泛讀訓(xùn)練在英語閱讀教學(xué)中作用

1、Improving students reading efficiency by extensive reading practice泛讀訓(xùn)練在英語閱讀教學(xué)中作用論文摘要本課題的目的是通過泛讀訓(xùn)練培養(yǎng)學(xué)生形成英語閱讀的良好習(xí)慣，從而有效提高英語閱讀質(zhì)量。本課題基于這樣的假設(shè)：鼓勵(lì)指導(dǎo)學(xué)生進(jìn)行有效地泛讀訓(xùn)練，培養(yǎng)學(xué)生良好閱讀習(xí)慣，使閱讀成為愉快體驗(yàn)，從而提高學(xué)生的英語閱讀能力。目前，盡管許多教師明白泛讀對(duì)提高學(xué)生英語閱讀能力的重要作用，但如何充分利用泛讀訓(xùn)練，卻存在一些誤區(qū)。第一、某些教師往往把泛讀材料當(dāng)作課外作業(yè)布置，課堂中只關(guān)注英語語法與單詞的訓(xùn)練，這樣給學(xué)生照成泛讀材料讀不讀都無所謂的印象

2、，學(xué)生對(duì)泛讀材料也就難以提高興趣。第二、泛讀材料的選擇不符合學(xué)生生活實(shí)際，學(xué)生缺乏詞匯量，這樣閱讀起來就很難提高效率。第三、教師在進(jìn)行泛讀指導(dǎo)時(shí)未創(chuàng)設(shè)情景，真正讓學(xué)生投入材料中，這就達(dá)不到泛讀訓(xùn)練的預(yù)期效果。為了解決這些問題，本人通過對(duì)教學(xué)法、課堂教學(xué)管理、學(xué)生及教師幾個(gè)方面的分析，發(fā)現(xiàn)課本閱讀材料涉及的知識(shí)面窄，課外閱讀材料的選擇題材較陳舊，教師指導(dǎo)不到位，學(xué)生閱讀興趣不大，制約了中學(xué)生閱讀能力的提高。如果能充分發(fā)揮泛讀的作用，讓學(xué)生樂于通過閱讀去獲得感興趣、有價(jià)值的信息，并體驗(yàn)閱讀的成就感，這樣就能培養(yǎng)學(xué)生形成良好的閱讀習(xí)慣，提高閱讀質(zhì)量。本課題所依據(jù)的理論有以下幾方面：一、閱讀是一種交流

3、過程，教師與學(xué)生在英語教學(xué)也應(yīng)互換角色。二、興趣是泛讀訓(xùn)練成功的關(guān)鍵因素之一。三、泛讀訓(xùn)練是一項(xiàng)以學(xué)生為中心，學(xué)生自我管理的活動(dòng)。學(xué)生應(yīng)積極參與到泛讀訓(xùn)練中。四、泛讀訓(xùn)練是一個(gè)循序漸進(jìn)的過程，在訓(xùn)練過程中記錄學(xué)生的每個(gè)階段的情況，以便教學(xué)改進(jìn)、提高。本課題所采用的研究方法是針對(duì)一組15人，平均年齡約在15歲左右，英語閱讀能力中下的學(xué)生展開為期4周，分4次的泛讀訓(xùn)練課程。每周每次課程安排一個(gè)訓(xùn)練主題，循序漸進(jìn)，將教學(xué)法中的top-down模式和 bottom-up模式結(jié)合教學(xué)，并將閱讀技巧（skimming/scanning/inferring）貫穿其中。本人通過學(xué)生在課堂上完成的練習(xí)情況，以及

4、學(xué)生日常的綜合考試成績(jī)進(jìn)行課程評(píng)估。本課題針對(duì)每個(gè)學(xué)生在四周的課堂訓(xùn)練成績(jī)進(jìn)行對(duì)比，清晰的反映出個(gè)體情況，同時(shí)針對(duì)所有學(xué)生在四周課堂訓(xùn)練中的平均成績(jī)，問卷調(diào)查進(jìn)行對(duì)比，以此反映出整體的情況。根據(jù)數(shù)據(jù)分析所顯示的結(jié)果，證實(shí)了本課題先前所提出的假設(shè)是正確的。本課題的意義在于充分發(fā)揮泛讀訓(xùn)練在英語閱讀教學(xué)中作用，激發(fā)學(xué)生閱讀興趣，培養(yǎng)學(xué)生良好閱讀習(xí)慣，有效提高學(xué)生閱讀能力，促進(jìn)終身學(xué)習(xí)。關(guān)鍵詞：泛讀興趣閱讀習(xí)慣閱讀技巧閱讀能力Abstract As a middle school teacher,currently I tutor several middle school students who

5、 have troubles in reading English. I found some problems in their English class. Firstly, their teacher felt it unnecessary so that reading was preferred for out-of-school work. Secondly, the material of extensive reading was out-of-date. Thirdly, the students seldom developed interest in what they

6、were reading. To solve these problems, I made the project. The objective of this project is that the students should cultivate well reading habits. They should be able to use their time and energy to read efficiently with full understanding by extensive reading. It is hypothesized that if we encoura

7、ge students to read extensively, reading will become an enjoyable experience, and the students reading skills will be promoted efficiently.It is based on the following rationales:Reading is a communication process.Motivation is one of the key factors to the success of an extensive reading programme.

