【講座】英文閱讀的語篇理解策略

英文閱讀的語篇理解策略

StrategiesofTextComprehension“Toreadbetweenthelineswaseasierthantofollowthetext.”

(HenryJames,1843-1916)

OriginsofthoughtsThestoryofteachingCinderellaMyobservationsofSABEHteachers’lessonsMyobservationsofthecurrentpracticeofEFLreadinginstructioninFujianFocusonlanguagepointsFocusonvocabularyFocusoninformationaltextsFocusonutilitariangoals語言點“得詞匯者得天下”報刊閱讀工具性、實用性Today’squestionsWhatshouldwedotoguidestudentstoreflectonandmakesenseofEnglishtexts?Howdoweteachstudentstousethestrategiesoftextcomprehension? (1)Understandingwhat (2)Knowinghow讀得懂懂得讀Today’stopicsReading&textsReadingstrategiesTextcomprehensionstrategiesFromlanguagepointstotextcomprehensionFromwordstoimages&textsFromdichotomytoreadingcontinuumFromlanguagetothinkingConcludingremarks1.Reading&textsReadinganinteractionbetweenindividualreadersandparticulartexts(Parry,1993:149)aninteractionbetweenreaderandwritermediatedthroughthetext(Widdowson,1979:74)Text&discourseAtextis“averbalrecordofacommunicativeact”(Wallace,1992:6)Textreferstoanywrittenrecordofacommunicativeevent,whereasdiscourseisreservedtorefertotheinterpretationofthecommunicativeeventincontext. (Nunan,1993:20)Discourseanalysis

Discourseanalysis:thestudyoftherelationshipbetweenlanguageandthecontextinwhichitisused; “Thestudyoflanguageinuse.” (McCarthy,1991:5)ReadingintheEFLcurriculumReadingforinformationReadingfordevelopingreadingskillsReadingforlearningthelanguageReadingforpleasureReadingfordevelopingwritingskills (劉道義,2006:96)2.ReadingstrategiesReadingstrategiesconsciousmeans“thatreadersemployinordertomakesenseofatext”(Parry,1993:150)ReadingstrategiesinNSECLearnEnglishthroughshortstories(M4/U3,AtasteofEnglishhumour)LearnEnglishthroughpoems(M6/U2,Poems)MissinglinksinNSECReadingstrategiesinSHEWorkingoutmeaning(M1/U2,Heroes)Identifyingtheme-relatedwords(M1/U2)Identifyingmainideasofparagraphsincontext(M1/U2)Readingforinformation(M1/U3,Celebration)Readingforkeywords(M1/U3)Makingcontextualconnections(M2/U5,Rhythm)Sequencing(M3/U7,TheSea)Completingnotes(M3/U9,Wheels)Identifyingfacts&opinions(M4/U10,Money)Dealingwithculturereferences(M4/U11,TheMedia)Makinginferences/Readingbetweenthelines(M5/U13,People)Textswithsentencegaps(M5/U14,Careers)Usinglinking&referencewords(M5/U15,Learning)ReadingstrategiesinSHEPrediction(M6/U16,Stories)Revision(M6/U16)Readingpoetry(M6/U18,Beauty)Paragraphsandheadings(M7/U19,Language)Guessmeaningfromcontext(M7/U19)Identifyingaccurateinformation(M7/U20,NewFrontiers)Sequencingofinformation(M7/U21,HumanBiology)Summarizing(M8/U24,Society)Repetition(M5/U15)Usevisualimages(M5/U15)Languageawareness1-9(M6/U16-M8/U24)ReadingstrategiesintheECSGoal-setting(Metacognitive)Reflection(Metacognitive)Readingforpleasure(Affective)Awareness-raising(Metacognitive:language&culturalawareness)Association(Cognitive)Activatingthinking(Cognitive)Inferencing(Cognitive)Guessingmeaningfromcontext(Cognitive:Senior)Gettingmainideas(Cognitive)Summarizing(Cognitive)Note-taking(Cognitive)Usingdiagrams(Cognitive:usingtextfeatures)Usingthelibrary(Resource)Text-basedreadingstrategiesDiscourseawarenessraisingUsingtextfeatures(headings,subtitles,diagrams…)UsingtextstructuresActivatingpriorknowledgePredicting&GuessingInferencing(Makinginferences)Makingconnections(withreal-lifeexperiences)Visualizing(Imageryandimagination)MonitoringcomprehensionEmpathizing3.Textcomprehension

