a study of english reading teaching in senior high schoo

1、AStudyofEnglishReadingTeachinginSeniHighSchooClassrooms高中英節(jié)咨閱讀謀堂教學(xué)減開究作者:白琳指導(dǎo)教師:劉永兵教授學(xué)科專業(yè):外國語言學(xué)及應(yīng)用語言學(xué)研究方向:英語課堂研究學(xué)位類型:學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2010年6月abstractReadingisanessentialskillfpeopletogetinfmationinthisinfmationexplosioner

2、afmanyreadingisthemostimptantskilltomaster.Readingabilityisnowoneofthemostimptantmeasuresinevaluatingoneslanguageproficiency.WiththeglobalizationofbusinessinfmationL2readinghasreceivedmeinterestthaneverbefe.Incollegeentr

3、anceexaminChinareadingteststake70outof150whichnearlyaccountsfhalfofthetotalsce.Thushowtoimprovetheefficiencyofreadingclassesisbecomingthecommonconcernofbothinserviceteachersaswellaslanguageresearchers.Thestudyexplesintor

4、ealclassroompracticesinreadinginsenihighschoolofChina.Viewsofteachersstudentsobtainedviainterviewsquestionnairesarealsoconsideredinanalyzingreadingclasses.Thestudyaimstopresentflawsofcurrentreadinginstructionunderthedisc

5、ussionofreadingtheiesreadinginstructionstrategiessoastoofferpedagogicalimplicationfL2teaching.Thedataanalysisoftheclassroomobservationshowsthatreadingclassesdosharecommonfeatureswhichfurtherrevealstheproblemsofthecurrent

6、Englishreadinginstructionasfollows:1.overemphasisonactivatingbottomlevelprocessingskills2.lackofattentiontoactivatingpribackgroundknowledge3.improperwaysofvocabularyteaching4.littleinstructiononreadingstrategy5.simplifie

7、dmethodsofincreasingreadingrate6.noactivitiesofverifyingstrategy7.noawarenessofevaluatingprogress.Datafrominterviewsquestionnairesrevealtwocontradictionsinthereadingpracticenamelythecontrastbetweenstudentsneedsteachersin

8、structiontheincompatibilitybetweenteachersbeliefsinstructioninreadingclassroomobservationsenihighschoolproblemscontradiction摘要在這個(gè)信息爆炸的時(shí)代，閱讀已成為人們獲取信息的最重要的基本技能之一，閱讀能力也日漸成為衡量語言水平的重要標(biāo)準(zhǔn)。隨著信息和商業(yè)的全球化趨勢(shì)，第二外語閱voicesallowustohearf

9、romESLEFLreadingteachersaboutrealproblemsintheteachingprocess.Howeverpersonalviewsbasedononesownexperiencesarefarfrombeingscientifictobegenerallyaccepted.Sincethe1970stherehavebeenL2learningtheistsinstructionalresearcher

10、sofferingteachingstrategiesinESLEFLreading.ThustheauthbelievesthattheintegrationoftheypracticewillprovidemetrustwthyinsightsinteachingESLEFLreading.Therefetheincpationofempiricalstudyofclassroomobservationtheeticalguidan

11、ceinreadinginstructioniswthstudyingitissignificantinthefollowingaspects.FirsttheeticallyitwillfurthertheresearchofL2readingtheiesgainedfromrealclassroomobservation.ThoughL2readinghasgainedwideinterestsfromresearcherswhil

12、eL2readinginstructionbasedonbothempiricaltheeticalframewkhasnotbeenfullyresearchedthisstudymaygivescholarsresearcherssomeinsightsonL2readingteaching.Hopefullythesuccessofthisstudymayencouragestimulatefurtherstudiesinthis

13、area.SecondpedagogicallythisstudymayprovideEFLteachersinsightintoL2readingtohelpthemreflectonthecurrentsituationofL2readinginstructioninChina.Learnerswillbenefitaswellifthestudyiswidelyacknowledgedbyinserviceteachersmake

14、improvementinteachingL2reading.Alsothefindingsofthisresearchmightpromotetheirabilityofselflearningsothatreadingefficiencyareachievedbothinclassafterclass.Inawditisbeneficialtobothteacherslearners.1.2thepurposeotheResearc

15、hThisstudyaimstoexpcurrentL2readingresearchintorealclassroomteachingwithinwelldefinedtheeticalpedagogicalframewksonreadingsoastofacilitateL2readinginstruction.DetaileddeionofL2readingprocessesareincpatedundertheassumptio

16、nthatunderstingthecomplexitiesofL2readingmayenablelanguageteacherstoidentifysuchdifficultiesthatL2readersmightencounterthushelptheirinstruction.Besidestofairlyjudgecurrentreadinginstructioninsenihighschoolvoicesfromteach

17、ersstudentsareheardratherthansolelyrelyingontheeticalpedagogicalframewks.Thusdrawbackswillberevealedmeobjectively.Indertoachievethisgoalthefollowingthreequestionsshouldbeansweredfemost.1.Whatproblemsdothecommonteachingpr

18、oceduresofreadingclassesinsenihighschoolsrevealofcurrentL2readinginstruction2.WhatareinserviceteachersvoicesWhatdostudentsfeelaboutthereadingclassestheyarereceiving3.Whatpedagogicalimplicationcanbegainedthroughdiscussion

19、sabove1.3ganizationothehesisThethesisconsistsoffivechapters.Thefirstchapterisabriefintroductionwherethebackgroundthesignificanceofthistopicarestated.Alsotheauthmakesclearthepurposeofthisresearchbringingfwardtheresearchqu

20、estionsprovidesthegeneraloutlineofthethesisinthischapter.InthesecondchaptertheauthfirstreviewsresearchonreadingreadingmodelreadinginstructionstrategythenintroducesthecurrentL2readingresearchinChina.Chapterthreemainlyconc