關(guān)于大學(xué)非英語(yǔ)專(zhuān)業(yè)英語(yǔ)閱讀教學(xué)問(wèn)題

1、廣西師范大學(xué)同等學(xué)歷人員申請(qǐng)碩士學(xué)位論文關(guān)于大學(xué)非英語(yǔ)專(zhuān)業(yè)的英語(yǔ)閱讀教學(xué)問(wèn)題on the reading instructionfor the college non-english majors院系 外語(yǔ)學(xué)院年級(jí)專(zhuān)業(yè)研究方向 級(jí) 在職 英語(yǔ)語(yǔ)言文學(xué)英語(yǔ)語(yǔ)言與教學(xué)導(dǎo)師 陳吉棠教授研究生完成日期顏少蘭 年 月1contentsacknowledgement . . iabstract in chinese . . i iabstract in english . . i vpart i introduction 1part ii a brief review of reading researc

2、hes . 32.1 the emergence of the reading researches 32.2 the three reading models . 32.3 the schema theory 52.4 researches on reading strategies . . 5part iiipart iva brief talk on the reading instruction of college english . 7investigation on reading strategies of non -english majors . 1 04.1 a ques

3、tionnaire . . 1 04.2 about two interviews . 1 34.3 analysis of the questionnaire . 1 44.4 discussion of the questionnaire and the interviews . . . 1 6part vhow to conduct english reading instruction . . 1 85.1 the importance of reading for the college students . 1 85.2 eliminating some obstacles in

4、reading . 1 95.3 improving the teaching of vocabulary 2 35.4 selecting suitable reading materials . . 2 55.5 cultivating students integrating skills 2 75.6 improving the teaching skills . . 2 9part viconclusion 3 2appendix 3 4bibliography . 3 52acknowledgementi would like to acknowledge my indebtedn

5、ess and gratitude to professor cheng jitang, my supervisor,for his invaluable guidance and suggestion in the process of writing my thesis. professor chen showedgreat patience in polishing and commenting on my thesis. without his selfless help, i would not have thisaccomplishment.my special gratitude

6、 also goes to professor lu qiaoling for her reference books, valuable advice andencouragement. i also owe my thesis to professor bai jingzhe, who helps me a lot in widening myacademic scope. i am grateful to professor wei han, who expresses his concern to my thesis.finally, i give my gratitude to my

7、 husband, friends and colleagues, who offer me constantencouragement.3關(guān)于大學(xué)非英語(yǔ)專(zhuān)業(yè)的英語(yǔ)閱讀教學(xué)問(wèn)題中文摘要 級(jí)英語(yǔ)語(yǔ)言文學(xué)專(zhuān)業(yè)在職研究生：顏少蘭導(dǎo)師：陳吉棠教授毋庸置疑閱讀是語(yǔ)言學(xué)習(xí)的一個(gè)主要方式關(guān)于外語(yǔ)閱讀與閱讀教學(xué)的研究一直都受到相關(guān)學(xué)者與教育界人士的關(guān)注 近年來(lái),語(yǔ)言學(xué)理論研究在許多方面促進(jìn)了外語(yǔ)教學(xué)的研究 自然也對(duì)閱讀教學(xué)產(chǎn)生了深遠(yuǎn)的影響 隨著心理語(yǔ)言學(xué)和應(yīng)用語(yǔ)言學(xué)研究的不斷深入 人們對(duì)閱讀教學(xué)理論進(jìn)行了廣泛深入的探討 從而使英語(yǔ)閱讀教學(xué)走出辨別詞義 分析語(yǔ)法結(jié)構(gòu)和意釋難句的階段 走上將語(yǔ)言知識(shí) 語(yǔ)言技能和背

8、景知識(shí)相結(jié)合起來(lái)同時(shí)傳授的道路應(yīng)該指出 閱讀是發(fā)生在大腦的一種極其迅速而隱秘的認(rèn)知心理活動(dòng) 其過(guò)程十分復(fù)雜 長(zhǎng)期以來(lái) 學(xué)術(shù)界對(duì)閱讀過(guò)程進(jìn)行了大量的研究 提出了三種閱讀模式 自下而上模式 自上而下模式和交叉模式 第一種模式過(guò)分強(qiáng)調(diào)詞匯能力而忽略背景知識(shí)和語(yǔ)篇水平的教學(xué) 第二種模式主要著重上下文結(jié)構(gòu)和頭腦中的已有經(jīng)驗(yàn) 從而容易導(dǎo)致在認(rèn)詞和理解上的錯(cuò)誤 多數(shù)學(xué)者和教師傾向于交叉模式 因?yàn)榻徊婺Ｊ郊葟?qiáng)調(diào)語(yǔ)言技能又注重心理技能 將兩種技能結(jié)合起來(lái) 以達(dá)到有效地認(rèn)識(shí)復(fù)雜的閱讀過(guò)程 收到積極的閱讀效果的目的應(yīng)該肯定 閱讀策略是外語(yǔ)閱讀理論與教學(xué)的重要組成部分之一閱讀策略 與 閱讀技巧有所不同閱讀策略 所涉及

