怎样提高初中生的英语阅读水平.docVIP

（输入章及标题）燕山大学毕业设计（论文）怎样提高初中生的英语阅读水平学 院 燕山大学 年级专业 英语教育 学生姓名 闫荣华 指导教师 孟韶秀 专业负责人 宋华颖老师 答辩日期 III燕山大学毕业设计（论文）任务书学院： 教研室： 学号1013841学生姓名闫荣华专 业班 级英语教育 课题题 目怎样提高初中生的英语阅读水平来 源与指导老师共同拟定主要内容主要研究目的包括如何利用兴趣有效提高中学英语阅读兴趣爱好水平，首先简单介绍了阅读教学中的一般情况， 然后提出了兴趣爱好理论用以验证兴趣爱好同阅读之间的关系。最后我们得出了利用兴趣，掌握必要的背景知识和阅读技巧，可以提高学生的阅读水平的结论。基本要求打破传统的课堂教学模式，培养学生学习兴趣，而把学生看成能动的主体，促进学生在整个教学过程中主动参与、全员参与， 最大限度地发挥学生的自主性、能动性和创造性。参考资料1. Gu Yueguo .English Language Teaching Methodology 1 .Beijing Foreign Language Teaching and Researching Press ,1999 ,第20-25页.2. 杜萍.“高中英语阅读策略与教学方法的研究.Foreign Language Teaching in School.2002年第4期 周 次14周58周912周1316周1718周应完成的内容拟定论文题目查阅资料完成论文初稿修改论文论文定稿打印论文指导教师：教研室审批：说明：如计算机输入，表题黑体小三号字，内容五号字。本任务书一式三份，教务科、教师、学生各执一份。How to Improve Reading Ability of English for Junior Middle School StudentsAbstractI examine the reading issue from a language teaching perspective. Different from previous research, this paper wants to emphasize the importance of motivation in the study of reading at a middle school. In what follows, I want to know how to enhance the ability of students in reading (reading skills, speed and result). There are four parts in this paper. I start with a brief introduction to reading, and then we propose a motivational theory to testify the correlation between interest and reading. An additional discussion of necessary background knowledge, reading skill and speed in reading is also provided. We end the study with the conclusion that students reading comprehension can be greatly enhanced by their motivation development, mastering of the necessary background knowledge and skills. I found in our research that there are three major factors influencing learners reading ability. Based on these findings, it may be conduced that if we want to improve students reading ability, we have to first deal with the issue of motivation development, necessary background knowledge and reading skills. Some useful implications obtained from this study include that due attention should be paid to the interplay of the above-mentioned three factors.Key Words: language teaching; Motivation; Reading training;Background knowledge; Reading skills.13ContentsAbstractIIntroduction11. Literature Review22. Problem analysis23. Project objective44. Project hypothesis45. Project rational46. Evaluation6Conclusion8Bibliography9Acknowledgment10How to Improve Reading Ability of English for Junior Middle School StudentsHow to Improve Reading Ability of English for Junior Middle School StudentsIntroductionIn learning a language, especially a foreign language, reading is a very important link. We can get information from passages through reading; I have taught English in middle schools for three years. In final exams, the marks of reading are about one third of all the marks. But most of the students are afraid of reading. They are so nervous that they dont want to read the passages as soon as they see them. So they do worse and worse in reading. Some students cant do reading tasks well because of their limited vocabulary, some because of the absence of necessary knowledge background, still many of them dont have the inferring and judging ability according to the context while reading. They know every word of the sentence. Let alone the real meaning according to the whole passage. Of course, others cant understand because they dont know the real meaning of a certain word in the sentence. That is to say, they havent mastered the word which may have more than one meaning. 1All these factors lead to their ability to understand the text. So they feel dull to do reading tasks. They cant intentionality read. How to enhance the reading ability through organizing reading class well is very important. How to enhance the effect of teaching, training the reading ability is an important question. Some scholars pay a lot of attention to the theory of reading. Much work has been done about these questions: what elements do reading comprehension involve? Whats the relationship between the background knowledge and the language in reading, etc. 1. Literature ReviewUsually reading is taught passively. The students are not keen on it.They just read it because they have to. Generally teaching of reading can be divided into three kinds. They reflect the three stages of the development of reading theory.Firstly “bottom-up” pattern was produced in the 1960s. It was in accordance with the article. It was from lower words decoding to obtaining information. The representative figures were D. labergem, S.T.Samuels, P.B.Goughect. The second is “top-down” pattern, which was formed in the end of 1960s and the beginning of 1970s. 2 It was in accordance with cognition. I stressed the effect of the readers background knowledge in reading. It is thought that reading is a process choosing, predicting, testing and versifying. It was a game of psycho-linguistics. The representative figures were K.S.Goodman, F.Smith, T.Hudson etc. The third one is “interactive” pattern. It was proposed by D.E.Rune in 1977. It is thought that reading is not only a process of “bottom-up” or “bottom-down” scheme is the basis of reading. Of course, each pattern has its own benefit.2. Problem analysisBefore I begin to design my new teaching plan, I would like to find out the reason why some of my students feel that it is difficult for them to do reading comprehension. I try to find the answers from three respects: the teacher, the students and the class size, and we should choose the right teaching materials, neither too difficult nor too easy for them.2. 