定稿Word文档格式.docx
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定稿Word文档格式.docx
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专业:
英语
班级:
082班
学生:
周婷丽
学号:
16
指导教师:
刘道伟职称:
讲师
摘要
作为英语学习中五个重要因素之一,阅读推进听说和写作能力的提高。
对中国人来说,阅读是学习英语的一个有效方法,从阅读文章,新闻,散文等中得到大量的信息。
但是在二语习得中总会存在这样或那样的问题,比如,在日常行为不能正常用口语进行交流,不能流畅地阅读英文报纸等。
尽管之前有很多语言学家和专家们已经提出和发展了一些阅读理论,但依然有越来越多的学者探寻更好的阅读理论,以便提高阅读技能。
本文的作者,一名大学生亲身实践做了一份有关大学生英语阅读能力的问卷调查,发现存在很多影响阅读能力提高的因素。
包括读前缺乏充分的准备,读中不良的习惯和欠佳的技能,以及读后没有及时的复习到位。
然后通过结合图示理论(自上而下,自下而上和交互式阅读模式)来分析阅读能力提高的障碍。
最后,作者提出了一些具体措施和方法以提高阅读,收集英文背景资料(或称图示),扩大词汇量,培养良好的阅读习惯。
希望对阅读学习和教学有重要意义。
关键词:
英语阅读;
图示理论;
影响因素;
技能策略
Abstract
Reading,asoneofthefiveimportantfactorsinEnglishlearning,promotestheimprovementoflistening,speakingandwritingskills.ForChinesepeople,readingisaveryeffectivewaytolearnEnglish.Theycanacquirealotofinformationthroughreadingsomearticles,news,essays,etc.However,thereexistsomeproblemsinsecondlanguagelearning.TheycannotuseEnglishpracticallyandeffectivelyintheirdailylife;
theycannotreadnewspapersmoothly.
Inspiteofalotoflinguistsandexpertshavingdiscoveredanddevelopedsometheorieswhichhaveinfluenceonreading,therearestillmoreandmorescholarsseekingforbettermethodsforimprovingreadingskills.Theauthoroftheessay,asacollegestudent,haspracticallymadeaquestionnaireaboutcollegestudents’Englishreadingabilityandfoundoutthattherearesomanyinfluencefactorsbotheringthereadingskillsofthestudents.Someobstaclesstopthestudentsfromcomprehendingtheirreadingcapacity,whichincludethelackofpreparationbeforereading,inadequatehabitsandskillswhenreading,noreviewingafterreadingandsoon.Theessayaimsatanalyzingtheobstaclesthatexistinstudents’readingprocesswiththeschematatheory,especiallythebottom-up,top-downandinteractivemodels.
Atlast,theauthorputforwardsomemeasurestohelpreadersimprovetheirreadingskills,collectingEnglishbackgroundinformation(schemata),enlargingtheirlexicon,developinggoodreadinghabits.Shehopesthatthisstudywillhavethesignificanceforteachingandlearningofreading.
Keywords:
EnglishReading;
SchemaTheory;
InfluenceFactors;
SkillsandMeasures
Contents
ChapterⅠIntroduction…………………………………………………………1
ChapterⅡReadingTheories…………………………………………………2
2.1ConceptofSchemaTheory………………………………………………2
2.2TypesofSchemata…………………………………………………………2
2.3FunctionsofSchemata…………………………………………………………3
2.4ReadingProcessingModels……………………………………………………3
2.4.1Bottom-upModel…………………………………………………………3
2.4.2Top-downModel…………………………………………………………3
2.4.3InteractiveModel…………………………………………………………3
2.5PreviousResearchesbothAbroadandHome…………………………………4
ChapterⅢDataAnalysisandInfluenceFactors…………………5
3.1.AnIntroductionoftheQuestionnaire………………………………5
3.2DateCollectionoftheQuestionnaireandInterpretation……………5
3.3ResultandDiscussionoftheQuestionnaire----InfluenceFactors…………6
3.3.1.LackofPreparationBeforeReading…………………………………6
3.3.2.InadequateHabitsandSkillsWhenReading…………………………7
3.3.3.NoReviewingAfterReading…………………………………………8
ChapterⅣSomeStrategiesorCountermeasures…………………9
4.1.Schemata’sPredictioninPre-readingActivities………………………9
4.1.1GatheringEnglishMaterials……………………………………………9
4.1.2EnlargingVocabularyandPracticingMore………………………9
4.1.3DevelopingWesternThinkingPatternsandCultivatingReadingInterests10
4.2SkillsandMeasuresWhenintheReading……………………………10
4.2.1.FromSkimmingtoScanning……………………………………………10
4.2.2MakeFullyUseofKeyWordsandCo-text………………………………10
4.2.3DotheReadingwithaGoodMood………………………………11
4.3.ReviewandAnalyzeinTimeAfterReadingExercise…………………11
ChapterVConclusion……………………………………………………………12
Appendix1………………………………………………………………13
References…………………………………………………………………14
Acknowledgements…………………………………………………………………15
Introduction
Foraverylongperiodoftime,inEnglishteachingclassofChina,readingisasubjectthatalwaysdrawsmuchattentioninmiddleschoolevenincollegeschool.ItshouldbementionedthatmoreandmorepeoplelearnEnglishthroughreading.Carrelpointsoutthat“formanystudents,readingisbyfarthemostimportantofthefourskills(listening,speaking,reading,andwriting)insecondlanguage,particularlyinEnglishassecondorforeignlanguage.(Carrel,1990)”Throughreading,thestudentscanacquirealotofusefulinformationincludingmasteringtraditionalcustomsofwesterncountries.However,therestillexistmanyproblems.Althoughthestudentsmaygethighscores,theycannotfullyunderstandthecontentandthemeofthetext.AndtheycannotspeakEnglishfluentlyindailycommunication.Infact,thereadersarenotcontentwiththeircurrentreadingability.Besides,inthethesis,theauthorhasalsodiscoveredthesameproblemsamongcollegestudentsthroughdoingsuchaquestionnaire,analyzingthedatathatcollegestudentshavefilled.Andsomeobstaclesstopthestudentsfromimprovingtheirreadingability;
eventheydonotknowwhattheyactuallylearn.