9、的范圍更廣更全面 它不僅包含了閱讀中的技巧 還包含了閱讀者為了達(dá)到預(yù)期閱讀目的所采取的有選擇性和控制性的行為 隨著閱讀研究的不斷深入 閱讀策略的研究?jī)?nèi)容也不斷豐富 已從最初的傳統(tǒng)意義上單純的閱讀行為 如跳讀 略讀發(fā)展到當(dāng)今的激活背景知識(shí)圖式的認(rèn)知策略等等然而 目前的英語(yǔ)閱讀教學(xué)還存在著不少誤區(qū) 比如 我們通常只強(qiáng)調(diào)精讀教學(xué)而忽視了泛讀教學(xué) 使學(xué)生把過(guò)多的時(shí)間和精力放在詞匯和語(yǔ)法的學(xué)習(xí)上 忽略了閱讀訓(xùn)練 強(qiáng)調(diào)閱讀理解的準(zhǔn)確性而忽視閱讀速度 不能很有效地培養(yǎng)學(xué)生的閱讀技能 等等 長(zhǎng)期以往 致使很多學(xué)生學(xué)了十幾年英語(yǔ)仍無(wú)法有效閱讀英文報(bào)刊雜志 寫(xiě)不出規(guī)范的英文簡(jiǎn)歷和求職信 造成這種狀況的原因是多方面

10、的 既有師生的主觀(guān)因素 又有現(xiàn)實(shí)存在的客觀(guān)因素 如何指導(dǎo)學(xué)生合理 有效地使用閱讀策略 提高閱讀能力 是我們面臨的一個(gè)現(xiàn)實(shí)而重要的課題 這正是本文著重論述的主題論文在簡(jiǎn)要評(píng)介國(guó)內(nèi)外關(guān)于閱讀的主要理論與模式基礎(chǔ)上 對(duì)我國(guó)當(dāng)今大學(xué)英語(yǔ)閱讀教學(xué)做一個(gè)粗略的分析 為了客觀(guān)地了解大學(xué)非英語(yǔ)專(zhuān)業(yè)學(xué)生運(yùn)用閱讀策略的情況 作者對(duì) 44 名非英語(yǔ)專(zhuān)業(yè)學(xué)生開(kāi)展了有關(guān)英語(yǔ)閱讀策略的問(wèn)卷調(diào)查和面談 通過(guò)收集相關(guān)數(shù)據(jù) 信息 系統(tǒng)地分析了他們的閱讀狀況 為了便于對(duì)閱讀策略進(jìn)行對(duì)比分析 我們將被試分為 成功閱讀者 和 閱讀能力較差者目的是找出兩者在閱讀策略運(yùn)用方面的異同性 以了解閱讀策略對(duì)閱讀理解和4閱讀能力的作用并探索除了

11、閱讀策略影響閱讀能力的其他因素又是什么問(wèn)卷調(diào)查結(jié)果雖然表明成功閱讀者 和 閱讀能力較差者 在閱讀策略選擇上沒(méi)有顯示出太大的差別 但從與他們的面談所得到的信息發(fā)現(xiàn) 他們的閱讀動(dòng)機(jī) 背景知識(shí)和閱讀習(xí)慣等是明顯不同的 在調(diào)查 分析的基礎(chǔ)上 論文著重討論了如何提高學(xué)生閱讀能力問(wèn)題 指出在閱讀教學(xué)中 教師應(yīng)該進(jìn)一步更新教學(xué)觀(guān)念 改革教學(xué)方法 科學(xué)運(yùn)用教學(xué)技巧 切實(shí)將語(yǔ)言知識(shí)語(yǔ)言技巧與學(xué)生綜合素質(zhì)結(jié)合起來(lái) 有效地組織教學(xué)從根本上幫助學(xué)生提高閱讀能力關(guān)鍵詞 閱讀策略閱讀教學(xué)閱讀模式閱讀動(dòng)機(jī)背景知識(shí)綜合技能5on the english reading instruction for the college

