on english reading teaching in senior high schools.docx

on english reading teaching in senior high schools.docx

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onenglishreadingteachinginseniorhighschools

OnEnglishReadingTeachingInSeniorHighSchools

[Abstract]Englishisthemostwidelyusedlanguageintheworld.Itisaninternationallanguage.Thereisnodoubtthat,inthemodernworld,itisatoolforcommunicatingwiththeoutsideworldandaweapontocompeteintheworld.Inourmodernsociety,withtheworldeconomyglobalandtherelationshipbetweencountriesmorefrequent,theabilityofgettinginformationfromreadingbecomesmoreandmoreimportant.Inourcountry,inseniorhighschools,EnglishreadingteachingisbecomingthemostimportantpartinthewholeEnglishteaching.Formanyyears,anumberofEnglishteachershavetriedmanymeansinreadingteachingtoimprovethestudents’readingability.However,therearestillsometeachercan’tchangetheirteachingideacompletely.Theyarejustforstabilizationandafraidofreformunderthecircumstanceofeducationforexamination.SotherestillsomeissuesinEnglishteachinginseniorhighschools.ThepurposeofourEnglishteachingistocultivatestudents’independentreadingabilityandlanguageusingability.Furthermore,readingcomprehensioncovers60%inEnglishtestinNMETinrecentyears,whichrequestsustopaymoreattentiontotrainingthestudents’readingcomprehensionskillsinourteachingprocess.EnglishreadingreferstothereadersusingsomerelativeEnglishknowledgeandnon-Englishknowledgetounscramblesomereadingmaterial,whichcontainscertainEnglishknowledgeornon-Englishknowledge.Englishknowledgereferstothesumofthereaders’Englishsound,vocabulary,grammarandwritingsknowledge,whilenon-Englishknowledgereferstothebackgroundknowledge,thatis,thesumofknowledgeexperienceobtaineddirectlyorindirectly.

[Keywords]:

problems;countermeasures;speed;skill;nicety;deepness

I、IntroductionReadingteachingtakesaveryimportantpartinEnglishteaching.Weshouldgetthestudentstolistenmore,readmoreandpracticemoreonthebaseofrealpractice.Students’readingskillsandlanguageusingabilitycanbeimprovedthroughseriesofreading.Readinglessonsistoplantstudents’readingabilityinourteachingaims.Torealizethisaim,weneedtolearnandmastersomelanguageknowledgeinthetext（words,sentencestructures,grammarandusefulexpressions,etc.）andknowabouttheculturalbackgroundrelatingtothetext.Then,maybethestudents’readingspeed,readingskillsandreadingnicetyanddeepnesscanbeimproved.

Inmoderneducation,wefocusmoreontrainingthepupilsself-developmentability,whichcallsforusteacherstoletthepupilsknownotonlywhattolearnbutalsohowtolearn.Weshouldtakemeasurestogetthestudentstoknowhowtolearnandgetthemtohavetheabilityoflearningandusinglanguage.InEnglishreadingprocess,teachersshouldadoptdifferentreadingmodesandtacticsaccordingtodifferentreadingaimsandrequests,andfollowthereadingprocedurefromshallowtodeepness,surfacetoinner,concretetogeneralization.

Ⅱ、Someproblemsexistinginourpresentreadingteachingandthecountermeasure.

Readingabilityisoneofthemostimportantpartinseniorhighschool.Thelevelofreadingabilitydirectlyaffectthestudents’comprehensivelanguageusingability.AlthoughmanyEnglishteachingresearchersandteachershavedonealotofworktoplantstudents’readingskillsandgotsomeachievements,therestillexistssomeproblems.

1、Thebehindhandconceptofteachingandthesinglenessoftrainingform,whichcan’tmakethestudentsconstructcorrectcantostructureknowledge.

TraditionalgrammarandtranslationteachingmethodhasbeenusedinChinaformanyyears.Inthismethod,teacherslookontextsasthecarrieroflanguageknowledge.Theyanalyzethepassagesaimingatsomesinglelanguagephenomena.Thenhaveanexplanationbysomeexamplesandfinallyconsolidatethelanguageknowledgebyagreatdealofnon-sceneandsterilepractice.Duringthiscourse,studentsarepassiveknowledgereceivers,notactivestudyactors.However,thismodehasevertakenuptheEnglishclassforquitealongtime.Afterthenewteachingmaterialhasbeenpublished,manyEnglishteachershavebeenexploringandpracticingactivelydifferentteachingmethods,yetonethingweshouldknowisthatwearestilldeeplyaffectedbythetraditionalteachingmodes.Someteachershavethethoughtofkeepingstabilizationandbeingafraidofchangeandreform.Sotheycan’tright-abouttheirteachingconcept,andmanyofthemstilltakethe“Bottom-up”[1]modes,thinkingthatreaderscanunderstandthemeaningofarticlesjustbyunderstandingthepassagewordbyword,sentencebysentence.Whencomingtothepracticeteachingstep,teachersjustfindsomeready-madematerialforthestudentstoreadandthenchecktheanswersandthenallareOk.