1 The teachers sideI have taught English for three years. After reflecting on my teaching experience, I find most of my classes were taught by old-fashioned teaching methods by which I myself learned English. That is to say when I was a student, my teacher used these methods to teach me and now I use them to teach my students. In class, I spend much time in explaining the meaning of the sentences, new words and grammar points. When I listened to the recording of my lesson I found I did most of talking in class. I found I did not give much time to my students to practice what they learned and give them few opportunities to read. I did not realize the problem until I learned the course English Language Teaching Methodology. “Traditional methods of learning a foreign die hard. (Alexander.94) that is true.2.2 The students side Some weak-learners lacked confidence. They think their English is poor and they do not quite understand some words and sentences in the text, even if they know the words. They lack logical, assuming and reasoning ability, so they cant understand the txt exactly.Some students lack the necessary historical and geographical knowledge, even if they can read the passages; they cant do the multiple correctly.Many students told me that when the content of the text was not familiar to them, they felt that they didnt want to touch it. Some do not think it is necessary to read in class. They think they only learn the basic language knowledge, and they neednt do more reading. A few students think reading in class is a waste of time. The teacher should tell them more important things about reading strategies in class.2.3 The size of the classThe class size of 39 students might have some negative effect. It is impossible to give every one the chance to tell the meaning of the passage. The few chances for students to read may be given to those who do not want to read while the other may never have the chance to practice reading, they may do irrelevant things in class while others are learning. 3 All these reasons make the students unable to read on their own initiative, so the reading class hasnt got any effectiveness.3. Project objectiveEnhance the interest in reading and reading ability by initiative reading. If they arent interested in it. They wont calm down to read or do any reading comprehension exercises.4. Project hypothesisIt is hypothesized that the students reading ability is increased by initiative reading. If they wouldnt like to read, how can they get the correct meaning about it!5. Project rationalOf course there are many factors in initiative reading. I especially mention the three factors below. 5.1 Interest-the firstly important factor of initiative readingInterest is very important in learning English. Interest is very especially important to English. This is because there are too many things to remember. What more, they live in a native language environment; they can get less information through English. So it is difficult to keep the interest in English. Its impossible to learn English well without adequate interest. Einstein said “Interest is the best teacher”. We can classify interest into three kinds: direct, and stable. We must arouse the students interest from various aspects. For example: the situation of society, using real object tools and stick figures, choosing the humorous passages, English parties etc. Through these ways, I can arouse the students interest in English and make them learn English imitatively.5.2 Necessary background knowledge will promote initiative understandingIt is not uncommon that sometimes when you take up a text in a foreign language, you recognize every word but still fail to grasp its meaning. What is problem? Where does the difficulty lie? Lets look at the following example. Defender Zhang, Chinas league champions Dalian Wanda, scored his header at the 24th minute of the second half from a corner kick. (China Daily, 4-10-1997) To understand the above passage, the reader needs to have a certain amount of background knowledge in the field of football in order to understand such terms as “defender,” and “header”, and also the rules of the game, for “he second half” and corner kick”, otherwise, it may not make much sense. The background needed to interpret a given test is called “schema”. 