高三英语How Can We Comprehend Written Language Correctly and Efficiently课件.ppt

howcanwecomprehendwrittenlanguagecorrectlyandefficiently?,liuzhaohui(刘照惠）lzhjyxyjuly.1,2008,xin-jiang,severalquestions,whatisreading?whatmakesawrittentextmoreorlessdifficulttoread?whatisiri?whataboutthegradedreadingmaterials?,kindsofreadingskills,a:developmental:thehow-to-readskills1.wordidentificationskills2.comprehensionskills3.studyskills,kindsofreadingskills,b:functionalreading1.locationactivities2.specificskillsforstudy/comprehension3.selectionandorganization4.summarizing5.providingforremembering,kindsofreadingskills,c:recreationalreading1.readingasa“free-time”activity2.locatingbooksforinterestinthe“library”3.developingtastesforavarietyofreadingmaterials4.givingpleasuretoothersthroughoralreadingfixingpermanenthabitsofreadingeveryday,objectivesofreading,masteringthenecessaryskillsindecodingthewrittenlanguagesothatitisimmediatelypronounceableandmeaningful;masteringthenecessaryskillsofcomprehensionsothatasonereadshedemandsmeaningfromthepassageheisreading,objectivesofreading,developingtheabilitiesnecessarytothinkaboutandreacttowhatonereadstodecideifitisusefultohim;developingthelifelonghabitofrelyingonreadingasdocumentedevidencetosubstantiateonesthinking,tosolvenewproblemortocorroboratenewsolution,twolayersofreading,readingforinformation-trytorememberthefactsreadingforenlightenment-trytoexplainsomething,informationavailabletohelpreadersinunderstanding,visualinformation-theinformationthatisavailablethroughtheeyesandwhichisonlyavailablewhentheeyescanseethetextnon-visualinformationtheinformationthatisalreadypartofthestoreinthelong-termmemory,alwaysavailabletohelpusinterpretthevisualinformation,examples,themastersgildeddomeadeadleaffellinsoapyslap,thatwasjackfrostscardmeatloveritscrockeryandatmospherewerethick;itssoupandnaperythin.thescarletlettertoawaterfowl,thehelpfulroleofredundancy,whatisredundancy?-featureofallwritten(spoken)language-itmeansallwritten(spoken)utterancesinanylanguagecontainmoreinformationthanisstrictlynecessaryforthemtobeunderstood.itcanprovidealotofextravithataskilledreadercanusetoactivatehisnviandsoprovideextrainformationaboutthemeaningofthetext,threelevelsofextrainformationavailable,theorthographiclevel:-thelettersofthelanguageandtherulesaboutwhichlettersmaycombinewithwhichitformswordsthesyntacticlevel:thegrammarrulesofthelanguagethesemanticlevel:thesemanticcontextinwhichindividualwordsandsentencesareplaced,examples,thenweslooshedthesirensandknewthemillicentswerecomingwithpooshkaspushingoutofthepoliceauto-windowsatready.syntacticanalysis:we+slooshe+ed-verbthe+millicents+verb-anounsemanticanalysis:sirensound,so“sloosh”heardmillicent-policeorsoldiers,functionofinteractionvi,nvi,redundanceyinlanguagelearning,writtenlanguageisgivenmeaningbythersabilitytorelatethevitonvi.writersofanytextneedtohaveaclearideaofwhichreadersofthetextarelikelytounderstand.writtenlanguagecontainredundancyreadingisnotapassiveway.,enlightenmentforteachersofenglish,nviisimportanttoreaderstryingtointerpretwrittentexts.biggerlearnersarelikelytohavesomenvithatcanhelptheminterpretwrittenlanguage.goodcommandersofthemostregularrulesofspelling,wordformationandgrammarcanusethesyntacti