【英语论文】英语阅读中生词猜词能力技巧Learning the skills of guessing words helps students to work out the meaning of unknown words from context.doc

英语阅读中生词猜词能力技巧learning the skills of guessing words helps students to work out the meaning of unknown words from context论文摘要我任教于内蒙古呼铁一中，一所普通的全日制高中。在我任教的这几年中，我发现学生能够意识到英语阅读在英语学习中的重要性，但是苦于阅读能力无法得到提高，学生经常感到做阅读事倍功半，特别是在在阅读过程中遇到生词时，更是素手无策，产生恐惧心理和失望情绪，大大的影响到了阅读的进行。可是众所周知的是阅读时遇到生词的情况是不可避免的，因此，生词成为学生阅读的一大障碍。我想如果我设计一个月的猜词技巧的阅读训练计划并实施开展的话，学生的猜词能力会得以提高，从而有效地克服恐惧心理战胜失望情绪增强自信心，同时能够摒弃边作阅读边查字典的做法，节约阅读时间，提高整体阅读能力。作为英语老师，我所面对的是高一年级的两个普通班，每班五十八人。以这两个班为项目对象，从九月十五日至十月十三日我做了一个月即四周（除去“十一”长假）的猜词技巧的阅读训练计划，并加以实施。前三周每周教授并训练一至两个猜词技巧并在最后一周训练综合运用所有六个猜词技巧并对在不同情况下运用不同的猜词技巧加以熟悉运用。为了似的项目调研的结果有可比性，我事先准备了两套难度相当的猜词测试题，训练前后各测试了一套，结果的测试数据表明，阅读猜词得分率有所提高，而且阅读速度也有提高。随后又在学生能够中做了问卷调查，结果显示，学生普遍认为猜词能力有所提高，紧张和恐惧心理有所缓解，阅读能力也有所提高。同时，这个项目的调研结果也发现了新的问题，就是这个项目针对基础较差、词汇量较低的学生的影响作用较小。这个项目针对学生阅读中出现的实际困难想出了一定的对策，可操作性较强，而且在中学阶段英语教学中具有实际意义，实用性较强。如果有条件，应该再训练两个月左右时间，学生掌握程度会更好，运用会更熟练，效果会明显。关键词：英语学习 阅读能力 猜词能力 技巧 abstract (english)the project is about improving my students reading ability by learning the skills of guessing words. reading is an important element in english study. however, many of my students are not good at it. they often get half the result with twice the effort, especially when they meet with unfamiliar words. they do not know how to do with them. but as we all know, new words cannot be avoided while reading. thus, new words become a big barrier for them to reading and a source of scare and discourage. if i teach them useful guessing words strategies to solve the problem, their reading ability should be improved. so i spent four weeks in teaching them these methods and doing some practicing. after that, i made a test and found that their scores were higher. whats more, i made a questionnaire survey and knew that the students can work out many unknown vocabulary by using the guessing words methods, so their reading ability has been improved. this result is mostly consistent with my initial hypothesis, but there is a part of students who find it useless. the truth is that i found that there are too many unknown words to these students whose vocabulary is too limited.keywords: reading ability unknown words guessing words methodstable of contentspage1.introduction -1 1.1 project background - 1.2 project conditions -2.project rationale and project hypothesis - 2 2.1 project rationale - 2 2.1.1 the role of reading in class - 2.1.2 the role of the students - 2.1.3 the role of the teacher - 2.1.4 choose the suitable methods - 2.2 project hypothesis - 33. problem analysis- 33.1 general problem analysis 3.2 current students situation -3 3.3 needs and wants analysis -5 3.3.1 needs analysis of the students-5 3.3.2 needs analysis of the teacher-64. project design- 8 4.1 project objectives -8 4.2 planning of activities -8 4.2.1 activities design-8 4.2.2 time-scale of activities -10 4.2.3 plan for monitoring and evaluation of the project -135. project implementation and monitoring-15 5.1 project implementation -16 5.1.1 general introduction of time, place of project implementation-16 5.1.2 procedures for teaching activities- -16 5.2 monitoring of project -176 project findings and discussion-18 6.1 results of evaluation-18 6.2 data analysis -19 6.2.1 the previous problem analysis -19 6.2.2 records of the implementation of project -19 6.2.3 students feedback -20 6.2.4 survey of students performance -20 6.3 results discussion -217 conclusion -22bibliography-23appendix i: the project framework -24appendix ii: the survey for the need of the project -26appendix iii: the project progressive checklist -28appendix iv: investigators diary -29appendix v: students daily feedback form -30appendix vi: the score records of students for every activity -31appendix vii: the exercises records of pre-and-post tests -33appendix viii: the exercises records of every activity -34appendix ix: the survey for the result of the project -35appendix x: the teaching plan of every activity -35learning the skills of guessing words helps students work out the meaning of unknown words from context1. introductionthe project is about improving my students reading ability by learning the skills of guessing words. both the students and the teachers pay much attention to reading. however, some of my students seldom get satisfying marks in reading. while they are reading, they often meet with some unfamiliar words, which become a large barrier to understand the whole passage. if i help them to find some rules or reading strategies, they will feel it easier to guess the meaning of the word instead of feeling puzzled. by using the methods of socratic dialogue and cause analysis to analyze my problem, i can reach the conclusion that it will help students understand a passage containing some new words if i teach them more techniques.1.1 project background i have been teaching the middle school students for 6 years. my working place is an ordinary middle school (no.1 railway middle school) in the city. on the one hand the average level of english education of the students is not high because the selection standard of the students into our senior middle school is lower than the-first-class ones. on the other hand, these senior i students cannot adapt themselves to the new study and feel at a loss in senior middle school when they meet such long articles full of unknown vocabulary. reading is an important element in english study. however, many of my students are not good at it. they often get half the result with twice the effort, especially when they meet with unfamiliar words. they do not know how to do with them. but as we all know, new words cannot be avoided while reading. thus, new words become a big barrier for them to reading and a source of scare and discourage. 