高中生英语阅读能力的研究.docx

高中生英语阅读能力的研究.docx

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高中生英语阅读能力的研究

青岛工学院

毕业论文（设计）

StudyonEnglishReadingAbilityofSeniorHighSchoolStudents

高中生英语阅读能力的研究

学生姓名沈延贞子学号201501105118

指导教师王繁

学院外语学院

专业英语年级2015级

答辩日期2019年6月5日

青岛工学院

ABriefStudyonEnglishReadingAbilityofSeniorHighSchoolStudents

高中生英语阅读能力的研究

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摘要

我国的外语教学可以说一直走在误区里面。

应试教育已经把外语教学的根本性牢牢锁死。

当前，各地的教师在创设氛围教学生从事交际活动吗？

课堂上，师生都完全适应了“功利”教学法。

教师如果不对学生加强单词和词组的强化训练，不仅学生认为你老师不会教，家长也不会让你的。

听力训练、早晚读、周练、月考全都是围绕成绩而转。

学生根本没有机会进行交际和阅读的实用性训练，因此，多少年来，学生学的都是哑巴英语。

不仅无法用于交际活动，阅读的技能差，所以有必要对当前的英语教学进行彻底的改革。

在高中英语学习中，阅读能力是衡量一个学生是否学好英语的关键。

通过阅读能力的锻炼，能够培养高中生的记忆理解能力以及主动思考能力，帮助学生开发英语思维。

所以，包括笔者在内的学生应该有计划地、科学合理的学习英语阅读，最后通过实际的训练培养，学好英语。

本文从研究的背景和意义以及研究的重要性出发，围绕论题搜集文献资料，并综述出了国内外学者对于阅读的产生，发展和理解这几个方面，从而阐述了阅读的重要性。

进而分析出了影响阅读能力的几个因素，并且针对问题提出了相应的解决办法，最后进行概括和总结。

关键词：

高中生；阅读能力；跨文化教育;话语能力

Abstract

ForeignlanguageteachinginChinacanbesaidtohavebeeninthewrongzone.Test-orientededucationhasfirmlylockedthefundamentalsofforeignlanguageteaching.Atpresent,teacherscreatinganatmospheretoteachstudentstoengageinsocialactivities?

Intheclassroom,teachersandstudentshavefullyadaptedtothe"utilitarian"teachingmethod.Iftheteacherdoesnotstrengthentheintensivetrainingofthewordsandphrasesforthestudents,notonlydothestudentsthinkthatyourteacherwillnotteach,buttheparentswillnotletyou.Listeningtraining,morningandeveningreading,weeklytraining,andmonthlyexamsallturnaroundtheresults.Studentssimplydonothavetheopportunitytoconductpracticaltrainingincommunicationandreading.Therefore,formanyyears,studentshavebeenlearningdumbEnglish.Notonlycannotbeusedforcommunicationactivities,readingskillsarepoor,soitisnecessarytothoroughlyreformthecurrentEnglishteaching.InhighschoolEnglishlearning,readingabilityisthekeytomeasuringwhetherastudentlearnsEnglishwell.Throughtheexerciseofreadingability,itcancultivatehighschoolstudents’memorycomprehensionabilityandactivethinkingabilitytohelpstudentsdevelopEnglishthinking.Therefore,studentsincludingtheauthorshouldstudyEnglishinaplanned,scientificandreasonableway,andfinallylearnEnglishthroughpracticaltraining.Basedonthebackgroundandsignificanceoftheresearchandtheimportanceoftheresearch,thispapercollectstheliteraturedataaroundthetopic,andsummarizesthedomestic,foreignscholars’understandingoftheemergence,developmentandunderstandingofreading,thusexpoundingtheimportanceofreading.Thenitanalyzesseveralfactorsthataffectreadingability,andproposescorrespondingsolutionstotheproblem,andfinallysummarizesandsummarizes.

Keywords:

highschoolstudents;readingability;cross-culturaleducation:

discourseability

Content

摘要I

AbstractII

ChapterOneIntroduction1

1.1Researchbackground1

1.2Significanceofthestudy1

ChapterTwoLiteratureReview3

2.1ForeignEnglishReadingTeachingResearch3

2.2Researchstatusofdomesticscholars4

ChapterThreeFactorsAffectingReadingComprehensionAbility&thecultivationofit6

3.1Factorsaffectingreadingcomprehensionability6

3.1.1LackofEnglishvocabulary6

3.1.2Lackofpragmaticculturaleducation6

3.1.3Notenoughreadingmethods7

3.1.4Poorreadingteachingcontent7

3.2CultivationofreadingcomprehensionAbility8

3.2.1Cultivationofstudents'readingspeed8

3.2.2Developmentofstudents'readingskills9

3.2.3Understandingofwordmeaning10

3.2.4Attentiononcross-culturaleducation11

3.2.5Developmentofstudents'discourseability12

3.2.6Providingofreadingcourses13

ChapterFourConclusion15

4.1Conclusion15

4.2Revelation15

References16

Acknowledgement....................................................................................18

