低模糊容忍度对初中英语阅读的影响及对策

1低模糊容忍度对初中英语阅读的影响对策摘 要关键词：英语阅读；模糊容忍度；影响；英语阅读教学策略ABSTRACTTheambiguitytolerancereferstotheinformationprocessingattitudewhenanindividualfacesaseriesofunfamiliar,uncertain,andambiguouscomplexclues.Iftheindividualthinksthatthisnewcomplexsituationisathreat,theambiguitytoleranceislow;iftheindividualthinksthatthiskindofambiguitysituationisacceptable,theambiguitytoleranceishigh.Hightoleranceofambiguitycanimprovethequalityandefficiencyofreadingandreducethenegativeemotionsintheprocessofreading,whilelowtoleranceofambiguitycancauseobstaclestostudents'reading.Thisarticleaimstodiscussthereasonsfortheformationoflowambiguitytoleranceandhowtoimprovestudents'ambiguitytolerance.Thefirstchaptermainlysummarizestheobstaclesencounteredbystudentsinreadingandthereasonsfortheirexistence.Thesecondchapterisabouttheconceptofambiguitytoleranceandtheeffectofambiguitytoleranceonreading.Inthethirdchapter,theauthorproposestoimprovethestudents'ambiguitytolerancebyguessingnewwords,understandingthebackgroundandunderstandingthegeneralidea,soastocultivatethestudents'abilitytoactivelydealwiththelonganddifficultsentencesofnewwordsencounteredinnormalreading,soastoimprovethestudents'readingability.Keywords:Englishreading;toleranceofambiguity;influences;teachingstrategiesofEnglishreadingIntroductionToleranceofAmbiguityisfirstlyputforwardbyAmericanpsychologistFrenkel-Brunswikin1948.Itreferstotheinformationprocessingattitudewhenanindividualorgroupsfaceaseriesofunfamiliar,uncertain,andambiguouscomplexclues(BrownHD.2000).Mostofthepredecessorshavestudiedtheinfluenceofambiguitytoleranceonreading.In1965,ProfessorZadehoftheUniversityofCaliforniaformallyproposed(fuzzysets),markingthebirthofambiguitytheory(Zadeh,L·A.1965).ThestudyofambiguitylinguisticsinChinastartedinthelate1970s.In1979,ProfessorWuTiepingofBeijingNormalUniversitypublishedapaper"apreliminarystudyofambiguitylanguage"in"foreignlanguages",takingtheleadinintroducingambiguitysettheoryintoChina（伍铁平，1979）．Benderfirstidentifiedtheabilitytotolerateuncertaintyorambiguityasastabletendencyorcharacter(Budner.S.1962).Teachersshouldimprovethestudents'ambiguitytoleranceofthearticle,guidethestudentstoadjustthemselves,andaccordingtothespecificsituationofthestudents'ambiguitytolerance,findoutthereadingstrategiessuitablefordifferentstudents,strengthentheunderstandingofthearticle,andimprovethereadingperformance（李筱婉，2008）．EachstudenthasdifferentunderstandingoftheEnglishtext,soeachstudenthasdifferenttolerancefortheambiguityoftheEnglishtext.Somestudentshavehightoleranceforambiguity,andcanuseeffectivereadingstrategiestosolvetheproblemwhentheyencounternewwordsintheEnglishtext.Somestudentshavelowtoleranceforambiguity,andareoftenatalosswhentheyencounternewwordsandlongsentences,whilethestudentshaveambiguitytoleranceToohighortoolowdegreewillaffectstudents＇readingcomprehensionlevel（舒婕，2005）．