12、non-english majorsabstractpostgraduate: yan shaolansupervisor: chen jitangundoubtedly, reading is one of the most important ways of language learning.the foreign language reading and its instruction have got a wide range of attraction from therelevant researchers and educators. in recent years, the

13、study of linguistic theories has spurred on theforeign languages teaching research in many aspects and produced a far-reaching influence on thereading instruction. with the development of the research of psycholinguistics and applied linguistics, thereading research has switched from the words recog

14、nition, grammatical analysis and sentenceexplanation to the interactive approach of language knowledge, language skills practice and backgroundknowledge learning.it should be pointed out that reading is a complicated process involving fast and secret cognitiveactivity in the brain. three reading mod

15、els have been proposed after a large amount of research on thereading process: the bottom-up reading model, the top-down reading model and the interactive readingmodel. in the first model, the lexical ability is overemphasized while the background knowledge and thediscourse teaching are neglected. w

16、ith excessive emphasis on the context and the pre-experiences inbrain, the second model is apt to produce errors in the word recognition and reading comprehension. theinteractive model is most widely accepted by most scholars and educators because it emphasizes on boththe language skills and the psy

17、chological skills with the overall explanation of the complicated readingprocess and objectives.the reading strategy is one of the important parts of reading theories and instruction. “the readingstrategy” is somewhat different from “the reading skill”, because the former covers more aspects than th

18、elatter does. reading strategies include not only some reading skills but also some selective andmanagement activities to achieve the expected reading objectives. instead of being confined to the solereading activities such as scanning and skimming, the reading strategy research now is in the higher

19、 stageof the background knowledge activation and the cognitive strategy.but much erroneous understanding of how to teach “reading” still exists. for example, theoveremphasis on the intensive reading and the neglect of the extensive reading result in the students totalattention to the learning of voc

20、abularies and grammars in reading, and they cant have efficient readingpractice. another case in point is that the students reading abilities fail to be well cultivated due to theoveremphasis on the reading accuracy and the inefficient training of the reading speed. consequently,most students have d

21、ifficulty in reading english newspaper and magazines and in working out thestandard english resume and job application letters even after their over ten years english learning.6many factors, including the subjective ones on teachers and students part and the objective ones inreality, can account for

22、 these problems. it is our urgent and important task to study on how to guidestudents to adopt reading strategies properly and efficiently, which is the very subject that the thesisdiscusses.after a brief review of reading theories and reading models both at home and abroad, the thesis gives aconcis

23、e analysis of the reading instruction of college english. in order to have an objective view on theadoption of the reading strategies for the college non-english majors, the author conducts a case study ofthe reading strategies among 44 college non-english majors in the way of questionnaire and inte

24、rview.by collecting the related data and information, the author analyzes their reading strategies in a systematicway. for the sake of getting a better comparison and analysis, the subjects are claasified into “successfulreaders” and “l(fā)ess successful readers”. the objectives are to find out the diff

25、erences and similarities ofthe adoption of reading strategies between the two groups so that the influences of reading strategies onreading comprehension and reading abilities can be tracked down, and to determine, besides readingstrategies, what other factors affect their reading ability.though it

26、is shown that in the questionnaire successful readers and less successful readers have lessnotable differences in the adoption of reading strategies, the information obtained in the interviews showsthat great differences can be found in many other related factors, such as reading motivation, backgro

27、undknowledge and reading habits. on the base of the investigation and analysis, the thesis mainly discusseshow to improve students reading ability. it is pointed out that in reading instruction, teachers shouldmake further effort to renew their teaching ideas, to reform the teaching approaches, and

28、to get aneffective combination of language knowledge, language skills and the students comprehensive qualityby the application of scientific teaching skills. students reading ability can be improved through theeffective reading instruction.key words: reading strategiesreading motivationthe reading i

29、nstructionbackground knowledge7reading modelsintegrating skillspart i. introductionreading has been the skill most emphasized in traditional fl learning, and today it is the mainstay ofefl teaching in china. efl reading instruction is moving increasingly and some researches have beenswitched from te

30、aching texts to teaching readers.with the development of the psycholinguistics research, more and more reading researchers haverealized the importance of the interactive approach of grammar and vocabulary teaching, language skillspractice and background knowledge learning, and the psychological fact

31、ors of the readers. besidesother factors, adequate attention should be especially paid to the psychological characteristics in readingand reading instruction. (zhu chun,1994). psychology is closely connected with the fl teaching, butfor years, the psychological theories and flt are being separated c

32、onsciously or unconsciously. peoplenow have come to realize the importance of psychology in language teaching and in reading. reading isa complicated psychological process involving various factors, and the process of fl reading is muchmore complicated (gui shichun, 1986).reading in any language is

