南昌市初中生英语阅读理解的问题研究及对策

ResearchandStrategyonProblemsinEnglishReadingComprehensionofJuniorMiddleSchoolStudentsinNanchang南昌市初中生英语阅读理解的问题研究及对策IntroductionInNanchangJuniorHighSchoolEntranceExaminationand40outof120inreadingcomprehension,ThescoresofreadingcomprehensiongreatlyaffectthescoresofEnglishsubject,whichcanbesaidthatthereaderisintheworld,andthereadingcomprehensionisalsothetypeofproblemthatthetopstudenthastomakeadecision.Therefore,everyteacherwantstotryhisbesttoimprovehisstudents'readingability,However,inthecourseofreading,teacherstendtopaytoomuchattentiontotheexplanationoflanguageknowledge,lackofsystematicandtargetedtraininginreadingstrategies.IntheprocessofEnglishexamination,manystudentsreflectthedifficultyofreadingcomprehensionandsomestudentscannotunderstandit,Somestudentscanreadsomebutcan'tdotheproblem.Mostofthestudentshavenowaytoreadandunderstand.Sometimeseventhoughtheycanrecognizemostofthewords,theycan'treadquicklyandsmoothly,andtheycan'tdoanythingaboutthenewwords,Nocontext,nowordformation,noparagraphofthesubjectsentence,noextractionofthemainideaofthearticle,lackofjudgement,reasoningandsummary,nottomentionthecorrectunderstandingoftheauthor'spointofviewandwritingintention.Somestudentsdon'tknowwhatareadingstrategyis.Somestudentsknowalittle,however,intheprocessofreadingcomprehensionwillnotbeused,theabilityofreadingcomprehensionwillnotbeimprovedforalongtime,andgraduallythefearofreadingcomprehensionwillgraduallyleadtothelossofinterestinEnglishreading.BackgroundandsignificanceofthestudyReading"isthemostbasicmethodofmodernhumancognitivesociety"and"themostbasicuseofforeignlanguage",whichisapositiveandactivewayofthinkingcognitionforstudentstorecognizesociety.Generallyspeaking,therearetwokindsofreading:oneistobringpeopleforeignlanguageknowledge,foreignlanguagecultureandthought;Thefirstistobringpeoplefun.Thereisnodoubtthatreadingisanimportantwaytoobtaininformationandacquirelanguageskills,Insecondlanguagereading,learnerscanobtainvaluablelanguageinput,thuspromotingtheacquisitionofthesecondlanguage.Readingisaveryimportantlanguageskillforjuniorhighschoolstudents,Byreading,wecanaccumulateagreatdealoflanguageknowledge,andhelptoimprovetheskillsofEnglishlistening,speakingandwriting.Inreading,wecandevelopstudents'cross-culturalawarenessandimprovetheircross-culturalcommunicativecompetence,soastoimprovetheircomprehensivelanguagecompetence.Besides,readingalsoprovidesstudentswithrichanddiverselearningresourcestohelpthemunderstandthesocialculturefromdifferentperspectives,broadentheirhorizons,stimulatetheirdesireforknowledgeandlayagoodfoundationforlifelonglearning.ResearchbackgroundATeachingResearchonReadingStrategiesRequiredbyEnglishCurriculumStandardforJuniorMiddleSchoolIssuedbytheMinistryofEducation(2011Edition);Undertheguidanceofteachers,studentsareencouragedtodiscoverlanguagerulesthroughexperience,practice,participation,inquiry,andcooperation,graduallymasterlanguageknowledgeandskills,constantlyadjusttheiremotionalattitudes,formeffectivelearningstrategiesanddevelopautonomouslearningabilities.Thisdocumentsetshighstandardsforthecultivationofreadingabilityofjuniorhighschoolstudents:1.Caninferandunderstandthemeaningofnewwordsaccordingtothecontextandwordformation;2.Understandthelogicalrelationshipbetweenthesentencesintheparagraph;3.Tobeabletoidentifythesubjectmatterofthearticle,understandtheplotofthestory,predictthedevelopmentofthestoryanditspossibleoutcome;4.Readingmaterialsthatcanreadthecorrespondinglevelofcommongenres;5.Canusesimplereadingstrategiestoobtaininformationaccordingtodifferentreadingpurposes;6.Abilitytoreadwithadictionaryorotherreferencebook;7.Theamountofextra-curricularreadingshouldreach150,000ormorewords.Therefore,readingstrategytrainingisanimportanttaskinjuniorhighschoolEnglishteaching.Teachersshouldhelpstudentstoovercomethenewwordobstaclesintheprocessofreadingthroughthetrainingofreadingstrategies.Understandingthemainidea,canusesomereadingstrategiesproperlyaccordingtothereadingpurpose,enhancethereadingcomprehensionability.SignificanceofthestudyThemainpurposeofthispaperistoinvestigatethemainstatusofEnglishlearningandreadingamongjuniorhighschoolstudents.Tounderstandtheobstaclesintheprocessofreadingcomprehensionofjuniorhighschoolstudents,andtoanalyzetherelationshipbetweentheseproblemsandstudents'Englishreadingabilityandtheultimatecause,soonthebasisoftheanalysisofthekeyinfluencingfactors,thispaperfocusesonthecountermeasurestobetaken.Theresearchofthispaperhascertaintheoreticalandpracticalsignificance.TheoreticalmeaningisthetheorythatcanfurtherenrichandperfecttheteachingofEnglishreading.Intheend,differentEnglishreadingstylesaresummarizedandsummedupinawaythatissuitableforstudents'Englishreadingteaching.AsanimportantforceinEnglishreadingteaching,itlaysasolidfoundationforthefollowingstudentstostudyforlife.Thepracticalmeaningisthatitcanprovidesomereferenceandreferenceforthefirst-lineteachersindailyclass,readingteachingandresearchinclass,providethebasiceducationstageforthefirst-lineteachersofEnglishteaching,theconcreteconditionofEnglishbarrierofjuniormiddleschoolstudents,andhelptoevaluatethestudentsobjectively.Ontheonehand,thisresearchcanhelpstudentstofindtheobstaclesinstudents'reading,ToassistteachersinthecultivationofEnglishreadingstrategies,tohelpstudentstofurtherimprovetheteachingmethods,toemphasizetheapplicationandpracticalityofthemethods,topayattentiontotheteachingability,toimprovetheefficiencyandqualityofthefinalteaching.2.ResearchdesignInordertocompletethissurvey,theauthorhascarriedontheinvestigation,thefollowingwillfromtheinvestigationobjectandsoonseveralaspects.2.1.ResearchissuesObstaclesinEnglishReadingofGradeThreeStudents.2.2.SubjectThesubjectofthisthesisisstudentsinNanchangNo.2MiddleSchool,and85studentsareselectedatrandom.3.FindingsandanalysisTheresultsofthesurveywerediscussedfromthesurveyresultsandvisitanddiscuss.3.1.FindingsTheresultswereasfollows:29.41%ofthestudentsreadbecauseofthevocabularyproblem,and24.7%readbecauseofthelackofgrammarability.Atotalof15.29%ofthestudentsreadbecausethetextistoolong,27.06%becauseofthelackofbackgroundknowledgewhichaffectedthereading.Theresultsareshownintable1:TableSEQ表\*ARABIC1TheObstaclesThatStudentsEncounterinEnglishReadinginJuniorMiddleSchoolinNanchang3.2.Problemsinjuniormiddleschoolstudents’EnglishreadingcomprehensionThesurveyshowsthattheobstaclesinEnglishreadingofjuniormiddleschoolstudentsmainlylieinthefollowingaspects:vocabularybarriers;grammaticalobstacles;textualbarriersandbackgroundknowledgebarriers.3.2.1.VocabularyproblemsFirst,itisnotpossibletomakeuseofthecohesionbetweencontextstomakeaguessaboutthemeaningofaword.Manystudentschoosetolookupthedictionaryandreaditwhentheycomeacrossastrangeword.Thisapproachseverelydistractsstudentsandaffectstheirspeedofreading.However,inthedictionary,manystudentssimplyimposethemeaningonthetext,Itisaveryimportantreasonnottochoosetherightideaaccordingtothespecificcontext,buttocreateamoreseriousreadingdisability,andtomakeuseofthecohesionbetweenthecontextstounderstandthemeaningofthewords.Second,itisnotpossibletousewordformationtoguessthemeaningofaparticularword.Third,theinabilitytounderstandmultiplemeaningsofaword.IntheprocessofEnglishreading,therearemanymeaningsofaword.Manystudentsjuststayinthesuperficialstageandcannotexcavatethedeepmeaning.SojudgingthemeaningofawordaccordingtodifferentcontextsisanimportantconditiontoeliminateEnglishobstacles.3.2.2.GrammaticalproblemsFirst,itisdifficulttounderstandlongandcomplexsentences.InEnglishreading,weoftenmeetsomemorecomplicatedandlongsentences,whicharegrammarknowledge,grasp,veryimportant,andhaveagoodgraspofthemoreabundantknowledgeofstudents,Thesentencestructurecanoftenbemadeclearbydividingtheelementsofthesentencesoastounderstandthemeaningofthesentence.Onthecontrary,ifthegrammarknowledgeisnotenough,thesubject-predicate-objectcannotbefound,thuscreatingagrammaticalbarrier.Second,anunclearunderstandingofsentencefeaturesinEnglishgrammar.Ingeneral,theEnglishlanguagemakesuseofthepassivevoice,whereasinChinesethegraphisoftenusedandtheEnglishwordisinterlacedwiththelongandshortsentences.InEnglish,theEnglishwordfortheword"traitor"isoftenusedinChinese,buttheEnglishwordfortheword"traitor"isusedinterchangeably,Ifwedonotunderstandthefeaturesofthesegrammars,wemayhavedifficultyinourreading.InEnglish,therearealsoinversions,emphasissentences,rhetoricalquestionsandsubjunctivemoodinEnglish.Weneedtomastergrammarknowledgeandrelatedrulestohelpusunderstandthepassagebetterandimproveourreadingspeed.3.2.3.TextualproblemsFirst,imprecisionofthesubjectmatter.ChineseandEnglishalsohavesomedifferencesintheoverallstructureofthetext.Chinesepeopletendtoproceedinacausalorderandgodeeperandfinallypointoutthetheme.Therefore,theChinesetendtoadopttheinductivestructureforChinese,ButtheEnglisharticleisusuallystraightforward.Inmanycases,thekeynotesentencewillappearattheendofthepassage.Theheadsentencewillalsoappearattheendoftheparagraph.TheEnglisharticlegenerallyhasadeductivestructure,Sofocusingontheseparagraphsandsentencesishelpfulforstudentstofullygraspthecentralideaofthearticle,butnotallofthearticlesareinthispattern.Intheprocessofreading,weshouldpayattentiontothecohesionandtransitionbetweenthecontextofthetext.Second,failuretorecognizethefeaturesofdifferentgenres.Eachstylehasitsowncharacteristics,andthestylecorrespondstoacertainstructure.Theauthorusuallyreflectstheirlogicalthinkingandstructurewiththetextualstructure,andreflectshowandinwhatordertheyorganizeandpresenttheinformationtothereaderinacertainwayandinwhatorder.Manystudentscannotrecognizethefeaturesofdifferentstyles,cannotsortoutthecontextofthetext,donotunderstandthelogicalstructureofthetext,donothaveanaccuratepredictionofthecontentofthetext,andcannotfindtheentrypointoftheimportantinformationinthetext.3.2.4.BackgroundknowledgeproblemsThereaderdoesnothavetheschemataassociatedwiththecontentofthearticle,andtheknowledgethatthereaderhasandthethreadprovidedbytheauthordonotinteract,Thereaderthinkshehasreadthetext,buthemisunderstandsthemeaning,andanyreadingmaterialismadeupofthesethreepatternsinterweaving,Thereaderobtainsthecontentandrhetoricthroughthelanguageschemata,andthementaltraceisusuallyleftbythecontentschemata,notthelanguageschemata.Thereadingcomprehensionalsodependsonthecombinationofthethreeaspectsoftheschemataofthereader.Manystudentshavegoodlanguageschemata,Butbecauseofthelackofcontentschemasupport,thebackgroundknowledgedoesnotagreewiththebackgroundknowledgeofthearticle,whichleadstothebias,thereaderishardtoentertheauthor'sworldandcannotunderstandthecentralcontentofthearticleaccordingtotheauthor'sintention.Strategiesforimprovingstudents’EnglishreadingcomprehensionabilityByinvestigatingthestudents'problemsofreadingcomprehension,theauthorputsforwardsomesuggestionsfromthefollowingaspects:vocabulary,grammar,text,backgroundknowledge,etc.toimprovethepresentreadingdisabilities.4.1.ToovercomevocabularyproblemsTheobstaclesthatstudentshaveinvocabularyareveryserious,andweshouldtrytoovercometheminmanyways.Itisdividedintoseveralaspects,oneistobuildascientificandeffectivesystemofwordmemorization,theotheristoletstudentsgrasptheeffectiveskillsofwordguessing,andtousewordformationknowledgetosolvethevocabularyproblem.4.1.1.BuildingascientificandeffectivesystemofwordmemorizationTohelpthestudentsmemorizethewordsbetter,theteachershouldguidethestudentstoknowwhichwordsshouldbememorizedskillfullyandwhichonesshouldbeknownonly.Therearewordsthatneedtobememorized.Theyhavetobememorizedwithgreateffort.Accordingtothewordpronunciationmemory.Studentsshouldknowthatwordmemorycannotbememorizedbyrote.Simplewordsareeasytosay.Complex,longwordsaredifficulttomemorizemechanically.Butrecitingthewordsaccordingtotherulesofpronunciationwillachievetwicetheresultwithhalftheeffort.Onlyafewspecialwordscanbelearnedalone,keymemory.Payattentiontowordformation.Theuseofthreeformsofwordformation,composition,transformation,andderivation,isnotproficient.Classifiedmemory.ManywordsinEnglishareregularandcanbeclassifiedaccordingtothispotentialrule.Inthesamearticle,thesamecategoryofwordswillbemore,masterthisclassificationmethod,willlearnandmemorizewordswell.Associatememorywithrelatedphrases.TherearemanyphrasesinEnglishandmanyphrasesaremadeupofdifferentwordsbuthavethesamemeaning.Inmemorizingwords,categorizingmemoryaccordingtophrases,andputtingoutallthephrasesthatcanbethoughtof,candeepentheimpressionofstudentsinthebrain,whichisgoodforlong-termmemory.4.1.2.GraspingtheeffectiveskillsofwordguessingToguessthemeaningofawordaccordingtowordformation.Wordformationisaveryobviousphenomenon,masterthesynthesis,transformation,andderivationofvariousmethods,variousbasicrules,studentscaneasilyrecitewordstoovercomethevocabularybarrier.Anexplanationorexplanationisgiveninthecontextofaguessingword.Thiskindofexplanationandexplanationisusuallyintheformofattributiveclausesorpredicativeclauses,andsomeofthemareexpressedbysomespecialpunctuationmarks.Guessthemeaningofawordaccordingtothecontext.Thiskindofcontrastiseasytohelpthestudentstoguessthemeaningofawordbyconnectingthejuxtaposedconjunctions,e.g.,but,however,yetandsoon.Inferthemeaningofthewordaccordingtotherelationbetweentheaboveandthefollowing.Therelationbetweenthetwoisthatthecontentofthepreviousparagraphhasdependentconjunctionbecausethefollowingisso,so...that，such...thatconnection.Theunknowncontentistheninferredfromtheknowncontent.4.2.ToremovegrammaticalproblemsGrammarbarrierisaverydifficultproblemtosolveinreadingcomprehension.TolearnEnglishwell,onemustfirstlearnthebasicsentencestructureofEnglish.4.2.1.Improvingstudents'understandingofgrammarbymeansofexercisesDesigningandApplyingExercisesRequiringStudentstoUtilizeMultipleGrammaticalKnowledgeComprehensively,Intheprocessofpractice,studentsneedtoactivatevariouskindsofEnglishgrammarknowledgestoredinthebrain,andmakereasonablejudgmentandintegrationtocompletesuchexercises.Themainpurposeofthispaperistodevelopthestudents'abilitytouselanguageknowledgecomprehensively.4.2.2.Usingvariousformsofteachingtoimprovestudents'useofgrammarTheoverallgoalofEnglishteachingistocultivatestudents'comprehensivelanguagecompetence.Inthiscase,"Application"isthekeyword,whichisthecore.Inotherwords,anyteaching,whetheritisalanguageknowledgeoralanguageskill,isultimatelyabout"using".IfgrammarteachingistoservetheoverallgoalofEnglishteaching,grammarteachingcannotbecarriedoutinisolationfrom"application".Inotherwords,weshouldchangethesituationthatsimpleemphasisisplacedonthestudyofgrammarknowledgeinwrittenpracticeandpayattentiontothecultivationofstudents'abilitytousegrammarknowledgetoachievecommunicativegoals.Weshouldnotonlypayattentiontotheteachingofmorphologicalstructure,butalsotothefunctionandmeaningofgrammaticalstructureinlanguagecommunication.InEnglishteachinginprimaryandsecondaryschoolsinChina,themainpurposeofgrammarteachingistoguidestudents'languagepractice.Therefore,itisveryimportantforteacherstoguidethestudentstolearnandstrengthengrammarknowledgeintheprocessoflanguagepracticeinvariousways.4.2.3.Simplifyingcomplexanddifficultsentencesanddeepenunderstanding.Somecomplexlongsentencesaremainlyreflectedinthejuxtapositionofsentencepatternsandcomplexsentencepatterns,whichalsorequirestudentsandteacherstospendalotoftime.Firstofall,studentsshouldhaveacleargraspofhowtoanalyzecomplexsentencesandtograsptheirstructurereasonably.Generallyspeaking,theyshouldstartwiththefollowingsteps:First,lookatwhichpartofthesentenceisthetrunk,takethemainpartout,andtherestismucheasiertounderstand.Second,wecanfirstdeterminethesubjectandpredicatecomponents,andestablishastructureforanalysis;Findouttheminoringredientssuchasattributive,adverbial,etc.Finally,understandthewholemeaningofthesentenceaccordingtoitsvariouscomponents.Third,whenobservingcoordinatesentences,weshouldfindoutwhichconjunctionisinthesentence.Thenweshouldbreakupthesentencesandanalyzethemseparately.Finally,wecanunderstandthewholesentencebycombiningthewholesentence.Fourth,whenconfrontedwithacompoundsentence,findthesubordinateconjunctionsinthesentence,Turnthesentenceelementsintosimplesentences,andthenlookatwhattypesofsimplesentencestheyare.Finally,combinealltheclausestodeterminethemeaningofthewholesentence.Inaddition,weshouldpayattentiontothefollowingpoints.First,weshouldexaminewhetherthereareappositiveandinternationalelementsinasentence.Next,seeifthesentencehassomespecialsentencepatterns.4.3.ToremovetextualproblemsThemeaningoftextstructurereferstothestructureoforganizationandarrangementbetweenparagraphandparagraph.BecauseofthedifferencesinthinkingbetweenChineseandWestern,manystudentshavedifferentstylesofthinkingandhavemanydifficultiesintheanalysisofdiscoursestructure.4.3.1.Understandingtherelationshipbetweensentencesandsentencesfromtheinternallevel.ThereisabigdifferencebetweentheEnglishmethodandtheChinesemethod,mainlybecauseofthedifferencesinthinkingbetweenEnglishandChinese.InEnglish,thereisonlyoneobviousthemeinaparagraph,especiallysomeexcellentparagraphs,whichisverysystematic.ThisisalsotheessentialrequirementoftheEnglishparagraph.Usually,thestructureofaparagraphconsistsofthreeparts:thekeynotesentence,thedetailsexpansion,theconclusionpartandsoon.Thedetailsofthesentencesarealsousuallyinacertainorder,usingconjunctionsandtransitionalsentencestoconnect,Atthisstage,themeansofexpressingthecohesiverelationaremainlycomposedofthewordsofthelinkrelation,suchasso,thus,therefore,thereasonis,andsoon.Theidentifiersforeventorderare:first,second,third...