Therearemanyreasonsforeachstudent'sdifferentunderstandingofthereadingtext,suchasthelackofbackgroundknowledgeandvocabulary.3Mostofthepredecessorshavestudiedtheinfluenceofambiguitytoleranceonreading,andhavenotputforwardspecificstrategies.Basedontheconceptoftoleranceofambiguity,thispaperanalyzesanddiscussestheexistingproblemsinEnglishreading,andputsforwardeffectivesuggestionstohelpstudentsimprovetheirtoleranceofambiguitysoastoimprovetheirreadingabilityandinterestinlearningEnglish.ChapterOneTheProblemsinEnglishReadingInreading,studentsareusedtotranslatingthereadingintotheirmothertonguesentencebysentence.Theyaretooanxiousaboutthesentencestheydon'tunderstand,whichseriouslyaffectsthereadingefficiency,andthenaffectsthewholeprocessofforeignlanguagelearning,resultinginnegativeobstacles.1.1TheproblemsofwordsandsentencesLanguageislikeahouse.Englishvocabularyisthecornerstoneofbuildingahouse.Studentsmusthaveacertainvocabularyandacertainabilitytoguesswordsinordertofullyunderstandthecentralideaofthearticle.1.1.1LackofvocabularyVocabularyiscloselyrelatedtoEnglishreading.Vocabularyisoneofthedeterminantsofaperson'sreadingability.VocabularyaccumulationplaysanimportantroleinEnglishreading.Englishreadingcomprehensioninvolvesfourlevels:text,paragraph,sentenceandvocabulary,andthemostfundamentaloneisvocabularyunderstanding.Vocabularyisthebasicelementoflanguage.Tounderstandanarticleaccurately,theremustbealargenumberofvocabularybases.The2011editionofthe“NationalEnglishcurriculum"requires1500-1600wordsand200-300phrasesofcollocations.Manystudentshavetoolittlevocabulary,whichwillleadtomisunderstandingsofsentencesandaffectthereadingofthewholearticle.Ifapersonhastoolittlevocabulary,readinganarticleisfullofnewwords,therewillbeobstacleseverywhere.Howcanthearticlebereadsmoothly?Increasingthevocabularycanimprovethereadingquality,andstudentswillnolongerbearthepressuretoreadthearticlesthataredifficulttounderstand.41.1.2LowabilityofguessingwordThelearnerwithhightolerancecaneasilyovercometheanxietyamongothernegativeemotionwhenencounteringstrangewords.Learnerswithlowtolerancepaytoomuchattentiontotheobstaclesbroughtbystrangethings,andwhentheyencounternewwords,theywilllookthemupinthedictionary.Butinmostclass,theycan'tgethelpfromdictionaryandconsequentlyfeelingoffrustrationarises.Gradually,theyloseconfidenceinlearningEnglish,whichleadstostudents'failuretotreatstrangewordscorrectly.Studentscan'tguessthemeaningofawordbasedonthecontextofastrangeword.Theycanonlyjumpwhenencounteringastrangeword,whichaffectstheunderstandingoftheentiresentenceandisnotconducivetoreadingtheentirearticle.Intheclassroom,theteacheranalyzesthetextsentencebysentence,instillsthestudentswithaccurateexplanationofeachwordandvariousaccurategrammarrules,resultinginalargenumberofstudents.Studentsrelyonlookingupdictionarieswhentheycomeintocontactwithnewwords,sotheyfeelanxious,whichseriouslyaffectstheimprovementofstudents'readinglevel.1.1.3PoorperformanceinsentencesunderstandingAftermasteringacertainamountofvocabulary,youstillcan'tfeelthatthereisnoproblemofreading.Inadditiontosimplesentences,therearemanycompoundsentencesinthechapter,whichisoneoftheobstaclesinstudentsreading.Skilledreaderscangraspthemeaningofasentencethroughthekeywordsinasentence,themeaningofaparagraphthroughakeysentence,andthemeaningofanarticlethroughakeyparagraph,buttheyallrequireaveryhighdegreeofAmbiguityToleranceandordinarystudentsmustimprovehisabilitytounderstandsentences.Incorrectsentencecomprehensionleadstoerrorsintheunderstandingofthearticle,andstudentscannotmakecorrectjudgmentsonthecontentofthearticle.Itwillaffectstudents'cognitionofthefulltext.51.2TheproblemsofdiscoursePredictingisanimportantreadingskill.Whiletheauthorofthearticleguidesthereaders'thinking,thereadersshouldalsohavecertainpredictionforthearticle.1.2.1LackofreadingskillsTherearemanyskillsinEnglishreading.Predictionscanbedonemanydifferentways.