TheStrategyDevelopmentoftheStudents’ReadingAbility学生阅读能力培养的策略探究.pdf

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1、The Strategy Development of the Students Reading Ability学生阅读能力培养的策略探究Acknowledgment I am mostly grateful to my supervisor Ms.Tian without whose support and patience this project would not even have got off the ground. I am also grateful to my colleagues Dong Chonglin , Zeng Xianwei ,Yang Yuxiu for t

2、heir time spent on brainstorming and visiting my class and panel discussions with me. No amount of thanks will be adequate for my students without whose willing participation in the project implementation would have remained on paper. Last but not least, big thanks go my family who have shared with

3、me my worries, frustrations, and my ultimate happiness in eventually finishing this project. 摘要阅读是学习第二外语的必须掌握的四项基本技能之一，也是学生用于自学须掌握的学习策略和技巧。 随着信息时代的到来， 英语阅读材料渐渐由传统的纸质材料向电子读物转变， 提高英语专业学生的阅读速度尽可能多的获取信息变的越来越重要。因此学生有必要养成良好的英语阅读习惯。学生能对不同的英语阅读材料和不同的阅读目的采用不同的阅读方法，也将有助于他们更加有效的阅读。本文从英语语言教学的角度出发，研究了中学阅读方面的问题。为

4、进一步了解初中学生阅读英语文章的能力及方法的问题，本人在初中英语教学中的实践过程，不断探索，勇于创新。在教学实践中我充分认识到：如果教师在学生阅读时给出一些具体的任务， 让学生带着任务去阅读， 这样的话， 可以培养他们的阅读能力和方法。 与此同时， 也要注重兴趣爱好在学生阅读中的重要性，利用兴趣爱好，掌握必要的背景知识和阅读技巧，可以提高学生的阅读水平的结论。鉴于此，本人专门设计的一个星期的任务型英语阅读教学活动实践证实了这个假设。在本次实验过程中我使用了分析法、讨论法、问卷调查等方法验证了这个假设。关键词：Abstract Reading is one of the four importa

5、nt skills in English as a second or foreign language. It is also a skill that the students need to possess to support independent and self-directed learning. With the Information Ages arrival, the English materials gradually change from paper materials to electronic ones. So, it becomes more and mor

6、e important for English majors to speed up their reading in order to acquire as much information as possible. Thus, fostering a good English reading habit is essential for students. And being able to adopt different reading skills for different reading materials and purposes will also help the stude

7、nts read more effectively. This article from the perspective of English language teaching, study the problem of high school reading. My practical researcher presents a detailed report of a project implemented to solve the problem that my students are not good at doing reading exercises and don not h

8、ave good methods in our local junior school. It is hypothesized that teachers can use the task- based language teaching method to teach them, only in this way, Can students abilities be improved much. At the same time, we should also pay attention to interests of the students the importance of readi

9、ng, use the hobbies ，have the necessary background knowledge and reading skills, can improve students reading level conclusions. This hypothesis is verified by a one-week practice of classroom teaching with the specially designed reading tasks. In this experiment,I used the analysis, discussion, que

10、stionnaires and other methods to verify this hypothesis. Key words: Vocabulary English reading Task Interests Contents Acknowledgment I Abstract in Chinese II Abstract in English III Contents. .IV I Introduction 1 II Problem 1 Problem analysis 2 1. The teache r s side 2 2. The students side 2 3. lan

11、guage environment 3 Project objectives. .3 Project hypothesis 3 Project rationale 3 1. The cultivation of emotional strategy 4 2. Interest-the important factor of initiative reading 4 3. The specific application of strategy in English reading 5 4. The initiative reading ways-skimming, scanning, word

12、-guessing and inferring. 5 5. Necessary background knowledge will promote initiative understanding 6 VII Project design 7 VIII Project implementation 8 IX Data analysis 14 Project Evaluation .16 XI Conclusion. .16 References. .17 Appendix. .18I Introduction My name is Fan heli . Im twenty-seven year

13、s old this year. I have taught English more than five years since I left school . Now I work in No.2 Middle School in Dong Ming Lu shi . Hena Province. Im an English teacher of Grade Eight now . I think Its important to improve students reading skills . So I often ask them to talk with each other in

14、 English in or after class . They are interested in English and they love having English classes . . However, it is difficult for our students to get high marks, because some students may not be interested in reading. They think it is boring; they may meet new words or phrases in the reading; they e

15、ither can not understand the whole passage even if they finish reading the test and so on So how to improve students reading ability becomes more and more important and urgent.I hope they do better in reading . I ll try my best to raise their ability of reading in my teaching . II Problem The proble

16、m is based on my teaching experience. That is: Most of my students do not like reading teaching because they think it is difficult and boring. In learning a language, especially a foreign language, reading is a very important link. We can get information from passages through reading.Most of the stu

17、dents are afraid of reading. They are so nervous that they dont want to read the passages as soon as they see them. So they do worse and worse in reading. Some students cant do reading tasks well because of their limited vocabulary, some because of the absence of necessary knowledge background, stil

18、l many of them dont have the inferring and judging ability according to the context while reading. They know every word of the sentence. Let alone the real meaning according to the whole passage. Of course, others cant understand because they dont know the real meaning of a certain word in the sente

19、nce. That is to say, they havent mastered the word which may have more than one meaning. All these factors lead to their ability to understand the text. So they feel dull to do reading tasks. They cant intentionality read. How to enhance the reading ability through organizing reading class well is v

20、ery important. How to enhance the effect of teaching, training the reading ability is an important question. Some scholars pay a lot of attention to the theory of reading. Much work has been done about these questions: what elements do reading comprehension involve? Whats the relationship between th

21、e background knowledge and the language in reading, etc. Problem analysis As a teacher, before I begin to design my new teaching plan, I would like to find out the reason why some of my students feel that it is difficult for them to do reading comprehension. I try to find the answers from three resp

22、ects: the teacher, the students and the language environment, and we should choose the right teaching materials, neither too difficult nor too easy for them. 1. The teachers sideI have taught English for five years. As a teacher, I need to think deeply about my teaching in reading. Firstly, I can no

23、t know well about the level of students reading ability. So I may not use a suitable method to teach them. In class, I spend much time in explaining the meaning of the sentences, new words and grammar points. Secondly, In our modern education, students are the hosts of our class, but I can not give

24、them enough time to learn by themselves.Lastly, I found I did not give much time to my students to practice what they learned and give them few opportunities to read. I did not realize the problem until I learned the course English Language. “Traditional methods of learning a foreign die hard”. That

25、 is true.2. The students sideMost students lost interest in reading, They think their English is poor and they do not quite understand some words and sentences in the text, even if they know the words. They lack logical, assuming and reasoning ability, so they cant understand the txt exactly. Many s

26、tudents told me that when the content of the text was not familiar to them, they felt that they didnt want to touch it. Some do not think it is necessary to read in class. They think they only learn the basic language knowledge, and they neednt do more reading. A few students think reading in class

27、is a waste of time. This leads to their laziness. Without teachers help, they can not do the reading exercise completely3. language environment Some students lack the necessary historical and geographical knowledge, even if they can read the passages, they cant do the multiple correctly. Our school

28、can not offer them books about reading in English, they do not want to read English novels. Also they have no chance to have a good knowledge of foreign culture, which brings some troubles to their reading. Project objectives Through my task- based language teaching method, they can be interested in

29、 reading English and make much progress in their tests, and enhance the interest in reading and reading ability by initiative reading. If they aren t interested in it, they wont calm down to read or do any reading comprehension exercises.Project hypothesis Learning Strategy means: any activity that

30、learners use to improve the efficiency of learning in the learning process ”. It is hypothesized that the students reading ability is increased by initiative reading. If they wouldnt like to read, how can they get the correct meaning about it! Whats more, they may do well in the exams. Project ratio

31、nale Of course there are many factors in initiative reading. I especially mention the three factors below. 1. The cultivation of emotional strategy Language study is a long process, which needs unceasingly accumulation. In the specific learning process, however, although some students goal is clear