，tobeginwith…，moreover…，finally…，meanwhile.Ifthestudentsmemorizeallthesephrases,theparagraphstructurewillbebetterunderstood.4.3.2.Masteringthestructureofthetextasawholeaccordingtotherelationshipbetweentheparagraphs.Theauthorgenerallyexpressesatopicthroughaparagraph,whichisthespecificideahewantstoexpress.Sothisarticleistheauthorwantstousethistoexpresstheirmeaningandthecentralidea.Thisisusedtoexpresstheauthor'sideas,opinions,oropinions.Generalkeynotesentencesappearinthefirstorlastparagraphofanarticle,andsomecannotbetakenoutdirectly,requiringthereadertosummarizeandgeneralize.Andthesubjectsentencegenerallyappearsineveryparagraphofanarticle,eachtopicisforthepurposeofthearticleandserves,isusedtodemonstratethemainthrust,istheoverallexpansionoftheanalysisofthemainthrust.Aslongasstudentsareabletofindthesubjectsentenceandthekeynotesentenceaccuratelyinanarticle,theycanthoroughlyunderstandthearticle.Thisrequiresteachersinreadingclassroomteachingtoteachstudentsmorewaystofindthemainsentenceandsubjectsentencemethod,studentsshouldalsodomoreexercisestomasterthisskill.4.3.3.Payingattentiontothedifferencesofdifferentstylesauthorswriteanarticlethatwillexpressadifferenttheme,andwilluseadifferentgenretowrite.Thegenreofanarticledeterminesitswritingstyleandsentencestructure.Readerstendtobeinfluencedbythegenreofthearticlewhenreadinganarticle,resultinginanattitudethatlikestoreadordislikereading.Therefore,studentsinthereadingcomprehensionquestionswillalsobebecauseofthereasonsforthearticlegenreofsomearticlesofinterest,somearticlesareveryresistant.Thisrequiresteacherstothearticlegenreclassificationandstudentstomakeclear,differentgenresshouldbehowtodealwith,arousestudents'interestinreading.Fromthisresult,wecanalsoseethatdiscourseisdefinitelyaveryimportantfactorthatcanaffectourproblem.Studentsintheusualexercisesshouldpayattentiontodistinguishdifferentgenresofarticles,payattentiontotheuseofdifferentmethodstoshouldbethesearticles.4.4.ToremoveproblemstobackgroundknowledgeBackgroundknowledgeisnolessimportantthanlanguageproficiency.Lackofof-oforinsufficientbackgroundknowledgeorimproperuseofbackgroundknowledgecanseriouslyaffectreadingcomprehension.Onthecontrary,rationaluseofbackgroundknowledgecanimprovereadingcomprehensionability.Therefore,theimprovementofstudents'readingcomprehensionlevelshouldbebasedontheinputofrelevantbackgroundknowledge.4.4.1.TeachingdifferentculturesindifferentcountriesintheprocessofreadingtrainingInthecourseofreadingteaching,teachersshouldnotforgettoteachthestudentstheculturalbackgroundknowledgeofthetext,Thiswillallowstudentstocreateanewschemainthebrainandorganicallycombinetheschematawiththeoriginalschemata,therebyreducingthedifficultyanddifficultyofreadingthestudent.Encouragestudentstowanttogetmoreknowledgeandcreatemoreschematathroughthisreading.Also,becarefulnottorevealtoomuchinformationaboutthetextsothatstudentswillnotbeinspiredtoreadit.Differentcountrieshavedifferentcultures,anditisdifficultforstudentstounderstandsomeoftheviewsexpressedinthearticlesbecauseofthedeep-rootedinfluenceoftheirownculturewhenreadingEnglisharticles,becauseofthedifferentnationalities,regions,andvaluesofthedifferentnationalities.Tothisproblem,wecanonlyapplytherightmedicinetosomeWesterncustomsandcustoms,folkcustomsthroughclassroomteachingtostudentstohelpthemovercomethebarrierscausedbyculturaldifferences.ChineseandWesternculturearedifferentinessence.Onlywhenweknowtheenemyandknowtheenemy,canwewinineverybattle.Wemustlearnthehistoricalandculturalknowledgeofwesterncountriesandlearntheauthenticlanguage.4.4.2.ReadinganextracurricularbookStudentsshouldalsoactivelyexpandtheirknowledgeandaccumulatemorebackgroundknowledgeintheirdailylifelearning.ConclusionInthispaper,aquestionnaireisdesignedtofindoutthespecificEnglishproblemsinthestudents'reading.Finally,accordingtothereasons,somesuggestionsaremade.Theconclusionsofthisstudyareasfollows:TheEnglishproblemsofjuniormiddleschoolstudentsaremainlycausedby(1)vocabularyobstacle;(2)grammaticalproblems;(3)textualbarriers;(4)Backgroundknowledgebarriers,etc.Basedontheanalysisoftheobstaclesandtherelatedreasonsintheprocess