strategiesofimprovingseniorhighschoolstudents’englishreadingability英語畢業(yè)論文

1、StrategiesofImprovingSeniHighSchoolStudents’EnglishReadingAbility【關(guān)鍵詞】英語閱讀；閱讀策略；閱讀能力【正文】I.IntroductionReadingisasignificantaspectofEnglishlanguagelearning.Researchintoreadinghoweverwasaneglectedpartflinguisticsreceivedli

2、ttleattentionduringthe1950s1960s.Luckilyithasgraduallybecomeafocusofmuchresearchatpresent.AsDubinpointsout“thestudyofreadinghaschangedfrombeingthe“porelation”ofsecondlanguageeducationinthepastintotheroleof“guestofhon”atp

3、resent.”1Theimptanceofreadinginsecondlanguageacquisitionhasbeengreatlyrealizedwiththereinfcementofthestatusofreading.Widdowsonaffirmsthat‘whilewithoutgrammarverylittlecanbeconveyedwithoutreadingnothingcanbeconveyed.’2The

4、fundamentalroleofreadinginsuccessfulEnglishlanguagelearninghasbeenwellestablished.Itisrecognizednowthatmasteryofreadingisanessentialcomponentofsecondlanguageacquisitiontherefelearnersmuststrengthentheirreadingabilityinde

5、rtobecomeproficientinasecondlanguage.EspeciallywiththetendencyofglobalizationChina’sentryintoWTOthesignificantroleofEnglishhasbecomemeevident.TohelpthemtostudyEnglishmeeffectivelyefficientlyitisnecessarytoexplethereading

6、strategiestheyactuallyuseintheirreadingprocess.II.ObjectivesModelsofEnglishReadingA.ObjectivesGoalsofEnglishTeaching2001NationalEnglishCurriculumfEducationstatesthatthemaintaskoftheEnglishcurriculumfeducationistostimulat

7、ecultivatestudents’interesttheirconfidenceinlearningthelanguagehelpthemdevelopgoodlearninghabitsfmeffectivelearningstrategiesfacilitateautonomycooperativespiritinlearningenablestudentstomasterbasicEnglishlanguageknowledg

8、eskillsinreadingsothattheyfmsufficientcompetenceinusingthelanguagecultivatestudents’abilitiestoobservetomemizetothinktoimaginetocreateincreasetheirawarenessoftheculturaldifferencesbetweentheEasttheWestenlargetheirvisionc

9、ultivatetheirpatrioticspirithelpthemfmhealthyviewsaboutlife.Onthebasisofalloftheabovewelayagoodbasisftheirlifelonglearning.Thenewcurriculumisdesignedtopromotethestudents’overalllanguageabilitywhichiscomposedoffiveinterre

10、latedcomponentsnamelylanguageskillslanguageknowledgelearningstrategiesculturalundersting.Eachcomponentisfurtherdividedtoafewsubcategies.Englishlanguageteachingisnolongeraimedonlyatdevelopinglanguageskillsknowledgebutexpe

11、dtodeveloplearners’positiveattitudemotivationconfidenceaswellasstrategiesflifelonglearningalongwithjustpreferstoreceivethemessagehemaymisunderstthewriter.Therearealwaysdangersofmismatch.Intopdownprocesscomprehensionmustt

12、akeplacefirstidentificationofwdscomessecond.Itreferstotheprocessinwhichreadersmakepredictionsaboutthetextbasedontheirpriexperiencebackgroundknowledgethencheckthetextfconfirmationofthosepredictions.Topdownprocessingiscall

13、edconceptdrivenprocessing.Itmeansthatthereaders’backgroundknowledgegeneralintelligencereadingstrategiesallplayasignificantroleinthereadingprocess.Theinteractivemodeltheyviewsreadingasaninteractiveprocess.Thatistosaythebr

14、ainreceivesvisualinfmationatthesametimeinterpretsreconstructsthemeaningthewriterhadinmindwhenhewrotethetext.Thisprocessdoesnotonlyinvolvetheprintedpagebutalsothereaders’knowledgeofthelanguageingeneralofthewldofthetexttyp

15、es.Duringtheprocessofreadingallthesefactsinteractwitheachothercompensatefeachother.Therefeaproficientreadershouldhavegoodlanguageskills:automaticrecognitionofthewdsphrasesunderstingsentencestructuresbuildingadiscoursestr

16、uctureetc.Thenheintegratesthisdecodingprocesswithwhatheshealreadyknowsaboutthetopic.One’sgeneralknowledgeaboutthewldthetexttypesareknownasschemasschematawhichhasbeendescribedasthe“cognitiveconstructswhichallowftheganizat

17、ionofinfmationinone’slongtermmemy”.Duringthereadingprocessthereaders’mindbyinteractingwiththeprintedpage(itswdsphrasessentencesaswellasthecontext)itprovidescanbestimulatedaproperschemawillbeachievedtoallowthemtorelatethe

18、incominginfmationtoalreadyknowninfmation.Iftheydonothavethetypeofnecessaryschemafaparticularreadingtexttheymayhavetorestheavilytootherknowledgewhichisavailablesuchastheirlinguisticknowledgetexttypeknowledgetoaidtheircomp

19、rehension.Similarlywhentheydonothavethenecessarylinguisticknowledgetheywillhavetoresttotheirwldknowledgetohelpeasethedifficultiesincomprehension.Obviouslyagoodknowledgebaseofalltheaboveisessentialfgoodreadingcomprehensio

20、ntheydobelieveagoodlinguisticbasisisfundamentalasfarasfeignlanguagereadingisconcerned.Basedontheunderstingofreadingasaninteractiveprocesslearningreadingintheclassroomdividesthelearningproceduresintobasicallythreesstagesi

21、nwhichbottomuptopdowntechniquesareintegratedtohelpstudentsdeveloptheirreadingstrategiesincreasetheirlanguageefficiencyingeneral.Thethreestagesareprereadingwhilereadingpostreading.Meoverareaderusesenoughreadingskillsreadi

22、ngstrategiestoreferwhatthewritermeanswhatinfmationisintendedinthisprocess.Heassessesalltheevidenceinthetext:choiceofwdsionoffactsanalysisofmaterialreconstructionoftheassumptionsonwhichthewritingisbased.Allthesementalacti

23、vitiesareneededwhenthereaderbeginstoconstructfromthetext.Theseactivitiesaregenerallyreferredtoasreadingstrategiessometimescalledreadingskills.III.PresentSituationofSeniHighSchoolStudents’ReadingAbilityA.ProblemsExistingi