strategiesFromlanguagepointstotextcomprehensionFromwordstoimages&textsFromdichotomytoreadingcontinuumFromlanguagetothinking從語言點到語篇理解從詞匯到意象和語篇從對立到閱讀連續(xù)體從學語言到發(fā)展思維3.1Fromlanguagepointsto

textcomprehensionMakesenseofcohesion&coherenceCohesion:sentencesaretiedtogetherbycohesivedevices(e.g.,reiterationandcollocation)Coherence:sentencesfolloweachotherinwayswhichmakesense(McCarthyetal,2010:87)Text1 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Itwasamodestplace,butitwasallIneededatthattime.Afewyearslater,whenthekidscamealong,wemovedtoasemi-detachedontheoutskirtsofthetown.Thisspaciouspropertyhasbeenourhomeformorethan20years,thoughwe’renowconsideringdown-sizingtoastonecottageinthecountry.Text2 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Asabachelor,itwasallIneededbeforethattime.Thecottagehadalargegardenandlotsofbedrooms.AlthoughIdon’tmindlivinginasmalltownapartment,myultimategoalistomoveouttoastonecottageinthecountry.(McCarthyetal,2010:88)Text1 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Itwasamodestplace,butitwasallIneededatthattime.Afewyearslater,whenthekidscamealong,wemovedtoasemi-detachedontheoutskirtsofthetown.Thisspaciouspropertyhasbeenourhomeformorethan20years,thoughwe’renowconsideringdown-sizingtoastonecottageinthecountry.LexicalcohesionWordsfor‘house’:terracedhouse;place;semi-detached;property;stonecottage;Expressionsoftime:first;atthattime;afewyearslaterformorethan20years;now;Expressionsofplace:city;town;country;Wordsforsize:small;modest;spacious;down-sizing;(McCarthyetal,2010:88)Text2 WhenIfirstgotmarried,Ilivedinasmallterracedhouseinthemiddleofthecity.Asabachelor,itwasallIneededbeforethattime.Thecottagehadalargegardenandlotsofbedrooms.AlthoughIdon’tmindlivinginasmalltownapartment,myultimategoalistomoveouttoastonecottageinthecountry.LackoflexicalcohesionInternalcontradictions:married/bachelor;terracedhouse/cottage/apartment;city/town;small/largegarden/lotsofbedrooms(McCarthyetal,2010:89)Text3 Youknow,whenyouhearyourparentsargueyouneverunderstandwhythey’rearguing,youknow.Whydotheyargue?Theyhavethreegreatkids.YouknowwhatImean?And,andthenyoukindofhavetorealisethat,youknow,they’rejustlikeanyofus,yousee.Theyhavelotsofproblemsandtheyhavetodealwithit,andit’snotsoeasytodealwiththemsometimes,youknow.LexicalchainsandtopicsThemaintopic?Theoverallcohesion?Chainsofvocabulary:parents;kids;problems;argue,arguing,argue;hear;understand;realise;dealwithit;notsoeasytodealwith;Thefunctions?Discoursemarkers:Youknow;YouknowwhatImean?kindof;yousee…Thefunction?Theparentalproblem(McCarthyetal,2010:90)3.2Fromwordstoimages&textsLearningwordsintexts

