关于大学非英语专业英语阅读教学问题

1、广西师范大学同等学历人员申请硕士学位论文关于大学非英语专业的英语阅读教学问题on the reading instructionfor the college non-english majors院系 外语学院年级专业研究方向 级 在职 英语语言文学英语语言与教学导师 陈吉棠教授研究生完成日期颜少兰 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关于大学非英语专业的英语阅读教学问题中文摘要 级英语语言文学专业在职研究生：颜少兰导师：陈吉棠教授毋庸置疑阅读是语言学习的一个主要方式关于外语阅读与阅读教学的研究一直都受到相关学者与教育界人士的关注 近年来,语言学理论研究在许多方面促进了外语教学的研究 自然也对阅读教学产生了深远的影响 随着心理语言学和应用语言学研究的不断深入 人们对阅读教学理论进行了广泛深入的探讨 从而使英语阅读教学走出辨别词义 分析语法结构和意释难句的阶段 走上将语言知识 语言技能和背

8、景知识相结合起来同时传授的道路应该指出 阅读是发生在大脑的一种极其迅速而隐秘的认知心理活动 其过程十分复杂 长期以来 学术界对阅读过程进行了大量的研究 提出了三种阅读模式 自下而上模式 自上而下模式和交叉模式 第一种模式过分强调词汇能力而忽略背景知识和语篇水平的教学 第二种模式主要着重上下文结构和头脑中的已有经验 从而容易导致在认词和理解上的错误 多数学者和教师倾向于交叉模式 因为交叉模式既强调语言技能又注重心理技能 将两种技能结合起来 以达到有效地认识复杂的阅读过程 收到积极的阅读效果的目的应该肯定 阅读策略是外语阅读理论与教学的重要组成部分之一阅读策略 与 阅读技巧有所不同阅读策略 所涉及

9、的范围更广更全面 它不仅包含了阅读中的技巧 还包含了阅读者为了达到预期阅读目的所采取的有选择性和控制性的行为 随着阅读研究的不断深入 阅读策略的研究内容也不断丰富 已从最初的传统意义上单纯的阅读行为 如跳读 略读发展到当今的激活背景知识图式的认知策略等等然而 目前的英语阅读教学还存在着不少误区 比如 我们通常只强调精读教学而忽视了泛读教学 使学生把过多的时间和精力放在词汇和语法的学习上 忽略了阅读训练 强调阅读理解的准确性而忽视阅读速度 不能很有效地培养学生的阅读技能 等等 长期以往 致使很多学生学了十几年英语仍无法有效阅读英文报刊杂志 写不出规范的英文简历和求职信 造成这种状况的原因是多方面

10、的 既有师生的主观因素 又有现实存在的客观因素 如何指导学生合理 有效地使用阅读策略 提高阅读能力 是我们面临的一个现实而重要的课题 这正是本文着重论述的主题论文在简要评介国内外关于阅读的主要理论与模式基础上 对我国当今大学英语阅读教学做一个粗略的分析 为了客观地了解大学非英语专业学生运用阅读策略的情况 作者对 44 名非英语专业学生开展了有关英语阅读策略的问卷调查和面谈 通过收集相关数据 信息 系统地分析了他们的阅读状况 为了便于对阅读策略进行对比分析 我们将被试分为 成功阅读者 和 阅读能力较差者目的是找出两者在阅读策略运用方面的异同性 以了解阅读策略对阅读理解和4阅读能力的作用并探索除了

11、阅读策略影响阅读能力的其他因素又是什么问卷调查结果虽然表明成功阅读者 和 阅读能力较差者 在阅读策略选择上没有显示出太大的差别 但从与他们的面谈所得到的信息发现 他们的阅读动机 背景知识和阅读习惯等是明显不同的 在调查 分析的基础上 论文着重讨论了如何提高学生阅读能力问题 指出在阅读教学中 教师应该进一步更新教学观念 改革教学方法 科学运用教学技巧 切实将语言知识语言技巧与学生综合素质结合起来 有效地组织教学从根本上帮助学生提高阅读能力关键词 阅读策略阅读教学阅读模式阅读动机背景知识综合技能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 “less 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