Countermeasure:

Adopting“Top-down”teachingmethodtohelpstudentsconstructcorrectcantostructure.

Withthedevelopmentofapplicationlinguisticsandpsychologicallinguistics,manypeoplecometorealizethatreadingisnotjustaprocessofdecoding,butacomplexandmotilepsycholinguisticguessinggame[2].Inreadingteaching,traditional“Bottom-up”modeemphasizemoreonwordsunderstandingandsentencestructuresthanontheunderstandingofthewholepassage.Theythinktextsareonlyacarrieroflanguageknowledgeandignorethetrainingofreadingskillsandability.While“Top-down”modeputsmoreemphasisonconstructingthegeneralmeaningandpictureofthewholetextandthebackgroundofthepassageandtheintensionofthewriter.Studentscanlearnthecomponentsofthetext（paragraphs,sentences,words）onthebaseofmasteringthemainideaofthewholetext.InseniorhighschoolEnglishreadingteaching,whendealingwiththetext,teacherscanintroducethetopicofthetextbyenlightening（eg.askandanswer,discussion）,whichcanmakethestudentsknowthecontentofthetopicandactivatetheirreadinginterest.Forexample,inSeniorEnglishforChinaStudents’B2,Text“LifeInTheFuture”,becausemostofthestudentshaveknownsomethingaboutcomputerandsomeareevenveryskillfulatcomputeroperation,teachercanbegintheintroductionwiththefollowingtwoquestions:

①Wherearecomputersusedinourlife?

②Docomputersbringaboutgreatconvenience?

Thiswillevokethestudents’existingknowledgeandwilleasilycometothetopic.

2.Thestraitnessofreadingmaterialandsmallquantityoflanguageinput,whichcan’tarousestudents’interestenough.

Now,mostoftheschoolsinourcountryareusingtheteachingmaterialeditedinthe1990sbyPEP（China）andLONGMAN（Britain）,whichhavegainedrecognitionbymanyEnglishteachingstaffforitsbrand-newteachingidea,scientificarrangementandrichstylishcontent.Butweareinaninformationexplosiveage.andthedevelopmentofthingsarounduschangesquickly.Sofromthispoint,thesubjectmatterinthiskindofbookaretoolimitedandstrait.Forexample,therearemanyarticlesaboutfamouscharactersintheteachingmaterial（eg.:

WaltDisney,AbrahamLinkon,KarlMarxetc.,whichstudentshavelearntaboutbefore.）.Thiswillweakenthestudents’eagernessforgettinginformation.IfwecarrysomearticleslikefootballstarBakerHame,computerstarBillGatesetc.,wecaneasilyinspirethestudents’readinginterest,Anotherexampleisaboutthetext“LifeinTheFuture”.Itintroducedcomputersusedinagriculture,dailylife,traffictransportationandaviation,butdidn’tmentionaboutthemostwidelyusedandgreatlyeffectiveone–Internet,evenawordAlltheseobviouslycan’twakenstudents’interest.

Countermeasure:

Makefulluseofcomputernetwork,purifyandoptimizenetworkresourcestoserveforEnglishteaching.

Withtheinformationsocietycoming,theprocessandusingofinformationfrominternetwillbecomeasignofone’sbasicabilityandculturelevel.Therefore,teachersshouldmakefulluseoftheresourcesintheinternettoincreasestudents’after-classreadingquantityandenlargetheirreadingviewtomakeupthedeficiencyofclassroomteaching.Nowthereareelectroniceditionof21Century,EnglishWeeksandsoonintheinternet.AfterwestudiedAswanDam,wecanfindsomematerialaboutThreeGorgeProjectasthesupplementofthetext.

3Theexplanationoflanguagepointsistoomuchandparticular,whichcan’tmakestudentsbuildupcorrectlanguagestudyview.

InpresentmiddleschoolEnglishteaching,manyteachersrelyonlotsofexercises.Theyfocusmoreonlanguagepoints.Whentheymeetoneinreadingteaching,theyteachitsdifferentusagesasdetailedaspossible.Whenmeetingakindofgrammarphenomena,theynotonlyexplainititself,butalsorelativeonesdetailedly.Forexamplewhentheyteachtheword“advise”,theynotonlyteachthestructures“advisesb.todosth.”and“advisedoingsth.”butalsoitsnounform“advice”andthedifferencesbetween“advice”and“suggestion”.Thiswillmisleadthestudents.StudentswillthinkthatEnglishleaningisnotatoolbutsomelanguagepoints.

Countermeasure:

Accordingaslanguageacquisitiontohelpthestudentsbuildupcorrectlanguagestudyview.

Inthesecondlanguageacquisition,Krashen’s“TheInputHypothesis”[3]answeredthequestionofhowtoacquirelanguageintheoryorpractice.TheinputofthelearnershouldbealittlehigherthanhisorherpresentlevelKrashen’stheoryiscoherenttotheprincipleof“Lettingthestudentsmasterthelanguagethroughusingit”incommunicatingteachingmethod.Inteaching,teachersshouldteachthestudentsaccordingtotheirpresentlevelandgetthemtoobtainrealpleasurethroughlanguagestudyandgraduallyplanttheircorrect