive reading, timing reading to enhance students reading speed and ability.Key words: English reading , culture and training, the overall teaching, reading speed and ability 摘要：英语阅读技能，是学习英语的一项必备的重要条件，阅读能力是一项语言综合运用能力

7、。在当今的英语学习、用应中占据举足轻重的地位。体现在阅读技能的的培养和训练，使学生具有真正全面的阅读理解能力，其主要包括理解程度和阅读速度，本文就提高阅读能力浅谈几点看法：一、课本，开展整体教学；二、通过查阅，预测，猜词等方法和技巧；三、泛读，定时定量阅读提高学生阅读速度和能力。关键词：阅读能力、培养和训练、整体教学、阅读速度和能力1. Introduction As reading is a part of academic literacy, English teachers usually have high expectations of a students ability to c

8、ope with the demands of reading in English. Most college students wish to read more books. Reading is a way for college students to be more knowledgeable and successful. However, it is also an activity that many college students dont enjoy very much. To succeed at schools, students need to possess a

9、 range of strategies and skills that support self-directed learning. Traditionally, many of these strategies and skills, some of which are highly generic, are not explicitly taught to students in the expectation that students either already have these skills, or will naturally acquire and develop th

10、ese skills in their course of study. In order to improve the college students ability of English reading, we should answer the following questions: What are the English reading habits of students? How to become an effective reader? How to foster the English reading habits? 2. The characteristics of

11、college students With the development of society, science and technology develop at high speed and the competition in the society become sharp. Studies in the past have shown that the exam-oriented educational system promotes rote learning, and so that there needs to be a paradigm shift in how the c

12、ollege students view education and about the way they learn. Most college students read English materials only to pass exams and do not read for pleasure. However, the situation changes now. In order to become well-learnt people that the society needs, most college students long for extensive Englis

13、h reading, hoping to do preparation for the future job by this way. At the same time, the purposes of college students are to complete the studies and to obtain good results. In order to adapt to the demands of society and school, college students treat seeking knowledge as the first duty. They rela

14、te themselves to the society closely, hoping to enrich themselves through reading and become the learned persons who can face the challenges of the society. Therefore, the motivation of the majority of college students is definite. It is also obvious that the English reading materials gradually chan

15、ge from the paper materials to the electronic reading materials. The Internet that opens another window for the college students becomes the most convenient tool for college students to get information. Now the serious problem is that college students can read on some level, but many do not read eff

16、ectively. In other words, many college students take it for granted that they could understand concepts or lessons by memorizing the English words and information rather than understanding the ideas that are expressed by the words. Consequently, information is retained mainly for the purpose of pass

17、ing an exam; memorization is mistaken for learning.3. Effective English reading strategiesBecause a large portion of time at schools is spent on working with written sources, and because there are lots of English materials to be covered in a short amount of time, it is essential that reading behavio

18、rs of English majors should be both purposeful and efficient. Reading is talking and discussing with the reader himself, with the author and others. So as the readers, the first thing for the readers do is to accumulate information before reading. To ensure the good results of reading, the college s

19、tudents also need to develop effective reading strategies. Knowing how to read effectively involves accumulating background information before reading, selecting the English materials, understanding the structure of texts, how to read for different purposes, and how to reflect on your reading. 3.1 A

20、ccumulating background information before readingReading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meanings that the reader constructs. There is thus an essential interaction between

21、language and thought in reading. The writer encodes thoughts as language and the reader encodes the language to thought. Reading is not passive but active, and in fact an interactive process that has been recognized for some time in first or native language reading. In the English reading, it is a p

22、rocess that needs not only the college students active participation, predication and information processing, but also their prior experience and background knowledge. The cultural factors play an important role in the process of English reading. Some cultural factors cause problems in reading direc

23、tly so as to confuse college students and hinder their understanding. Other culture misunderstandings may dangle in their mind and prevent them from grasping the real meaning. Culture and language are closely related to each other. As one way of communication, reading English materials reflect cultu

24、ral differences through the language in written form. The readers should aware the cultural differences and try their best to accumulate background knowledge of all sorts. So the first piece of advice that will be given here is to do as much reading as the students can. College students in the schoo

25、l can make use of the library resources to support their study and self-learning. The kinds of resources include English books, English journal articles, English magazines, etc., as well as a wide range of library services. Now thousands of books, magazines, journal articles and newspapers have elec

26、trical versions. It is no doubt that the college students task will be much easier if they know some websites they really want to find online. 3.2 Improving your English reading strategies3.2.1 Choice reading Choice reading is very important. Actually it is a process of selecting English materials.