1.1 project conditionsthe equipments of teaching is average. we can use recorder, ppt, blackboard and the internet in the classroom. as an english teacher, after i graduated from lanzhou commercial college, i took a degree course in beijing foreign studies university. after three-year hard study, i hope i can solve the problems that have troubled me for a long time through the action research so that i can apply my professional knowledge and theory into practice, which i learned from beijing foreign studies university.2. project rationale and project hypothesis 2.1 project rationale 2.1.1 the role of reading in class i would like the students to realize reading in class is not only the means to get high marks in exams but also close to real-life and a kind of ability to get a great deal of information and knowledge of outside world. they can gain all kinds of valuable information through reading. wide reading can increase their knowledge, widen their visions, broaden their outlook and improve their sense of knowledge. once they know this, they may be not “utilitarian” any longer.2.1.2 the role of the studentsto learn a foreign language well under a certain kind of non-linguistic circumstance, the students must do a lot of reading. reading is an important element in english study. however, many of my students are not good at it. they often get half the result with twice the effort, especially when they meet with unfamiliar words. they do not know how to do with them. but as we all know, new words cannot be avoided while reading. thus, new words become a big barrier for them to reading and a source of scare and discourage. every time they come across a new word while reading, they feel worried and terrified at once, then they have not confidence to complete the whole reading. some even choose to give up right away. they should know they can learn many guessing words strategies to solve the problem and improve their reading ability, especially to reduce the feeling of scare and increase the confidence.2.1.3 the role of the teacheras a teacher, i expect students can understand articles, so i let them check dictionaries to learn the meanings of those words while reading . but at the same time, i expect them read quickly and fluently and have a whole idea about the article. but they cannot read quickly since they have to stop many times to check dictionary while reading. moreover they cannot use a dictionary if in an exam. so i realize that checking dictionary while reading is not an adequate solution to this problem. i need let them learn more techniques to do with these new words so that not only can they fully understand the articles but also in a relatively short time.2.1.4 choose the suitable methodsusing some guessing words strategies are extremely necessary to guess the meaning of the words when no dictionaries are allowed to use and new words appear in front of the students while reading. since all kinds of guessing methods exist simultaneously, my students must learn to choose different methods under different circumstances. any method will work as long as it is useful to help my students to catch the meaning of the words.2.2 project hypothesislearners reading ability is improved by learning the skills of guessing words. it will help students understand a passage containing some new words if i teach them more techniques about how to guess the meaning of unknown words.3. problem analysis3.1 general problem analysisas we all know, reading is an important skill for a second language learner, especially for the middle school students, because reading is not only a basic ability for them to get information, but also deals with a biggest part in their exams. so both the students and the teachers pay most attention to reading. particularly my students are in senior 3 in the high school, and they will take part in nmet which is a significant examination in their life less than two months later. however, some of them seldom get satisfying marks in reading. while they are reading, they often meet with some unfamiliar words, which become a large barrier to understand the whole passage. on the one hand, if they look up these new words one by one, it will waste their a lot of precious time, especially sometimes it is not convenient or allowed for they to use their dictionaries, such as in an exam. on the other hand, if they stop reading to look up many new words in their dictionaries one by one, they will have to only focus on the new words and pay less