Overthedecades,thevastEnglishlinguistshavedevotedthemselvestothecourseofhowtouseeffectivewaystoenhancethesecondlanguagelearnersreadingcapacity.Kantfirstproposedtheconceptofschema,andthenFredericBartlettputtheschemaintotheuseofpsychologicalresearch.SchemaTheoryplaysanimportantroleinreading,becausetheschemata(backgroundinformation)revealthereaders’previousexperienceandknowledge.ItalsointroducesthedefinitionofSchemaTheory,differenttypesandfunctionsofschemata,andthreemodelsofreadingprocesses.Inrecentyears,studyingofschematheoryisrisinginChina.Inthisthesistheauthortriestofindouthowtoapplytheschematheoryintoraisingstudents’Englishreadingability.
Combinedwiththedataofthequestionnaire,theschematheoryshowsitsinfluenceonthereadingactivity.Withschematheory,theproposedskillsandmeasuresforimprovingreadingabilityaresomewaysofcollectingschemata,thatistosay,thelearnerscanmakeafullpreparationbeforetheyreadsomethingandacquiremorethroughreadingit.Atthesametime,theauthorsuggeststheteachershouldguidetheirstudentstodosomeexpandedactivities,whichconsistofrecitation,discussion,role-playandevaluation.Allofthesehaveobviouspurposestohelpimprovereadingskillsandgainmoreinformation.
ChapterⅡReadingTheories
Inthischapter,theauthorintendstorevealthetheoriesofschemaincludingthedefinition,theclassificationsandfunctionsinvolvedinthereading.Therelationshippresentingthetypesofreadingprocessingmodels;
italsogivesabriefconclusionofrecentopinionssummeredbyChinesescholars.
2.1ConceptofSchemaTheory
ItwasImmannelKantwhofirstproposedtheconceptofschema.Hearguesthatconceptwillbeofgreatsignificancewhenrelatedtothegiveninformationofanindividual.AfterKant,SirFredericBartlettputtheschemaintotheuseofpsychologicalresearch.Accordingtohim,“textisinterpretedwiththehelpofaknowledgestructureactivatedfrommemory,capableoffillingindetailswhicharenotexplicitlystated”.(Cook1994:
17)Inthelater1970s,theSchemaTheoryisfirstputforwardbyRumelhart(1977).TheSchemaTheoryisbasedontheprinciplethatthemeaningofcomprehensionisinspiredinthereader’smindwhetherinitsspokenorwrittenform.Later,Carrel(1990)suggestedher“modernschematheory”.Sheconsideredthatreaderswhoareskilledconstantlyshifttheprocessingmodelsofbottom-uptoup-bottombasedontheircomprehensionoftext.
2.2TypesofSchemata
Therearethreemajortypesofbackgroundknowledge:
contentschemataandformalschemata(Carrel,1990)aswellaslinguisticschemata(Rumelhart,1977).“Formalschemata,involvingknowledgeofrhetoricalstructuresandconventions,andcontentschemata,involvingknowledgeofthewordbeyondtexts—provideuswithexplanationsforstudentswho‘misread’thepoemascommunicationbetweensiblings.”
2.2.1ContentSchemata
Carrel(1990)definescontentschemataas“thereaders’worldknowledge”or“knowledgerelativetothecontentdomainofthetext”.Theyconsistoftopicfamiliarity,culturalknowledgeandformerexperienceofactivities.Itiswidelyacknowledgedthatthemorebackgroundinformationonegetsthemorereadingcomprehensionhepossesses.
2.2.2FormalSchemata
Formalschematarefertobackgroundknowledgeofconventionsandsomefiguresofspeech.Itplaysanimportantroleindefiningreader’sdesiresabouthowpiecesoftextualknowledgewillrelatetoeachotherandhowthedetailinformationwillcomeintobeing.Basedonthestylistics,readingarticlescanbedividedintonarration,exposition,argumentationanddescription.Atthesametime,itcanalsobeclassifiedintoessay,novel,poem,play,reportandsoon.
2.2.3LinguisticSchemata
Rumelhart(1977)definesthelinguisticschemata,alsocalledlanguageschemata,andistheknowledgeofspeechsound,lexicon,grammar,phrase,sentencestructure,cohesivestructureandsoforth.Thetwolevelsoflinguisticschematacontainthelexicalandgrammaticallevelandtextuallevel.Inreadingcomprehension,onehastomasterbothtwolevelsinordertounderstandthenatureandmeaningofthetext.
2.3FunctionsofSchemata
Schematahavegreatimpactsonpeople’sreading.Andersonin1984proposedsixdifferentfunctionsofschemataforthepurposetohelpstudentsandteachersbetterunderstandthesignificantrolesthatschemataplayonreadingcomprehension.
1).Aschemaprovidestextinformationwithideationalscaffolding,i.e.a
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