2023年河南省高等教育自学考试英语专业本科毕业

河南省高等教育自学考试英语专业本科毕业毕业论文Students’ShortcomingsCorrectioninEnglishReading纠正学生在英语阅读中旳错误专业名称：________英语_______论文作者名称：准考证号：___论文类型：_______应用语言学________论文完毕时间：____________联系方式：_Students’ShortcomingsCorrectioninEnglishReading【Abstract】Atpresent,thepurposeofmiddleschoolEnglishteachingistoimprovestudents’skillsoflistening,speaking,readingandwriting。EnglishreadingisthecomprehensiveuseofEnglishlanguageability,whichisanimportantcriterionofmeasuringthestudents’levelinEnglish.Itisalsoabasicskillforastudent.Soitisveryimportantforstudentstochangetheirbadreadinghabitsandreadingspeed.【KeyWords】:Reading,interest,improvement,teachingmethods,【摘要】中学英语教学旳重要目旳是培养学生旳听、说、读、写能力。英语阅读是英语语言综合运用能力旳重要体现，是衡量学生英语水平旳重要原则.也是英语学习旳一项基本技能因此学生们应当改掉阅读中存在旳坏习惯，提高阅读速度。

【核心词】阅读；爱好；改善；教学措施。OutlineAbstract(inEnglish)………………IAbstract(inChinese)………………IIContents……………IIIIntroduction……32.Problem………43.Problemanalysis………………43.1Analyticalmethod…………43.2Questionnaire………………43.3Brainstorming………………54.Projectobjective………………55.Projecthypothesis……………56.Projectrationale………………56.1.Descriptionofsubjects………66.2.theprinciplesadopted………66.3TeachingPlan………………67.Projectdesign…………………78.Projectimplementation………99.Dataanalysis…………………1110.Problemunsolved…………1211.Conclusion…………………1212.References……131.IntroductionIhavebeenteachingthestudentswhoareintheirsecondyearofaseniormiddleschoolinmyteachingI’vefoundtherearesomeproblems.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfrommywork.2.ProblemTheproblemIhaveinmyteachingisthatmostofmystudentsoftenmakesomemistakesinreading.Iassignthemtodoatschool.3.ProblemanalysisInmyteaching,theproblemidentifiedwasreallyaseriousproblem.Mypreliminaryresearchconfirmedthatthereweremainreasonsthataccountedforstudents’reluctancetoreadingoutofclass.3.1AnalyticalmethodGoodmanthinksthatinthereadingfocusonmeaningwithoutbeinghinderedbytheattentionhemustpaytolinguisticform.Incommunicativeteachingmodel,theclassisstudents---centered,andcommunicativeactivitiesareperformedbetweenstudentsandtheteachers,studentsandstudents.Butefficientcommunicationstilldependsonsuccessfuldecodingofthe“meaning”ofthediscourses,thatis,alistenermustinstantlymakeoutwhataspeakerwantstogetacross.Andcommunicativeefficiencymeansthatstudentsshouldbeabletoefficientlyinallofthefourskills.Soreadingcompetence,whichcanbeconsideredasacommunicationbetweenreadersandwriters,shouldalsobebroughtfullconsideration.3.2QuestionnaireReadingshouldberegardedasanactivepsycholinguisticprocess;atextisassumedtohaveitspotentialmeaning;andit’srealmeaningdependsonthereader’sinteractionwiththetext.Therelationshipbetweenawriterandareadermayberepresentedinthissimpleflowchart:WriterorspeakerTextordiscourse(withmessageormeaning)Readerorlistener.Thisproceedingclearlyshowsthatthepurposeofreadingistotrytogetoutofatextasmuchaspossiblethemessagethatthewriterhastriedtoputintoit,However,wemayfinditvulnerable，Theresultofthereader’sinteractionwillvaryformonetoanother,andareaderdoesnotnecessarilyachievewhatthewriterexpects.Thereismuchthatremainstobeexploredwithinthespanbetweenthewriterandthereader:whatconstraintspreventthereaderformsharingthemessagewiththewriter?Ateacher’srole,Ithink,istobridgethegapandhelpthestudentsbecomeefficientreaders.3.3BrainstormingSomeTangibleErrorsinReadingComprehensionTheChineselanguageistotallydifferentformtheEnglishlanguage.TheformerbelongstotheSino—Tibetanlanguagefamilyandthelattertotheindo—Europeanlanguagefamily.Therefore,WhenChineselearnersattempttounderstandatextinEnglish,theyfacelinguisticprobleminvariousrespect:spelling,gender,verbforms,tensesandwordorder.Inadditiontothese,I’dliketodiscusssomeotherobstaclesbetweenwritersanreaders.4.ProjectobjectiveInmyproject,Idecidetoimprovemyerror-correctioninthreeways:Iwouldfirstmakemoredetailedandinsightfulcorrectionsofthestudents’Wordssuchas“imaginative”and“respectable”areoftenmisunderstoodandmisusedbyChineselearnersasintheirmothertonguewordshavevirtuallynoinflexions.Inmyclassroom,however,Ihavefoundmystudentsmoreliabletostumbleoverarticleandprepositions.IbelievethereasonsarethattheseparticlesareneverusedintheChineselanguageandhencedifficulttohandle.Forexample,theymayfinditdifficulttounderstandthesetwosentences:Iamneveratalossforaword,andheisneveratalossfortheword.5.ProjecthypothesisItishypothesizedthatstudents’interestwillbeincreasedbybetterteachingmethods.Thishypothesisisverifiedbyafour-weekclassroomteachingwithspeciallydesignedactivities.Amongthemethodsofscientificinvestigationusedareanalyticmethod,causeanalysis,questionnairesurveyandbrainstorming.6.ProjectrationaleFromtheprojectIhavelearnedthatlearners’errorsinwritingcanbereducedbyvariederror-correctiontechniques.Ifindmyweakpoints.Myerror-correctiontechniqueisineffective.Myvoiceistoolow.Ijusttelltherightform.Igivefewanalysesandseldomemphasizethecommonmistakes.AndIdon’tliketowritethewordsontheblackboard,either.Mystudentsalsolearnedalot.Theirerrorsinwritinghavereducedalotsincetheprojectimplemented.Wecansaytheyhadmaderapidprogress.AtthesametimeIfeelthatIshouldhavedonebetter,ifIimplementtheprojectearlierandwasgivenplentyoftime.InthefutureIwilldosuchprojectasearlyaspossible.Iwillimplementthiskindofprojecttoimprovemyteaching.Thestart-upprogramforthereactormustnotbecommencedbeforecompletionandformalacceptanceoffireprecautionsandassociatedinstallationsbythecompetentauthoritiesinquestionandbytheinsurestheirrepresentative.6.1.DescriptionofsubjectsFortheChinesestudentswhoarenotusedtotheconnectingwords“of”“by”“for”etc.thissentenceisreallyachallengeforthem.Acarefulanalysisbasedoncommonsenseandgrammaticalknowledgecandissolvethemystery.Thekeytotheproblemliesinthetwoseriesofrelatedphrases:Completionofassociatedinstallationsbythecompetentauthoritiesinquestion.6.2.theprinciplesadoptedPeer-correctionoffersawayoutincasethestudentcannotdiscoverorself-correctherorhismistake.Theteachercanthenaskothersintheclassforassistance.Anotherstudentwillthengivethecorrect.Oncetheclassmatehasgiventhecorrectanswer,theteacherwillaskthestudentwhomadethemistaketorepeatthecorrectform.Inthiswaytheteacherreinforcesthelearningofthecorrectform.Theadvantagesofthemethodaremany.Inthefirstplace,boththestudentwhomadethemistakeandthestudentwhocorrectsitareactivelyinvolvedinthelearningingrouporpairwork.Finally,peercorrectiongivestheteacheraclearerpictureofthelevelofmorethanonestudent’sability.Thepresidentsaidatapressconferencedominatedbyquestionsonyesterday’selectionresultsthathecouldnotexplainwhytheRepublicanshadsufferedsuchawidespreaddefeat,whichintheendwoulddeprivetheRepublicanPartyoflong-heldsuperiorityintheHouse.It’snoteasyforaChinesestudenttosmoothoutthecomplicatedstructureofthislongsentenceatfirstsight.Inordertodecodethesegraphicsigns,agrammaticalanalysisisnecessary,butthestudentscandothisbeforeorafterclass.Onlywhenthestudentfailtopresentanacceptableexplanationshouldtheteacherdothejobforthem.6.3TeachingPlanWhenthereaderreconstructsmeaningformthetext,hehasunavoidablytousethegraphicsymbols,syntacticstructuresandsemanticsystemofthelanguage.Theteacher’staskistopointoutpossibledifficultiesforthestudentsandguidethemtoattacktheproblem.Meaning“betweenthelines”Andmoreover,Chinesereadersoftengetlostwhilereadingparagraphswithimpliedmeanings“betweenthelines”.Supposethestudentsareaskedtoreadthefollowingparagraph:“Ifyouareinterestedinbuyingapairofcontactlenses,bepreparedtopay$200ormore.Generallytherearethreemainreasonswhypeoplewantcontactlenses.Youmaybeneedthembecausethecorneaofyoureyeismisshapenandordinaryglassesarenotsatisfactory.Ifso,you’llbeinthegroupthatcomprises1to2percentofcontactlenswearers.Butyoumaywantthemforasport,avocation,orvocation.Perhapsyou’reabaseballplayer,aboxer,aswimmer,anaviator,anactor,orperhapsyou’reengagedinanindustrywhereflyingparticlesmayendangeryoureyes.Ifyougetyourcontactlensesforoneofthesereasons,youareinthesamegroupwithabout20percentoftheusers.Butifforsomereasons,youfellthatglassesarehandicappingourappearanceandyouwouldratherhaveinvisibleglasses,you’llhavelotsofcompany.About79percentofusershopetoimprovetheirlooks.”7.ProjectdesignIdesignedanadequateamountofactivities(Coverthreeweeksofteaching)totestthehypothesis.Iferrorcorrectionexercisesarebetterdesigned,thenthelearners’errorsinwritingwillbereducedaccordingly.Inmyproject,Idecidetoimprovemyerror-correctioninthreeways:Iwouldfirstmakemoredetailedandinsightfulcorrectionsofthestudents’Errors,andthenaskthemtorewritetheirwork,incorporatingthecorrections;nextIwouldaskstudentstochecktheirworkinpairsorgroups;andlastly,Iwouldpickupsometypicalerrorsfromthestudents’writingwork,carryoutanderror-analysisanddesignrelevantremedialexercise.Ihavedesignedsomeactivitiestobetriedoutinthreeweeks.Activity1Writing:ForusewithSeniorEnglishforBeijing,Book6.Purpose:topracticeseveralsmallpiecesofwritingInstructions:Studentslistentotheteacher’sexplanationscarefullyandthenfinishthewritingindividually.Procedures:Theteacherexplainsthesituationsandthestepstodothiskindofwriting.Aftertheyfinishthework,checkbythemandhandinthepapers.Forstudents:Youaregoingtofinishseveralpiecesofwriting.First,youshouldlistentotheteachercarefully;thenyoufollowthestepsanddothewritingwork.Finally,youcheckyourwritingcarefully.Paymoreattentiontotensesandcollocations.Writingexercises:toseetheAppendix.Isetupcontrolandtargetgroups.Theimplementationoftheprojecttakesthreeweeks.Ineachweekbothgroupsarerequiredtowriteseveralshortcompositioninaccordancewiththerequirementsofthebook.Howeverforthetargetgroup,theabovethreesuggestederror-correctiontechniqueswouldbeemployedinturnstoassesstheircompositions,whileeverythingremainsthesamewiththecontrolgroup.Afterthat,bothgroupsareaskedtodoawritingtaskagainandIthencomparethestudent’sperformance.Theresultsobtainedfromthecomparisonshouldshowwhetherthestudentsinthetargetgroupmakefewererrorsthanthecontrolgroup.Thiswillshowwhetherthestudents’errorsinwritingcanbereducedbyvariederrors-correctiontechniques.Thestudentsarethenaskedtomakeadecision,whichoftheflowingcanrepresentthewriter’sintentionAorB.A.TogivethereasonsforpeoplewearingcontactlensesB.Tosaythatmanissometimesvain.Inaccordancewithmyexperience,manyreaderswillpreferAbecausetheycaneasilyfindenoughevidencetosupportthatdecision.Ifwetaketheparagraphintofurtherconsiderationhowever,wefindthattheyhavefailedtonoticetherelationshipbetweentheusers,thatis,thewriterneverfailstomentionthepercentageofuserswhengivingeachreason.Themajorityofwearersseemtofeelthatcontactlensesaremoreattractivethanglasses.Althoughthewriterpurposelyestablisheshiscontextualrelationshipwithintheparagraph,itmaystillbedifficultforthestudentstoworkoutwhathereallymeanstotransfer.Besidespronouns,almostallotherpartsofspeechcanbeusedasreferencewords.Usuallythesewordsfollowcloselythepartstheyreferto,butsometimestheyappearfarformthementionedparts.Studentsshouldbeabletoidentifytheconference,and,ifnecessary,theyshouldbeaskedtosearchtheadjacenttextuntiltheyfoundtherequiredreferents.Herearesomeexamples:Ahegaveheraletter.Thisgaveherfoodforthought.Whatmadeherthink:theletter,orthefactthathegaveit?BTheyallsaidthesame.CPerforatedceilingsandplenumsaboveitareequippedtomakeeveryroomwell—ventilatedthepronoun“same”referstowhat?DTherefore,confidencesresultindishonor,andtheyaredangerousforthepersontowhomtheyaremadeastheyareforthepersonwhomakesthem..8.ProjectimplementationMystudentsarethird-yearstudents.Theyarefacinggraduation.Ittookthreeweeksformetoimplementmyproject.ForeachweekIamschedule-ledtodothese:Teachingnotes:Students’handouts:.Mystudents’handoutsinclude:1)Writingexercises2)HomeworkDiarykeeping:Students’responsesandmyownobservation.ToseeIhavealsoboughtfourfoldersinfourdifferentcolorsforfilekeepingpurposes.1)ThepreviousinterviewIdidwithmystudentsforthecauseanalysisofmyinitialproblem.FromtheinterviewIknowthatIshouldgivemorepracticeandemphasizing.Ishouldspeakloudlyandwritedowntheimportantpointsontheblackboard.Ipaymoreattentiontothiskindofproblems.Andfindthatthestudentscangowithmeeasily.Fromthepost-trialinterview,thestudentssaytheyarequitesatisfiedwithwhatIhavedoneforthem.2)ClassroomobservationsItookinmydiary.Mystudentsbecamemoreactivethanbefore.Theyarewillingtocorrecttheirmistakes.Theyevenfeelthecorrectionworkisveryinteresting.Itiseasyforthemtocorrecttheirmistakes,andreducetheerrorsinwriting.Thecomparisonofthefinalwritingworkbetweenthecontrolandthetargetgroup.Lookatthestudent’swritingworkandexercisesbetweenthecontrolsthetargetgroup.Thetargetgroupismuchbetterthanthecontrolgroup.Theymadefewermistakesthanthecontrolgroup.Theyalsomadefewermistakesthanbefore.Thecomparisonbetweenthefirstmodeltestpaperandthesecondmodeltestpaper.Thefirstscorerateis55.6%.Thesecondscorerate72.4%.Thelastcomparisonmaybecomparedafterthegraduationpaper.Ithinkitwillbemoreforceful.Let’slookandseeWhatdothepronouns“they”“them”“who”“whom”standfor?Peer-correctionoffersawayoutincasethestudentcannotdis-Coverorself-correctherorhismistake.Theteachercanthenaskothersintheclassforassistance.Anotherstudentwillthengivethecorrect.Oncetheclassmatehasgiventhecorrectanswer,theteacherwillaskthestudentwhomadethemistaketorepeatthecorrectform.Inthiswaytheteacherreinforcesthelearningofthecorrectform.Theadvantagesofthemethodaremany.Inthefirstplace,boththestudentwhomadethemistakeandthestudentwhocorrectsitareactivelyinvolvedinthelearningingrouporpairwork.Finally,peercorrectiongivestheteacheraclearerpictureofthelevelofmorethanonestudent’sability.Whathappensiftheteacherfeelsamistakeshouldbecorrected,butifthestudentwhomadeamistakecannotcorrectit,andifatthesametimenootherstudentseemstobeabletocorrectthemistake.Inthatcaseteachercorrectionseemstobetheonlypossiblewayout.ItisessentialthatweunderstandthatteachercorrectiondoesNOTmeanthattheteacherimmediatelygivesthecorrectanswer.Onthecontrary,Theteacherwillfirstgivemorehelp.Thus,thestudentwhomadethemistake-oranyotherstudentisgivenachancetostillcomeupwiththecorrectanswer.Onceagain,whenthecorrectanswerisfound,oriftheteacherhaseventuallygiventhecorrectanswer,itisimportantthatthestudentwhomadethemistakeorifnecessary,theclassasawholeDislikeofneedlessrepetitionisthereasonwhythereferenceandsubstitutionsystemsareused.Forthesamereason,awriterlikestoomitratherrepeatcertainkindsofinformationthathethinksareader’scommonsensecanreadilysupplyformthecontext.ThisomissioniscalledellipsisIsetupcontrolandtargetgroups.Theimplementationoftheprojecttakesthreeweeks.Ineachweekbothgroupsarerequiredtowriteseveralshortcompositioninaccordancewiththerequirementsofthebook.Howeverforthetargetgroup,theabovethreesuggestederror-correctiontechniqueswouldbeemployedinturnstoassesstheircompositions,whileeverythingremainsthesamewiththecontrolgroup.Afterthat,bothgroupsareaskedtodoawritingtaskagainandIthencomparethestudent’sperformance.Theresultsobtainedfromthecomparisonshouldshowwhetherthestudentsinthetargetgroupmakefewererrorsthanthecontrolgroup.Thiswillshowwhetherthestudents’errorsinwritingcanbereducedbyvariederrors-correctiontechniques.Todealwithellipsisstudentsmustbeawarethattheinformationisincompleteandthattheyareabletoretrievewhatisleftunsaid.Ablestudentswillresorttotheirnon—visualknowledgeandgrammaticalanalysistotackletheproblem.Buttoaweekstudent,hemayhavetroublewiththeflowingtwoexamplesentences.A.Hetolduswhereitwashiddenanddespitethedisapprovingglancesoftheotherspromisedtoshowustheway.B.Themainpointmadebythefirstspeakerandthemanwhofollowedhimonthepanelcoincided.WhopromisedtoshowusthewayinsentenceA?AndwhatcoincidedinsentenceB?Thestudentscouldbeaskedtorepairtheomissions.9.DataanalysisChinesepeopleandEnglishnativespeakershavedifferentwaysofthinkingandmodesofexpression,owingtotheirrespectiveanduniquesocialpracticeandgeographicenvironments.Inexpression,owingtotheirrespectiveanduniquesocialpracticeandgeographicenvironments.Inthisconnectionarisetheproblemsinourstudent’scomprehensionoftheirEnglishtexts:becausewedon’thaveexperiences,wedon’tknowwhatitmeans,notonlylinguistically,butalsoemotionallyandcognitively.misunderstanding.Readingneedsvisualandnon—visualinformation.Ifareaderlacksnon-visualinformation(whathehasalreadyknownaboutthereadingtext,aboutthelanguage,andabouttheworldingeneral),hisinterpretationofthevisualinformationwillbeseverelylimited,becausewhathecanseeishisbrain’sinterpretationofthebrain”(Smith,1973).Thisisaninteractionbetweenthoughandgraphicdesigns.Therefore,inordertodecodethosegraphicdesigns,areadermustbeequippedwithboththeknowledgeoflanguageandoftheworld,justasScottsays“readingisessentiallya‘top-down’process,wherethereadersamplesthetextvisually,ateachermaybetakethesetwothingsintoaccount:oneisthatthereadingmaterialshouldbereadablefortheChinesestudents;theotheristhatthenecessarypriorknowledgeshouldbeprovidedinonewayoranother.”Forexample:ShallIcomparetheetoasummer’sday?Thouartlovelierandmoretemperate(Shakespeare)ToaChinesestudent’sknowledge,springisapleasantseasonwhilesummerisusuallyassociatedwithunbearableheat.ButinEngland,summerismildandcomfortable.Obviouslysomegeographicalknowledgeshouldbeintroducedhere.Usuallytheteacherimpartsbackgroundknowledge,withstudentslisteningpassivelytotheteacher’sintroduction.Withaviewtocommunicativeprocessing,theteachercanleavethisjobtothestudents,ifpossible.10.ProblemunsolvedAfterIthoughtseriouslyandhadexchangesofviewsontheprojectwithmystudents.Ifoundoutthatalthoughmostofmystudentstake