Teachingwordsintextsinvolvesgivinglearnersappropriatestrategiessothattheycanbothprocessandproducenewlanguage(McCarthyetal.,2010:97)DefiningkeywordsinatextIdentifyingthelexicalrelationsinatextMakinginferencesText4EcosystomsEcosystems,suchasponds,grasslandsorforests,areliving,dynamic

systems.Theyconsistofalltheorganismsinacommunity,theirbioticandabiotic

environments,andexchangeswithinandbetweeneachofthese.Thebioticenvironmentofanorganismisitsinteractionswithotherorganisms,anditsabioticenvironmentisitsphysicalenvironment.Anecosystemisthusahigherorganisationallevelthananecologicalpopulationorcommunity (Ladigesetal.,2010)1IdentifyingwordrelationsEcologicalwords:Properties:Components:2.Inferencing:biotic,abioticLexicalknowledge:Knowledgeofco-text:Worldknowledge:3.Defining‘ecosystems’Ecosystemsareliving,dynamicecologicalsystemsconsistingofinteractingbioticandabioticcomponents.Wordsintexts(quotations)Beauty: “Beauty,n.:thepowerbywhichawomancharmsaloverandterrifiesahusband.”(AmbroseBierce,1842-1914);Finish:“Whenyou’refinishedchanging,you’refinished.”(BenjaminFranklin) Make,produce: “Godmakesstars.Ijustproducethem.” (SamuelGoldwyn);Marriage:“Keepyoureyeswideopenbeforemarriage,halfshutafterwards.”(BenjaminFranklin)Nation:“Anationisthesamepeoplelivinginthesameplace.”(JamesJoyce)Words,images&textsWords,images&textsWords,images&textsWords,images&textsWords,images&texts3.3FromdichotomytoreadingcontinuumInformative&literarytextsInformativetextLiterarytextPoetryMainideaThemeormainideaThemeOrganizationofargumentPlotImageryCredentialsofauthorCharacterdevelopmentSpecial&generalvocabularyPointsthatsupportargumentSpecial&generalvocabularySentencestructureGraphs,charts,andsoonAuthorinformation,setting,culturalinformation,toneTone,culturalinformationPointofview(BasedonAebersold&Field,1997)PeopleinSHEMemoryEQPersonalitiesFirstImpressions(M5/U13,SHE)Peopleinapoem

MyPeopleLangstonHughes(1902-1967)Aestheticreading&efferentreadingAestheticreading:readingfortheexperienceofreadingandforpleasure;Efferentreading:readingforinformationretrieval; (Rosenblatt,1978)功能性閱讀與發(fā)展性閱讀功能性閱讀指以獲取信息為基本目的的閱讀；發(fā)展性閱讀指以發(fā)展閱讀能力為目的的閱讀。

（高慎英、劉良華，2004）ReadingcontinuumTravelbrochureNewsreportDiary,adShortstory/NovelPoetryLiterarytextsInformationaltextsNon-fictionFictionTheDiaryofAnneFrankTopic:FriendshipTitle:Anne’sBestFriendDate:Thursday15thJune,1944 (U1M1,NSEC)AmetaphorAdiaryisafriend.What’syourmetaphor?-Astory,abook,aphoto,agift…?TextType/GenreAnne’sDiaryasaliterarytextItis

adiary,adocument,andatestament,butitreadslikeanovel.NarratorandPointofViewThe“I”inthestory:AnneFrank,adiaristlikethefirst-personnarratorofanovel;EverythingisseenfromAnne’spointofview;AstorytellingstrategyNarrativetechniquesAnne’sDiarybecomesanimaginaryfriend,“Kitty”“Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend,andIshallcallmyfriendKitty.” (U1M1,NSEC:2)Anintroductiontotheappreciationofstories“LiteratureSpot”(SHE1-8)LiteraryreadingstrategiesIdentifyingliteraryelementsComparingandcontrastingEmpathizingIdentifyingforeshadowingMakinginferencesSummarizingUsingmentalimagesResponding