32、and their Activity is strong, also they will unavoidably bump into the difficulty and the setback; they are afraid of difficulties and even want to give up the language study. Therefore the teachers should train the students maintain a good psychology. Reduce their anxious, help them to build their

33、self-confidence, tell them that they are excellent, and praise students progress immediately, letting the students gain some successful joy. For instance, when the students cannot answer some questions they met; teachers need to instruct them step by step until they can answer. Praise should be give

34、n if their answers are right. After period of time, inquire again. Accordingly, the teachers should also pay attention to cultivate the students will and willpower. At the beginning many students have enthusiasm, but soon their study enthusiasms disappear. Often they cannot look the good result of s

35、tudy in a short time. Finally they want to drop their study. In the students whole learning process, teachers should frequently pay attention to the change of students emotion. Whenever they have problems, solve it target-oriented immediately. For example, teachers may introduce the experience of th

36、e famous experts or periphery schoolmate study English to the students, letting them understand the importance of the saying” You reap what you have sown”.2. Interest-the important factor of initiative reading Interest is very important in learning English. Interest is very especially important to E

37、nglish. This is because there is to many things to remember. What more, they live in a native language environment, they can get less information through English. So it is difficult to keep the interest in English. It s impossible to learn English well without adequate interest. Einstein said “ Inte

38、rest is the best teacher ”. We can classify interest into three kinds: direct, and stable. We must arouse the students interest from various aspects. For example: the situation of society, using real object tools and stick figures, choosing the humorous passages, English parties etc. Through these w

39、ays, I can arouse the students interest in English and make them learn English imitatively. 3. The specific application of strategy in English reading The strategy of the plan and the arrangement includes establishing the study goal and plan, arranging the study time, and forecasting the difficulty

40、of study as well as the solution to problem. For example, request the students to understand the study content that will be learned at the study preparatory stage. Let students think how to use textbook and the learning resource to achieve these study goals? What can I do in the learning activity? W

41、hat should I do? After the students knowing the study goal of this unit and finishing the study task, they will decide what they should do first? How many steps should they divide to finish their task? What difficulty will they possibly encounter? The teacher should let the students clearly know abo

42、ut the study task of this unit, to achieve these goals, praise them go on line, and go to the library to search some information. On the one hand, it will cultivate students interest of study and their intrinsic motivation; on the other hand, it will broaden the fields of knowledge of the students,

43、and deepen the understanding of the text content. 4. The initiative reading ways-skimming, scanning, word-guessing and inferring. Cognitive Strategies play a direct role in the study results; it directly linked to the completion of the task. At present, the strategy of secondary school students lear

44、ning has just begun. The thinking of the higher students transitive from specific thinking to the abstract thinking. And they have entered a new study stage, facing more arduous task of learning so that they need to learn the strategy guide and help. The following cognitive strategies are useful in

45、English reading The first one is skimming, which refers to reading the article fast, grasp the general idea of it. The second one is scanning, which refers to reading to grasp the details according to the information you are looking for. It is not necessary to read sentenceby sentence. They should a

46、ccording to the related question find out the related information. The third one is word-guessing, which refers to guessing the specific meaning of the word or phrase in the text according to the context, common sense or the word-formation. The fourth one is inferencing, which refers to inferencing

47、and understanding the implied meaning according to articles details. For example: When teaching A Man Who Never Gave Up, teachers could inquire the following questions first: What is the meaning of the title? What information can you get from the title? Why does the writer choose this title? Can you

48、 get the main idea of the passage from the title? Do you like the man who never gives up? 5. Necessary background knowledge will promote initiative understanding It is not uncommon that sometimes when you take up a text in a foreign language, you recognize every word but still fail to grasp its mean

49、ing. What is problem? Where does the difficulty lie? Let s look at the following example. Defender Zhang, Chinas league champions Dalian Wanda, scored his header at the 24th minute of the second half from a corner kick. China Daily, 4-10-1997 To understand the above passage, the reader needs to have

50、 a certain amount of background knowledge in the field of football in order to understand such terms as “defender,” and “header ”, and also the rules of the game, for “he second half ” and corner kick ”, otherwise, it may not make much sense. The background needed to interpret a given test is called