(1)Predictingbasedonthetitle.(2)Predictingbasedonvocabulary.(3)PredictingbasedontheT/Fquestions.Readers'predictions,whetherrightorwrong,willdeepenstudents'impressionofthematerial,andstudentswillfullylinkuptheknowninformationwiththenewinformationtoachieveadualeffect.Ifthepredictedinformationofthestudentsisdifferentfromtheintentionoftheauthor,itcanenhancethestudents'understandingoftheinformationofthearticle,andpredictivereadingcanmakethereadingmoreinterestingandpurposeful.Therefore,predictivereadingmayproducebettercomprehensionthanwhenlearnersstartreadingwithblankthinking,thusimprovingstudents'tolerancetoambiguity.1.2.2ImproperreadingmodelsSometeachersteachreadingbyintroducingnewbasicknowledge,suchasvocabularyandgrammar,understandingalotofbackgroundknowledge,andthenreviewingthetextwordbywordwiththestudents.Thiswayofteachingisknowntofollowabottom-upmodel.Inthislearningmode,studentsneedtoaccumulatealotofknowledge.Inthismode,studentsneedtoaccumulatealotofbackgroundknowledge.Whenreading,theycancombinetheirknowledgewithnewmaterials.Thismethodisconducivetotop-downreading.Therearemanyreasonsforthelackofstudents'backgroundknowledge.1.Therearetoofewbooks.Somestudentsonlyreadbookseveryday,withoutthehabitofreadingextra-curricularbooks.2.Studentsdon'tunderstandthe唐山师范学院学士学位论文6traditionalcultureandcustoms.Theyputtheirsparetimeontheirhomeworkeveryday,don'tpayattentiontothecultureofvariouscountries,andlackofunderstandingofculture.Students'thinkingdependsoncertainbackgroundknowledge,andthelackofbackgroundknowledgewillleadtostudents'lackofcomprehensiveviewsontheproblem.唐山师范学院学士学位论文7ChapterTwoTheIntroductiontoAmbiguityToleranceThestudyofambiguitytolerancehasalwaysbeenanimportantsubjectincognitivepsychology.Theprocessofforeignlanguagelearningisfullofvariousambiguitysituations:learnersoftenfailtodeterminetheexactmeaningofnewwordsandfailtopayattentiontotheirpronunciation,don'tunderstandgrammarstructureclearly.2.1DefinitionofAmbiguityToleranceToleranceofAmbiguityisfirstlyputforwardbyAmericanpsychologistFrenkel-Brunswikin1948.Itreferstotheinformationprocessingattitudewhenanindividualorgroupsfaceaseriesofunfamiliar,uncertain,andambiguouscomplexclues.Bunderputsforwardtheindividual'scognitivetendencyandacceptanceofambiguitysituations.Heproposedthatiftheindividualthinksthatanewcomplexsituationisathreat,theambiguitytoleranceislow;iftheindividualthinksthatthiskindofambiguitysituationisacceptable,theambiguitytoleranceishigh.Learnerstakenew,complexandincomprehensiblecluesasathreattopreventstudentsfromunderstandingthefulltext.Hebelievesthatiflearnershaveacertaindegreeofambiguitytolerance,theywillregardtheseambiguoussituationsasnecessaryandacceptableFromtheabovedefinitions,itisclearthathigherambiguitytoleranceisconducivetostudents'readingandhigherreadingefficiency;onthecontrary,lowerambiguitytolerancewillleadtoinefficientreading,whichisnotconducivetostudentscompletingreadingindependently.Ithashighambiguitytoleranceandlowambiguitytolerance.82.2TypesofAmbiguityToleranceAmbiguitytolerancecanbedividedintotwocategories,highambiguitytoleranceandlowambiguitytolerance.Highambiguitytoleranceisbeneficialtostudents'Englishreading,whilelowambiguitytolerancemakesstudentsanxiousandisnotconducivetoreadingcompletion.2.2.1LowAmbiguityToleranceLowambiguitytolerancereferstothedegreeoflearner'sacceptanceofthings(new,difficulttounderstandandcomplex).Learnerswithlowambiguitytolerancecannotignoresomestrangewordsorsentences.Peoplewithlowambiguitytolerancearemoredogmaticandarenotusedtoconnectingoldknowledgewithnewknowledge.Everynewthingwillbedefinedfromtheexistingcognitivestructure.Ifthenewthingdoesnotconformtotheexistingwayofthinking,itwillberejected.Intheprocessofreading,learnerswithlowambiguitytolerancewillbeveryanxiouswhentheyseenewwordsorincomprehensiblesentences,resultinginnowaytocontinuethefollowingreading.Longtimeanxietywillmakestudentsloseinterestinreading,andevenconflictwithreading.2.2.2HighAmbiguityToleranceLearnerswithhighambiguitytolerancearerelativelyopen-minded,andismorewillingtoacceptandinternalizeambiguousthings.Heisgoodatcombiningnewandoldknowledge,linkingexistingknowledgewithnewthingsandrecombiningthemtoproduceanewthing.Suchlearnersaregoodatprocessingambiguitythingsintheirmindsandtransformingthemintounderstandablethings.Theycanacceptarticleswithambiguityquestionscalmly.Whenalearnerisconfrontedwithanewandcomplexsentence,heorshecanreorganizethesentenceaccordingtotheknowledgeinhisowncognitivestructure,andthenunderstandthesentence.Itisalsoimportantforlearnerswithhighambiguitytolerancetofacecomplexproblems.Aclearheadcanhelplearnerstomoreeasilyextractinformationinthecognitivestructurethatcanbeintegratedwithnewthings.92.3TheeffectofAmbiguitytoleranceonEnglishreadingReadingisdividedintoextensivereadingandintensivereading,intensivereadingreferstotheneedforadetailedinterpretationofeachwordorsentence,whileextensivereadingistounderstandthegeneralideaofthearticleasawhole,ifthetoleranceofambiguityislow,whichisnotconducivetostudents'reading,itwillleadtoanxiety.2.3.1ExcessivefocusonintensivereadingTheso-calledintensivereadingistoreadthearticlecarefullyandfullyunderstandeachsentence,includingthepartofspeechofeachword,usage,collocation,andthegrammarandstructureofeachsentence.Inaddition,thecontentthatshouldbemasteredinintensivereadingalsoincludesthehistoricalbackground,cultureandauthor'sintroductioninthearticle.Thepurposeofintensivereadingistofullyunderstandthearticlefromeachwordtothewholearticle.Teachersandstudentsaremostlyinfluencedbytraditionalconcepts.Theybelievethatstudentsneedtolearnmorebasicknowledgeinthereadingprocess,whilethatofintensivereadingteachingthatfocusesontheanalysisoftheoverallstructureofthearticlemakesitdifficultforstudentstograspthecentralideaandcontextofthearticle.Whilefindingmainideaisessentialinreadingbothfornativespeakerandforeignlanguage.Itiseasytolosepointsinreadingcomprehensionquestions.Itisdifficultforsomelow-levellearnerstocompleteefficientintensivereadingexercises,whichrequiresahighdegreeofambiguity,otherwiseitwillcauseobstaclestoreadingcomprehension.2.3.2IgnoranceofextensivereadingExtensivereadingistheoppositeofintensivereadingandisamorecommonwayinreadingcomprehension.Studentsonlyneedtoreadextensively.Thepurposeistounderstandthemeaningofthearticleandobtainthemaininformation.Extensivereadingischaracterizedbyroughreading,diversetopicsandfastreadingspeed.Inclassroomthemainpurposesaretocultivatereadinginterest,improvereadingspeed,expandknowledge,andcompletereadingtopics.Teachersoftenignoreextensivereadingandemphasizeintensivereadinginteaching.