27、The reader should clearly recognize the classification of the English books and should certainly know which type of English book he is reading. It is best if the reader know his purpose of reading before reading starts. It means that the reader should turn his attention to practical goals. To receiv

28、e the information, the reader can read not only the book title, the subtitle, the table of contents, but also the authors preface, the abstract introduction and the index. These are all the information that authors want to transmit to the reader. According to these clues, the college students can ch

29、oose different types of English reading materials with the different demands. The college students should also be aware that different reading skills should be adopted when the English reading material are different. 3.2.2 How to select English sourcesIn order to get useful information, the college

30、students had better answer the following two questions: How well those English sources meet the purpose of reading? How reliably the author presents those ideas and information in the book? The college students have better read things they are interested in so that the hard work required for compreh

31、ension will seem much more pleasurableAlso，the college students will be much more eager to understand what they are reading，not only as a means to improve their reading comprehension，but also as a means to better understand the interesting subject-matter. The process of selecting an English source i

32、ncludes examining its publisher, its reference and its author(s). Depending on the readers purpose of reading, it can also involve assessing timeliness. Some ways of selecting English sources are follows:(i) Pay more attention to the timeliness When a book is published, it always has a special socia

33、l background. For example, if a reader wants to find some information about computers, hed better check the materials published after 1940s.(ii) Evaluating the publisher of an English book Experienced readers may have some information about a books publisher. He may know the book that is published b

34、y an individual, an organization or government agency. Generally speaking, authors and publishers usually have a bias about a particular topic or issue. When the publisher is a scholarly or professional journal, the reader can often gain an understanding of what kinds of articles it publishes by loo

35、king over the contents of several issues of the journal or by reading a few of the articles found within it. It is very important for the English majors to know some famous publishers of the English-speaking countries.（iii）Evaluating the relevance of an English book If a reader reads with a definite

36、 purpose, such as for a research project, he should have a look at the relevance firstly. Relevance is the extent to which a source provides information that person can use in evaluating the materials. There are several ways to determine whether the information presented in a scholarly or profession

37、al journal article is likely to be relevant to the readers reading purpose. There are two main strategies to help the reader to determine whether the article is relevant to readers needs and interests. An abstracta brief description of the article and its resultsoften appears at the beginning of the

38、 article. When an abstract is not used, an articles introduction often provides similar information.（iv）Evaluating the author(s) of an English book In order to get a better understanding of a book, the reader had better know the author(s) as much as possible. No matter what kind of book the reader c

39、hooses to read, its important to know its author or authors. 3.3 The process of English reading If the readers face with a difficult and complex English text, or if they do not read effectively under normal circumstances, the readers can improve the way of reading by being more purposeful in the app

40、roach to reading. Think of reading as a three-stage process that consists of:(1) Plan for English reading(2) English reading(3) Reflection 3.3.1 Planning for English reading Planning for English reading will help the reader to give the reading a focus. The reader can do preparation of reading by ask

41、ing the following questions:What does the reader wants to get out of reading this English text? Are there any ideas that should be taken into English reading?Why has this particular English text been selected? Can the English text be subdivided into sections to read? What has skim reading told the r

42、eader about the English text? 3.3.2 English reading When a reader reads, the reader is looking at the communication of some kind of meaning in a structure. Since writers choose to organize material in a particular way, the reader needs to be able to see this structure in the text. Understanding the

43、structure of an English text will help the college students to know how to read it. There are two main aspects of structure.(1) The development of ideas in sentences and paragraphs; (eg, some authors show their main viewpoints in the first or last sentence)(2) The development of the argument. Once a

44、 focus has been developed for reading, how the college students read a particular English text depending on the nature and structure of the English text. The following are some useful guiding principles that the student had better keep in mind.(1) Identify the starting point of the writers argument

45、- usually this will be found in the first or second paragraph.(2) Remember that English follow rules of grammar. By understanding the rules that govern speech，the reader can eliminate some false conclusions and gain a better understanding of what is being said.(3) See if the reader can detect any as

46、sumptions the writer has made, or the start of a particular method of argument.(4) Identify important, or central, ideas (or any stated principles) in paragraphs as the reader reads them. (If there is more than one, try to work out which is the most important or central);(5) Evaluate the evidence th

47、at has been presented in support of ideas or principles, and decide whether the evidence is relevant, persuasive, and convincing; (6) Assess whether the conclusions are justified on the basis of the evidence that has been presented. After the reader has read carefully through the English text in ful

48、l, as suggested above, make some brief notes on:(1) the understanding of the English text; (2) the preliminary response to the ideas and arguments that have been presented. In the process of reading an English essay, the college students should try to read without stopping when meeting unfamiliar wo

49、rds and phrases. The college students can underline the new words and look them up in a dictionary after finishing. If reading is often interrupted, the college students will find that it is very difficult to create an understanding of a whole text. Generally speaking, reading interruption has the opposite effect and even causes the