33、cognitively demanding, involving the coordination of attention, memory,perceptual processes, and comprehension processes (kern, 1989). research has demonstrated thatreading comprehension is not just to understand words, sentences, or event texts, but involves a complexintegration of the readers prio

34、r knowledge, language proficiency and their metacognitive strategies(hammadou, 1991). metacognition is considered by most educators to be an element necessary for manycognitive learning tasks (li & munby,1996). metacognition refers to knowledge about cognition and theself-regulation of cognition. th

35、at is learners have knowledge about their cognition processes and are ableto use that knowledge to choose the most efficient strategies for problem solving ( li & munby, 1996).with the development of the reading researches, great influence on the reading theories can be foundin the schema theory and

36、 the three reading models, which are bottom-up reading model, top-downreading model and interactive reading model.according to chastain(1976, see zhong, 1995), of listening, speaking, reading and writing, reading isthe most demanding skill to teach, because it is the personal activities and the teac

37、her cant be thesubstitute for the student. so teachers proper roles are essential to effective reading. concerning thereading instruction in college english for non-english majors, two teaching models are mainlyconcentrated on: the intensive reading class and the extensive reading class. due to the

38、objective factors,such as inadequate teaching time, and the subjective factors, such as the old pedagogic notion, theintensive class has been a long time focus. the conservative intensive reading fails to widen studentsknowledge and decreases their motivation and interest. therefore, teachers should

39、 pay more attention tothe students reading ability so that they are free from the lexical, grammatical exploring and become thecenter in the process of reading.the reading strategy is one of the most key factors in students reading ability. it is assumed that, inthe research of the reading strategy,

40、 it is of great significance to compare the successful learners with theunsuccessful ones for the purpose of finding the difference of their application of the reading strategies.in this thesis, a questionnaire and two interviews are conducted on the reading strategies of the successful1readers and

41、the less successful readers. but contradictory to the traditional hypothesis that the lesssuccessful readers are always poor at adopting reading strategies, the result of the study shows that thegeneral tendency of the less successful readers to the adoption of reading strategies is as encouraging a

42、sthat of the successful readers. according to the careful analysis, the distinctive differences can be foundin their reading motivation, reading habits and their basic language knowledge and competence.2part ii a review of literature2.1 the emergence of the reading researchesresearch in reading comp

43、rehension has received much attention during 1960s and 1980s. thegrowing number of books concerned with reading comprehension and chapters within scholarly workson cognition and education attest the importance ascribed to the process of reading comprehension. theresearch on reading process can help

44、to identify teaching practices that are effective and to differentiateeffective strategies from those that are less useful (anderson, heibert, scott and wilkinson, 1985, seeanthony, 1993).the interest in comprehension process actually can be traced back to the turn of the century whenscholars such a

45、s huey (1908), cattell (1886), and thorndicke (1917) considered reading as a process ofworthy of intensive and extensive research. with its emphasis on holistic mental process, the gestaltpsychology was popular first in europe and later in the united states and it led the study of readingcomprehensi

46、on research to a unified metal event: research studied holistic metal processes such as theperception of print (cattell, 1886) and the influence of metal set or prior knowledge (huey, 1908).with the difficult assessment of the process of reading comprehension, it was cognitive psychologyrather than

47、behaviorism that held the day (pearson, 1986). reading, considered to be one form ofproblem solving, began to be studied by psychologists and linguistics, in addition to reading educators.new models of reading and theories blossomed during this period, of which the most influential ones arebottom-up

48、 model, top-down model, interactive model and the schema theory.many definitions of reading comprehension have been suggested. the definition proposed by wixsonand peters (1984) reflects an interactive view of reading which says reading is the process ofconstructing meaning through the dynamic inter

49、action among the readers existing knowledge, theinformation suggested by the written language and the context of the reading situation. it is therepresentative of current trends away from a decoding-only emphasis toward a conceptualization ofreading as an interactive process. therefore, we can concl

50、ude that reading comprehension involvesinterpreting text and constructing meaning in the light of background knowledge, and within a socialcontext that helps to determine the readers goals, purposes and expectations.2.2 the three reading modelsthe last four decades have seen the emergence of three r

51、eading models: the bottom-up reading model,the top-down reading model and the interactive reading model.gough(1972), la berge and samuels(1974) are the representatives of the bottom-up reading modelsemphasizing the flow of information from the text, to visual memory, to auditory memory, to thebuilding of acoustic representations into words to semantic memory and, finally-comprehension