唐山师范学院学士学位论文10Students'readingabilityislow.Theyrelytoomuchondictionariesorteachers'explanationswhenreading,whichisnotconducivetostudents'independentreading.2.3.3AnxietyandpoorinterestLearnerswhohaveahighdegreeofambiguitytolerancecancompletereadingcomprehensionwell,butlearnerswithlowambiguitytolerancehavealowerabilitytoextractthemeaningofthearticleandneedtodevelopstudents'ambiguitytolerance.IntheprocessofEnglishreading,studentsaretooobsessedwiththespecificmeaningofeachwordorsentence,andpaytoomuchattentiontointensivereading,whichleadstostudents'failuretounderstandthearticleandlackofself-confidence.Learnerswithahighdegreeofvaguetolerancecancombinewordsorsentencestheydonotunderstandwiththeknowledgeintheirexistingcognitivestructure,andevenignorethecontentthattheydonotunderstand,itwillnotaffecttheentirearticleunderstanding.Incontrast,thelowtoleranceofambiguityoftenaffectsstudents'understandingofthewholearticlebecauseoftheirincomprehensionofaword,sentenceorsegment.Duringthereadingprocess,thelearnerwillbenervousoranxiousbecausetheydonotunderstandthearticle,orevenloseinterestinreadingcomprehension.11ChapterThreeTheStrategiesforImprovingStudent'sAmbiguityToleranceinEnglishReadingInEnglishreading,teachersshouldfocusontrainingstudentstoimprovetheirambiguitytoleranceability,letstudentsslowlyacceptthenewandcomplexthingsencounteredinreading,andgraduallyenhancestudents'self-confidenceinEnglishreading.3.1TheStrategiesatwordsandsentenceslevelTeachersneedtohelpstudentsimprovetheirtoleranceofambiguityintermsofwordsandsentencesinclass,suchasimprovingstudents'abilitytoguessthemeaningofwords,solvingtheproblemofpolysemy,andteachingstudentshowtodecomposelongsentences.3.1.1OnguessingwordsUnderstandingthewordformationandrememberingsomederivedaffixescanexpandthevocabularyandguessthemeaningofnewwords.Whenthewordre-cycleappearsinthetext,studentsknowthattheprefixre-means"again",andthesuffix-cyclemeans"enclose".Together,studentscanknowrecycle.Thewordmeans"circulation"."Hehadbeenoverworkingandfellillatlast."Overworkiscomposedoftheprefixover-plusverb.Overhasthemeaningof"exceed".Therefore,overworkmeans:“toomuchwork”.ThewordformationofEnglishwordsismainlyderivedandsynthesized.First,studentscanguessthewordbywordformation.Whenstudentsencounternewwordsinthereadingprocess,teacherscanhelpstudentstopracticewordguessing.Theteachergivesthemareadingmaterialwithmoderatedifficulty.Letthemcompletethereadingindependentlyandcompletethequestionsafterreading.Afterfinishingthereadingquestions,carryoutthefollowingsteps.First,letthestudentsfindallthewordsinthearticlecomposedofrootwordsandprefixeswithinfiveminutes.Second,letthestudentsguessthe12meaningofthesewords.Third,letthestudentsanswertheunderstandingofthesewords,andtheteacherwillexplainthem.Finally,thestudentsdiscusswhatproblemstheyencounterduringthefirstreading.3.1.2OnmultipleinterpretationsofwordsThephenomenonofpolysemyinEnglishiscommon.Atthisstage,studentshavecomeintocontactwithalargeamountofpolysemy.Polysemyhasbroughtstudentsvocabularymemory,textunderstanding,andtranslationbetweenChineseandEnglish.Itwasverydifficult.Inordertohelpstudentsunderstandpolysemouswords,thecommonteachingmethodiswordunitteachingorsentenceunitteaching.Bothoftheseteachingmethodsaresingle-wordpracticeofwords,thatis,firstexplainthebasicmeaningofthewordanditsextension,andthenpracticechangingthegrammaticalformoftheword.Thewordoftime,theteacherwillsayitsbasicmeaningis"thewatchoftime",suchasin"havenotimetodosth".Thenpointoutthatinthephrasesorsentencessuchas"Thetimesaredifferent","intimeofpeace","Sheisnearhertime",and"atimepayment",themeaningsare"period,installment"."Overlook":neglect,monitor.Thismethodofteachingwillcausegreatdifficultyforstudentstorememberanduse,becausethemeaningofwordsisnotone-to-onetranslation,especiallyescapes.Ifyouleavethephrase,sentenceorcontext,itisdifficulttounderstanditsexactmeaning.Theteacherdividedthestudentsintogroupsandgavethemareadingmaterialofmoderatedifficulty.Letthemcompletethereadingindependentlyandcompletethequestionsafterreading.Afterreadingthequestions,performthefollowingsteps.First,askthestudentstoquicklyfindoutthepolysemouswordsinfiveminutes.Second,askthestudentstoexplainthewordstheyknow.Third,askthestudentstoanswerthequestionsabouttheexplanationofthesewords.Theteacherwillexplainandsupplementthem.Finally,studentsdiscusswhattheymeanwhentheyfirstreadthetext.唐山师范学院学士学位论文133.1.3OnDecompositionLongSentencesIntheprocessofreading,itisnormaltoencounterunclearwords,phrasesorsentencepatterns,butmanytimes,thesevaguewordsdonotaffectourunderstandingoftheentirearticle.Inclass,teachersshouldhelpstudentsunderstandtheirtoleranceofambiguity,guidestudentstocorrectlydealwiththetoleranceofambiguity,andpromotestudentstoimprovethetoleranceofambiguityindependentlyandconsciously.Thespecificpracticesareasfollows:Theteacherdividesthestudentsintogroupsandselectsareadingarticlewithmoderatedifficulty.Letthestudentscompletethereadingindependentlyandperformthefollowingsteps.Firstofall,askthestudentstofindoutthesentencesthataredifficulttounderstand.Second,letthestudentsfindoutthetrunkofeachcomplexsentence.Third,studentsdiscussthestructureofsentences.Firstofall,whenstudentsencounterlonganddifficultsentences,theycanjudgewhetherthissentencewillaffecttheoverallunderstandingofthearticle,ifnot,theycanskipit.Secondly,ifthissentenceisakeysentence,studentscaninferthemeaningofthesentencebyreadingthecontextofthearticleandthecontext.Thirdly,ifthesentenceistoolongandcomplicated,studentscananalyzethestructureofthesentence,firstfindthemainsentenceofthesentence,thenanalyzetheclauses,clarifythelogicalrelationshipofthelongsentence,letthestudentsanalyzethesentencestructure,findthesubject,predicateIgnoremodifierssuchasclauses,parenthesis,complexattributives,adverbials,etc.,andfinallyderivetheirapproximatemeaningthroughcontextualconnectiontothecontext.Thisrequiresstudentstoimprovetheirgraspandanalysisofgrammaticalstructures,tobeabletoproficientlyanalyzethelogicalstructureofsentencesandunderstandthemainmeaningofsentences,andpromotetheimprovementofambiguitytolerance.143.2TheStrategiesatdiscourselevelTeachersneedtohelpstudentsimprovetheirtoleranceofambiguityintermsofdiscourseinclass,suchasimprovingtheirpredictiveability,changingtheirreadingpatterns,andsoon.3.2.1ImprovingpredictionReadingisaprocessofcontinuousinteractionbetweenthereaderandtheauthor.Whiletheauthorofthearticleguidesthereader'sthoughts,thereadershouldalsohaveacertainpredictionofthearticle.Therefore,theteachershouldstrengthenthestudents'predictionabilityinclassandtrytopredicttheauthor'swritingintention.Teacherscantrainstudentstousetheirexistingknowledgetomakeboldpredictionsonnewarticles,andfullylinkknowninformationwithnewinformation.Thisway,notonlythestudents'oldknowledgeisreviewed,butnewknowledgeisalsoeffectivelylearned.Letthestudents'readingstudyachievedoubleeffect.Iftheinformationpredictedbythestudentisdifferentfromtheauthor'sintention,thiswilldeepenthestudent'simpressionofthearticleinformationandhelpthestudenttoclearthecontextofthearticle.Teachersshouldexplainthecharacteristicsofdifferentgenrearticlestostudentsaccordingtotheirreadingneeds,teachstudentstofindoutthekeytoeachparagraphwordsandkeysentences,improvereadingefficiency,andthusimprovestudents'ambiguitytolerance.Theteacherdividesthestudentsintogroups,selectsareadingarticlewithmoderatedifficulty,tellsthestudentsthereadingtopicandcarriesoutthefollowingsteps.First,askthestudentstowriteanoutlineaccordingtothegiventopic.Secondly,comparetheoutlinewrittenbythestudentsthemselveswiththestructuregiven.Third,studentsdiscussthedifficultyandsignificanceofguessing.Letstudentsboldlyguessthethemeandmaincontentofthearticlebasedonthetitleofthediscourse,andthenaskthestudentstousethemethodoffindingthecentralsentence,thatis,thecentralsentenceusuallyappearsat15thebeginningorendoftheparagraph,andthecompetitionfindsoutthecentralsentenceoftheparagraphsoastoquicklyunderstandthearticle.3.2.2Improvingbottom-upreadingThe"bottom-up"readingmodelfocusesonimprovingstudents'readinginitiative,givingfullplaytotheroleofexistingknowledgeinthereadingprocess.Thebottom-upreadingmodelcanhelpstudentscombineexistingknowledgewithnewknowledge,improvetheirtoleranceforambiguityandimprovetheirreadinglevel.Theteacherdividesthestudentsintogroups,selectsareadingarticlewithmoderatedifficulty,tellsthestudentsthereadingtopicandcarriesoutthefollowingsteps.Firstly,letthestudentsreadthepassageroughly.Secondly,thestudentsareaskedtotransfertheirexistingknowledgetocomparewiththegiventext.Third,thestudentsdiscusstheirunderstandingofthetext,andmakethemguessthethemeandmaincontentofthetextaccordingtothetitleofthetext,soastounderstandthetextquickly.3.3ImprovingculturalliteracyandadjustingmentalityTeachersneedtohelpstudentsimprovetheirtoleranceofambiguityintermsofdiscourseinclass,suchasimprovingculturalliteracyandadjustingmentality.3.3.1ImprovingthecultivationofculturalIntheprocessofteaching,TeachersshouldinfiltratestudentswithsomeWesternculture,history,andbiographiesofcelebritiestobroadentheirknowledge.Forexample,beforeastudentreads,theteacherasksthestudenttoconsultsomerelevantmaterialstoenrichthestudents'culturalbackgroundknowledge.Duringtheteacher'sreadingteachingprocess,studentscanbeputonsomeculturalknowledgeexpansionvideostoenhancestudents'interestinabsorbingforeigncultures,whichhelpstounderstandandguessthecontentofthearticle.唐山师范学院学士学位论文16Theteacherdividedthestudentsintogroupsandselectedareadingarticlewithmoderatedifficulty.Havestudentscompletethereadingindependentlyandfollowthestepsbelow.Firstofall,letstudentsexperiencetheculturalandknowledgebackgroundofthearticle.Second,studentsdiscusstheknowledgerelatedtothearticle.Third,teacherssupplementknowledge.3.3.2AdjustingthemindsetoflearnersThementalityoccupiesaveryimportantpositioninthereadingcomprehensionoflearners.Learnerswit