4It originates from all the particular experience the reader has had. It is an organized structure as well, including the relationship between its component parts. “Schema” plays a very important role in understanding a given text. Many pre-reading activities are designed with this purpose in mind. The teachers usually spend time in activating the students existing schema or providing it if it didnt exist, before teaching a text. For example, if the students are going to read a story about Henry Kissinger, the teacher may try to activate their relevant background knowledge by asking such question as : “ How much do you know about Henry Kissinger?” They may respond by saying something they know about his their life, his political career as a diplomat, especially his role in the improvement of Sino-American relations, and so on, the students ten might be told what sort of test it is in order to predict what sort of information there will be in the text. So, if it is a biography, we expect to find details of Kissingers birth and parent. If it is an article criticizing his political decisions, we would probably not expect that sort of information, but a more specialized account of his political activities. Asking students to predict the contents from the topic and from the test type are examples of the structure they are familiar within certain types of texts.5.3 The initiative reading ways-skimming, scanning and inferring.Skimming is not careful reading; the reader usually moves his eyes over the text very quickly just in order to get the gist of it or to decide whether it is worth reading more deeply or not. Skimming enables readers to look efficiently for something that interests them without spending too much time reading what is unnecessary or interesting. Scanning means locating specific information you, the reader, want from the text, you do not necessarily follow the order of information in the passage but can go back and forth to read the part of the text to your purpose, it is a time and energy saving activity, which should help you increase your reading speed and efficiency. 5 Inferring means making use of syntactic, logical and cultural clues to discover the meaning of unknown elements. These may be the writers opinions and attitudes which are not directly stated in the text. 6. EvaluationIn class I try to arouse the students motivation to read the text. I talk with them about the things they care about, the persons they are familiar with. I intentionally set up some tricks about the content of the text. This makes the students practice reading skills6. They employ skimming, scanning, and inferring to read the text. These help them to become efficient readers. More and more students dont feel afraid of reading any more. They feel that it is very interesting. They read the text actively and participate in reading the text. They can get more information and learn more knowledge not only in English, but in many other things. The problem we find in our students reading is caused by many factors7. After analyzing the problem by adopting some scientific methods such as the analytic method, because analysis, questionnaires and observation, I hypothesize that using new teaching procedure can help the students overcome their difficulty and increase their reading ability. Through the above project research, we can conclude that reading is difficult for the students, but if we use proper methods to stimulate them and teach them the necessary background knowledge and reading skills, we will have a better result in this field. We can ordain the students into efficient readers.Of cause there are still some problems. I shall further analyze the problem using the scientific methods I have learned from Practical Project Design (Gu Yueguo 1999) 8 and design some new tasks to solve the problem. I will use the knowledge I have learned from the project and other courses in CCTV University to go on researching the problems in my classroom teaching in the future.ConclusionReading plays an important role is language learning for Chinese students. Reading is for learning and information, which can help extent learners general knowledge of the world; Reading serves readers immediate needs or wishes; Reading is for entertainment or pleasure. Reading is the ability to understand the written words and respond to them in proper ways. Reading ability is very important.Through the project, we can see that initiative reading is very helpful to enhance the reading ability of the students. My students interest interest in reading has been increased. Students can read the text in their own initiative and can understand the meaning of the given text and they own become efficient readers.Bibliography1. Gu Yueguo .English Language Teaching Methodology