ChapterOneIntroduction

1.1Researchbackground

Readingabilityisacomprehensiveabilityofalanguage.Tomasteraforeignlanguage-English,itisnecessarytoimproveEnglishreadingcomprehension.ReadingcannotonlycomprehensivelyuseEnglishpronunciation,vocabulary,grammarandsentencestructureindiscourse,butalsohelpstudentstoexpandvocabulary,cultivatecross-culturalawareness,developgoodforeignlanguagereadinghabits,andmastercertainforeignlanguagereadingthroughreadingcomprehension.Skills,accumulateexperienceinEnglishlearning,thusformingstudents’abilitytouseEnglishcomprehensively.However,thecurrenthighschoolEnglishreadingteachingisalmostblank.ThereadingteachingtextssetinthemiddleschoolEnglishtextbooks,manymiddleschoolEnglishteachersonlyexplainthewords,wordsandsentencesofthetext.Thewholetextreadingmaterialsarefragmentedandfragmented,andthetextreadingclassisonlyLanguageknowledgelecturescanonlybeseenintrees,notinforests.The“NewCurriculumStandards”（People'sEducationPress,2003）madeclearprovisionsontheteachingobjectivesofmiddleschoolEnglish,pointingout:

“OnthebasisofcompulsoryeducationjuniorhighschoolEnglishteaching,studentswillconsolidateandexpandbasicknowledge,developlisteningandspeaking.Thebasicskillsofreading,writingandwritingimprovetheabilitytouseEnglishforcommunicationandfocusoncultivatingreadingcomprehension.”ThescorestructureofthecollegeentranceexaminationEnglishtestpaperfullyreflectstheimportanceofcultivatingstudents'readingcomprehensionabilityinhighschoolEnglishteaching.Thehightestscoreis150points,andthereadingcomprehensionandclozeaccountfor70%,andthesetwoaremainlytoteststudents’Englishreadingcomprehensionability.Therefore,thecollegeentranceexaminationhasaguidingandreversaleffectonmiddleschoolEnglishteaching,andfullyreflectstherequirementsoftheNewCurriculumStandardsformiddleschoolEnglishteaching.

1.2Significanceofthestudy

Thepurposeofthisstudyistoanalyzethefactorsthatcanaffectreadingabilityandtheabilityofreadingabilityinhighschoolstudents’Englishreading,soastocultivateandimprovetheabilityofhighschoolstudentstoreadandunderstandEnglish.Thisarticlehasatotaloffourchapters,introduction,literaturereview,textandconclusions.Thefirstchapterintroducesthebackgroundandpurposeofthistopic.Thesecondchapteristoexplaintheimportanceofreadingthroughthestudyofreadingbyforeignanddomesticscholars.Thethirdchapterelaboratesonthetopicofthispaperfromthetwoaspectsthataffecttheabilityofreadingabilityandthemethodofcultivatingreadingability.Thefourthchaptersummarizesandsummarizestheissuesdiscussedinthispaper.Thispaperadoptsavarietyofresearchmethods,includingliteraturesearchmethod,comparativeresearchmethod,etc.,tocollectrelevantliteraturedatathroughvariouschannels;andcomparetheresultsoftheformerresearchtoanalyzeandcomparedomesticandforeignculture,background,context,methodandThedifferencesinteachingmaterialsandotheraspects,summeduptheproblems,andputforwardsomerelevantsuggestionsandmethodsfortheproblems,andthenachievethepurposeofthetopic.

ChapterTwoLiteratureReview

2.1ForeignEnglishReadingTeachingResearch

ThelinguistBloomfieldbelievesthatreadingisasignaltransformationfromvisualtoauditory.AmericanpsychologistGoodmanpointedoutthatreadingisapsychologicalguessingprocessthatusestheinteractionbetweenlanguageandthoughtandputsforwarda“top-down”mentalreadingmode,whichemphasizestheprocessofreadingcomprehensionistheactiveparticipationofreaders.Intheprocess,thereaderusesexistinglinguisticknowledgeandbackgroundknowledgerelatedtothesubjectofreadingmaterialstounderstandandguessthereadingcontent.Gibson&Levinbelievesthatgettingmeaningfromadiscourseisreading.Downing&Leongpointedoutthatreadingisaprocessofcodingwrittensymbolswiththeirownconceptstoobtainmeaning.WestMichaelpointedoutthatreadingabilityisnotlimitedtoonelanguage,andtheimprovementofreadingabilityofonelanguagecanimprovethereadinglevelofanotherlanguage.Rumelhartbelievesthatinreading,itisnecessarytocombinethe“top-down”modewiththe“bottom-up”mode.Duringthereadingprocess,readerscanchoosetheinformationprocessingthatsuitsthemaccordingtotheirownlanguagelevelandmaterialdifficulty.model.ThefamousAmericanlinguistCarrellalsocontributedtothereadingstrategy.Whenreading,firstguidethestudentstoanalyzethewholestructure,graspthestructureandsubjectmatterofthearticle,andthenanalyzethespecificproblems.Theexperimentalresultsshowthatthereadingperformanceofthesestudentsisobviouslybetterthanthatoftheuntrainedordinarystudents.Theexperimentalresultsshowthatafterrememberingthegeneralcontextofthearticle,thedegreeofreadingcomprehensionisobviouslydeepened,andthestudentscanalsoanalyzethepreviousknowledge.Afterthat,Carrelletal.alsostudiedthereadingstrategyofEnglishasasecondlanguage.ThisstudyCarrellusedagroupofexperimentalmethods.Theexperimentwascarriedoutforfourdaysinordertocompareandunderstandwhattodobeforereading.Preparetopromoteunderstandingofthetext,usuallytohelpstudentscomparesemanticassociationswitholdandnewknowledgebeforereadingthetext.Throughresearch,weknowthatthisreadingstrategytrainingcaneffectivelyimprovetheanalyticalabilityofreadingcomprehension.Theeffectivenessofonestrategytrainingrelativetoanotherstrategytrainingdependsonthemethodofmeasuringreadingperformance,and