3.4FromtexttothinkingTextstructure&thinkingProblem-solutionpatternCause-effectpatternComparison-contrastpatternQuestion-answerpatternGeneral-specificpatternDescriptionpatternSequencingpatternText5Indevelopingcountries,militaryexpensesarecloselylinkedtoinfantmortality.Arelativelyhighspendingonweaponsmeansthatlessmoneyisgoingintoeducation,health,andinfrastructure.Asaresult,accesstoqualityhealthcare,cleanwater,andbasicfoodsbecomeslimited.Thisputsvulnerablehumans,suchasinfants,athigherrisk.Inthelongrun,highmilitaryexpensesalsoimpedeeconomicgrowth,whichmayleadintoanegativespiralofunemploy-ment,violence,andfurtherthreatstoinfants.Identifythetext

structureIdentifysignalwordsCause-effectpatternCause EffectMilitaryexpenses -infantmortalityLessmoney limitedhealthcare, water,andfood infantsatrisk -economicgrowth unemployment, violence, andfurtherthreatscloselylinkedto,means,asaresult,impede,leadinto(Oakhilletal.,2015:84)Text6Therearemanyreasonstobuyorganicfoodratherthanconventionallyproducedfood.Themostcommonlystatedreasonisthatorganicfoodsarethoughttobehealthier.However,thisisrarelyfoundinproperstudiesofcomparableproducts.Themaindifferenceisthatorganicfoodsarepro-ducedinwaysthatarelessstressfulfortheanimalsandenvironmentsinvolved.Lessintensivefarmingcostsmore,soorganicfoodisusuallymoreexpensive.IdentifythetextstructureIdentifysignalwordsCompare-contrastpatternOrganicfoodvs. Conventionalfoodhealthierlessstressfullessintensivemoreexpensiveratherthan,however,themaindifference,less,more…(Oakhilletal.,2015:84)Text7Manyhouseswereoriginallybuiltataproperdistancefromtheroad.Asroadshavebeenexpanded,thesehousesarenowveryclosetotheroads,andtheroomsfacingtheroadscanbeplaguedwithnoise.Newnoiseinsulatingwindowsandwallcoversmayreducethenoisesubstantially.Anothersolutionistousenewroadsurfacescontainingmixesofrubbersothatthetrafficdoesnotcreateasmuchnoise.IdentifythetextstructureIdentifysignalwords(Oakhilletal.,2015:84)Problem-solutionpatternProblem:thenoiseinhousesclosetoroadsSolutions:(1)newnoiseinsulation (2)newroadsurfacescontaining mixesofrubberOpening:Cause-effectpatternCause EffectRoadsexpanded Housesplaguedwith noiseclosetotheroads,plaguedwithnoise,reducethenoise,not…asmuchnoiseText8Max,theTest,andtheSnow “Haveyoustudiedforyourtest?”Max’smotherasked. “Iwill,Mom.”Maxreplied.Hewasworkingononeofhiscarmodelsanddidn’twanttostopuntilhehadonepartcompletelyfinished.Hewasn’tworriedaboutthetest.HehadheardontheTVnewsthatasnowstormwasexpectedovernight.Thatwouldmeanschoolwouldbeclosedtomorrow.So,hehadnoplanstowastehistimestudying. AfterMaxwenttobed,thewindsuddenlybegantochangedirection.Theairbecamewarmer.Thecloudsbegantobreakup. Maxwassurprisedwhenhismomwokehimearlythenextmorning.Hewalkedtothewindowandlookedout.Hisheartsank.Therewasn’tabitofsnowontheground.Hewasgoingtohavetogotoschool.Thatwillteachmetotrusttheweatherreports!Maxthoughttohimself. (ReadingStrategiesforLiterature,Level5:11)MakepredictionsaboutthestoryfromthetitleDoyouwanttochangeyouroriginalprediction?What’syournewprediction?IdentifythetextstructureSequencingPatternEvents&Timesequences:SnowstormovernightSchooltobeclosedtomorrowWeatherchangedaftergoingtobedMaxsurprisednextmorningEmpathizingLearningtoputyourselfintheplaceofstorycharacterstounderstandfeelingsinvarioussituations,or“Putyourselfinmyshoes”ImagineyouareinMax’splace,andtrytomakepredictionsaboutthestory;“IfyouwereCinderella’sstepmother,wouldyoustopCinderella

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