attention to the meaning of the whole article. thus they have to read the passage several times to make clear what it is saying. it slowdowns their reading speed greatly, which will become the fatal drawback in the reading test. at this time, apparently i need a better way to solve the problem that new words holdback the reading speed and the full understanding of the article to help my students improve their reading ability to get more satisfying marks in the exam.3.2 current students situationon the one hand the average level of english education of the students is not high. because our senior middle school isnt the-first-class so the entrance standard for the students is lower. some students vocabulary is limited. among the unfamiliar words, some of the words are ones that they have learned before but just cant keep it in mind. some students ability of reading comprehension is poor. they still cannot understand a passage even they know all the words.on the other hand, these senior i students cannot adapt themselves to the new study and feel at a loss in senior middle school when they meet such long articles full of unknown vocabulary. they are kept checking dictionaries while reading. one short passage takes them a long time to finish and they have to read through it again after they make clear all the new words in the passage. they feel tired and lose interest in reading. some students are afraid of new words appearance. this feeling affects the following reading of the article seriously.3.3 needs and wants analysis3.3.1 needs analysis of the studentsevery time they come across a new word while reading, they feel worried and terrified at once, and then they have not confidence to complete the whole reading. some even choose to give up right away. they should know they can learn many guessing words strategies to solve the problem and improve their reading ability, especially to reduce the feeling of scare and increase the confidence.3.3.2 needs analysis of the teacheras a teacher, i expect students can understand articles, so i let them check dictionaries to learn the meanings of those words while reading. but at the same time, i expect them read quickly and fluently and have a whole idea about the article. but they cannot read quickly since they have to stop many times to check dictionary while reading. i want them to get better marks in an exam. but they cannot use a dictionary in an exam. so i realize that checking dictionary while reading is not an adequate solution to this problem. i need let them learn more techniques to do with these new words so that not only can they fully understand the articles but also in a relatively short time.4. project design4.1 project objectivesthe objective of my project is to help students work out unknown words from context so as to improve my students reading ability.4.2 planning of activities4.2.1 activities designactivity 1:context clue 1: definition help the students to learn and practice a guessing words method: definitionactivity 2:context clue 2: restatementhelp the students to learn and practice a guessing words method: restatementactivity 3: context clue 3: general knowledgehelp the students to learn and practice a guessing words method: general knowledgeactivity 4:context clue 4: exampleshelp the students to learn and practice a guessing words method: examplesactivity 5: context clue 5: comparisonhelp the students to learn and practice a guessing words method: comparisonactivity 6:context clue 6: contrasthelp the students to learn and practice a guessing words method: contrastactivity 7:integrating exertionhelp the students to learn and practice integrating exertion of the six guessing word methods.4.2.2 time-scale of activitiesweek one:two periods: each for forty-five minutesactivity one and twoweek two:two periods: each for forty-five minutesactivity three and fourweek three:two periods: each for forty-five minutesactivity five and sixweek four:two periods: each for forty-five minutesactivity five and six4.2.3 purpose and procedures for teaching activitiesweek one:activity 1:context clue 1: definitionpurpose: to learn and practice guessing words method: definition.procedure: step one: lead-in:use ppt to show a paragraph including a new word and its definition to my students and encourage them to guess the meaning.step two: presentation:explain this method is called “definition”. sometimes a writer knows that a word is unfamiliar or strange to a great many readers. to make the word easily to understand, the writer may include a definition of the word in a sentence. this context clue is the easiest one to spot.step three: practice:give more examples of short paragraphs for the students to work on individually or in pairs.step four: check:offer the right answers and lead the students to sum up by themselves some signal words which show they can use this kind of method, such as “that is ”, “” and so on.step five: summary and homeworkcomplete two reading exercises by using guess words method through “definition”.activity 2:context clue 2: restatementpurpose: to learn and practice guessing words method: restatement.procedure: s