On Teaching English Reading to Junior Middle School Student.docx

On Teaching English Reading to Junior Middle School Student.docx

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OnTeachingEnglishReadingtoJuniorMiddleSchoolStudent

OnTeachingEnglishReadingtoJuniorMiddleSchoolStudent

Submittedby：

Wangxinyan

Advisor：

DengXiaofang

AThesissubmittedinpartialfulfillmentoftherequirementsfortheDegreeofB.A.inEnglish

2008-3yearsEnglisheducationSchoolof

ForeignlanguagesSouthwestUniversity

Chongqingcity,P.R.CApril3,2010

Advisor_______________Date______________

Score_________________

Remarks:

[Abstract]

Englishismoreandmorepopularandimportantasaninternationallanguage.Peoplebegintopaymoreattentiontoit.Therefore,itisverynecessaryforeveryonetograspit.However,mostoflearnerswillmeetthesameprobleminEnglishstudy:

AlthoughtheyspendalotoftimeandenergyinlearningEnglish,theydonotgetagreatprogress.Asamatteroffact,，iftheypaymoreattentiontoEnglishreadingandmatersomemethodsandhavetheabilityofreading.Theywillmakeagreatprogressinaquiteshorttime.SothispaperwillfocusontheimportanceofEnglishreadingforEnglishlearnersandmakeadiscussion.

[Keywords]

EnglishreadingEnglishlearnersImportance

[摘要]

英语作为一门国际语言，越来越受到人们的重视，也起着越来越重要的作用。

所以，掌握英语是必须的，但是，在英语学习中，很多人都会遇到同样的问题，学习者投入了大量的时间和精力但未取得很大的进步！

实际上，只要学习者重视了英语阅读，并对阅读的一些方法和技巧加以重视，就会在很短的时间内取得很大的进步。

在本文中，将聚集于阅读对英语学习者的重要性来展开讨论。

[关键词]

英语阅读英语学习者重要性

[Outline]

1．Introduction……………………………………………………………6

1．1．What’sEnglishreading?

…………………………………………………8

1．2．TheimportanceandstatusofEnglishreading…………………………9

2．Theimportanceofreading………………………………………………9

2．1．ThereisagreatrelationshipwithotheraspectsofEnglish

LearningforEnglishlearners……………………………………10

2．1．1Enlargingvocabularybyreading……………………………………10

2．1．2．Enhancingthelanguagesensebyreading…………………………10

2．1．3ReadingcanbroadenEnglishlearners’rangeofknowledge…………11

2．1．4．Enrichinglearners’livesandcultivatingtheirpositiveattitudes

towardstheirlives……………………………………………………11

2．2．HelpingEnglishlearnersimprovetheirEnglishlevelsbyreading…………12

2．3ThestatusofreadingEnglishreadingtakesupagreatpartindifferentexams……………………………………………………………………12

3．Theeffectivewaystoimprovestudents'reading………………………13

3．1．Skimming……………………………………………………………………14

3．2．Scanning………………………………………………………………14

3.3Setasidearegulartimetoreadtostudentseveryday……………………15

3.4Surroundstudentswithreadingmaterial………………………………15

3.5Haveaschoolreadingtime………………………………………………15

3.6Encourageawidevarietyofreadingactivities……………………………16

3.7Developthelibraryhabit………………………………………………16

3.8Beknowledgeableaboutstudentsprogress…………………………16

3.9Lookforreadingproblems…………………………………………16

3.10Gethelppromptlyforreadingproblems…………………………17

3.11Useavarietyofaidstohelpstudents………………………………17

3.12Showenthusiasmforthestudents’reading.…………………………17

4．Conclusion……………………………………………………………17

5.Notes…………………………………………………………………18

6.Reference……………………………………………………………20

1．Introduction

Aseveryoneknows,Englishstudyprocessincludesreading、speaking、listeningandwritingatthesametime,butalsohasthestressprocess.Andthemostimportantthingistobreakthroughonebyone,buttakingreadingasasallypointthenbreakingitonebyoneistheeffectivemethod.ReadingisveryimportantforanEnglishlearner’slife,workandstudy.Readingisacomplexprocess;meanwhile,thecomprehensionisthesame.Withtheappearanceofwriting,readingcomesintobeing.Whatismore,readingbeginswiththeacquisitionofvisualsymbolsthrougheyes’activity;next,withtheunderstandingofwritingsymbols,readersresonatewithwriters,ordoubtwhattheyread,orgetquitealittleinformation;andeven,readingendswiththepureacquisitionofthepsychologicalprocessofmentalhappiness.Atfirst,itisbelievedthatreadingistheprocess:

theidentificationofphones,thepronunciationofwords,phrases,sentencesandlast,thewholetext.Actually,theaboveisthesuperficialphenomenon,andwhatreadersreadisthefirststageofreading,thatis,thephysiologicalcoursethroughthecoordinatedactionofeyes,mouthandtongue.Later,somepsychologistsfindthatreadingisdecodingandidentifying.Afamouslinguist,ChristineNuttall（2002）,thoughtthatwritersencodewhatisintheirheads;formtextsandthenreadersdecodethetextstogaininformation.Inotherwords,itisdecoding.

AccordingtoDurkin（1993）,hedefinesreadingcomprehensionas:

“…internationalthinkingduringwhichmeaningisconstructedthroughinteractionsbetweentextsandreaders.”InlightofHarrisandHodge（1995）,readingcomprehensionistheconstructionofthemeaningofawrittentextthroughareciprocalinterchangeofideasbetweenthereadersandthemessageinaparticulartext.

Fromalltheabove,theessenceofreadingiscomprehension,whichresidesintheintentional,problem-solving,thinkingprocessesofthereaderwhichoccurduringaninterchangewithatext.Thecontentofcomprehensionisinfluencedbythetextandbythereaders’priorknowledgeandanexperience.Withoutcomprehension,nomatterhowfluentlystudentsreadaloudwithnaturalpronunciationandintonation,itisnotreading;withoutcomprehension,wecannotsaythisreading.

Englishteachingdividesintotwoaspects:

spokenEnglishandwrittenEnglish.However,writtenEnglishplaysagreaterroleinsecondaryEnglishteaching.Inlightoftherecentcollegeentranceexaminations,readingcomprehensionaccountsfor40pointsofthefullmarkof150points.Secondly,accordingtothequantity,itincreasesfromfourpiecestofive.Whatismore,whatismosttime-consumingandquiteflexibleisthepartofreadingcomprehension.Fourthly,questionsaresocomplicatedthatreaderscannotfindtheanswersjustfromtexts,butfromthespiritualessence.Next,forthepurposeofgainingkindsofknowledge,readingisanimportantlinguisticcommunicativeactivity.DuetoEnglishCourseStandard,reading,asanindispensableability,ispaidattentionto,tomakestudiesofstudents’readingapproachesorstrategies,todeveloptheirindependenceinobtaininginformation,toenlargelinguisticinput,tostrengthenaninstinctivefeelforthelanguageandatlast,inordertounderstandtheEnglish-speakingculture.Withthesebackgrounds,readinggivesusahandtoanalyzeandsolveproblems.Aboveall,careshouldbetakentoemphasizereading.Hereissomeevidencefromfollowingseveralpoints:

1．1．What’sEnglishreading?

Generallyspeaking,“Readingisanactiveprocessduringwhichthereadertriestounderstandthemeaningofagiventextforlearningandgettinginformation,whichmeansthatEnglishreadingcanhelpyouextendyourgeneralknowledgeoftheworld.”①ButwhatisEnglishreading?

“Englishreadinghasalwaysbeenconsideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening、speaking、writingandtranslating.Whichsuccessineveryotheracademicareaisbased.”②Englishreadingisnotjusttheabilitytorecognizewords、articulatewordsandpronouncewords.Englishreadingisacommunicationwithdifferentauthors.It’sabenefitweapontorichyourbrain.AlsoEnglishreadingisthekeytostriveforsuccessinEnglishlearning.

1．2．TheimportanceandstatusofEnglishreading

2．Theimportanceofreading

Einsteinhasstated“Readingisthemostcomplextaskthatmanhasneverdevisedforhimself.”Nolongercanreadingbeconsideredthemerepronunciationofwords,noreventhesimpleunderstandingofthemeaningofthewords.Tofunctioneffectivelyinourcomplexsociety,thereadmustbeabletoappreciatetoimplicationsofthemeaningsgainedfromtheprintedword.Withthetremendousvarietyofknowledgethatisbeingdiscoveredandaccumulated,weareliterally“burningup”readingskillsfasterthanwecandevelopthem.Eachbodyofknowledgehasitsownkindofvocabulary,itsdifferentorganizationalthoughtpatterns,anditsspecializedreadingdevices,suchasmaps,graphs,andchats.Itwouldappearpreposteroustoassumethataneleven-year-oldchildcoulddevelopallthereadingskillsnecessarytoassimilatethevastamountofknowledgetaughtatthehighschool.

“ReadinginEnglish,asthemostfrequentlyusedwayfornon-nativespeakertogetaccesstooriginalEnglishmaterial,playsacrucialroleinlearner’sEnglishstudy.Itfacilitateslearner’sexpansionoflexicalitems,enhancementofgrammar,accumulationoftheknowledgeaboutEnglishspeaking,countries’societyandcultureandthereforehelpthedevelopmentofotherthreelanguageskills.”③EnglishreadingisthefoundationofEnglishlearning.It’sapreparationforspeaking、listeningandwriting.Pleasecheckthefollowingpoints:

1.1.ThereisagreatrelationshipwithotheraspectsofEnglishlearningforEnglishlearners.

2．1．1．Enlargingvocabularybyreading

Thereisnoanyimpressionbyseeingonceforanewword.However,ifitcomesuptwiceorthreetimesorevenmoreandthenwithcombiningthemeaningofsentence,wemightrememberitveryquickly.Ofcourse.whenwemeetthiswordinfifthorsixthtimes,wecanknowitsmeaning,pronunciationwithoutthinking.Forexample,whenwemeetanewwordinreading,wedon’tknowitsmeaning,butwehavealittleimpressionwhennexttimeitreappearsinlisteningcourse.Afterdoingthelisteninghomework,weseethewordinreading、listening、writingagainandagain.Thuswehaveastrongerimpressionofthemeaningeachtime.Soon,thenewwordwillbefamiliaranditsmeaningbecomesclear.TherebyEnglishlearnerscanenlargetheirvocabularybyreading.

2．1．2．Enhancingthe