8、Extensive reading should be a student-centered and a student-managed activity.Extensive reading progress is in proper sequence.A four-week project was conducted among fifteen students who are about fifteen years old and of under moderate English level. I combine the top-down model and the bottom-up

9、model with the project. Evaluation of classes was based on marked students exercises and interesting in extensive reading material. The results of this project fell into comparison of each students mark in each week and comparison of average student mark in the four activities. The results showed up

10、ward progress of students, individually or as a whole. The data showed that the hypothesis of the project is proved.The significance of the project is to make full use of the advantage of extensive reading in English reading teaching, motivate the students, cultivate good reading habits,and promote

11、the reading ability.Keywords:extensive reading, motivation, reading habit, reading skill, reading abilityTable of ContentsPages1. Introduction .1.1 Project Background.1.2 Description of Project Problem1.3 Problem Analysis.2. Project Objective, Hypothesis and Rational2.1 Project Objective.2.2 Project

12、 Hypothesis.2.3 Project Rationale.2.3.1 Motivation is one of the key factors to the success of an extensive reading programme. .2.3.2 Extensive reading should be a student-centered and a student-managed activity. .2.3.3 Reading is a communication process. .2.3.4 Extensive reading progress is in prop

13、er sequence.3. Project Design. 3.1 Former Investigation. 3.2 Procedures and Focus of each Lesson. 3.3 Teaching Notes. 3.3.1 Teaching notes for week one, activity one3.3.2 Teaching notes for week two, activity two3.3.3 Teaching notes for week three, activity three3.3.4 Teaching notes for week four, a

14、ctivity four3.4 Teaching Methods. 4. Results. 5. Conclusion. 5.1 Analysis of Data Obtained from Comparison of each Students Mark of Week One Through Week FourData Process Model 15.2 Analysis of Data Obtained from Comparison of Average Student Mark of Activity One ThroughActivity FourData Process Mod

15、el 25.3 General Conclusion. Bibliography. Appendix12233344455556677889910111111121314Improving students reading efficiency by extensive reading practice1. IntroductionAs a middle school teacher, currently I tutor several middle school students who have troubles reading in English. I investigated stu

16、dents reading in the classroom. I found that in classroom, their teacher feels that reading is better programmed for out-of-school work, so that class time can be used for grammar exercises or vocabulary exercises. Deprived of extensive reading practice, students never feel the need to read at all a

17、nd thus never develop the habit. And students continue to find it hard to understand what they are reading, so their reading rate is not increased. They remain to read slowly. The students read very slowly, so they seldom develop much interest in what they are reading. Without enjoyment, they read a

18、s little as possible. To solve these problems, I choose reading in English as my general problem and how to make full use of the advantages of extensive reading for the middle school students as my specific problem. The object of this project is that the students shouldcultivate well reading habit.

19、They should be able to use their time and energy to read efficiently with full understanding by extensive reading. Getting students to read extensively is the easiest and most effective way of improving their reading skills. It is much easier to teach students to read better if they are learning in

20、a favorable climate, where reading is valued not only as an education tool, but as a source of enjoyment.The project is hypothesized that if we encourage students to read extensively, reading will become an enjoyable experience. The students reading skills will be promoted efficiently.We learn to re

21、ad by reading (Frank Smiths slogan). This provides another slogan the best way to improve your knowledge of a foreign language is to go and live among native speaker. The next best way is to read extensively in it (Robb and Susser 1989 report its value for improving reading skills). So the project i

22、s based on the following rationales:Reading is a communication process. Teachers and students should exchange roles in English teaching.Motivation is one of the key factors to the success of an extensive reading programme.Extensive reading should be a student-centered and a student-managed activity.

23、Extensive reading process is in proper sequence.As a tutor, I know that enjoyment is the key for students to promote the reading habit. I choose some interesting extensive reading materials (short, appealing, easy, vary, etc) to motivate the students. I organize some activities to create interest in

24、 English reading. A four-week project was conducted among fifteen students who are fifteen and with under moderated English level. Evaluation of classes was based on marked students exercises and interesting in extensive reading material. The results of this project fell into comparison of each stud

25、ents mark in each week and comparison of average student mark in the four activities. The results showed upward progress of students, individually or as a whole. The data showed that the hypothesis of the project is true.The significance of the project is to make full use of the advantage of extensi

26、ve reading in English reading teaching, motivate the students, cultivate well reading habit,and promote the reading ability.1.1 Project BackgroundCurrently I tutor several middle school students who have troubles reading in English. The main reason is that they are not interested in the reading mate

27、rials. So I choose reading in English as my general problem and how to make full use of the advantages of extensive reading for the middle school students as my specific problem. 1.2 Description of Project ProblemIts important for students to improve the extensive reading. There are two reasons for

28、this. Firstly, getting students to read extensively is the easiest and most effective way of improving their reading skills. Secondly, it is much easier to teach students to read better if they are learning in a favorable climate, where reading is valued not only as an educational tool, but as a sou

29、rce of enjoyment. My approach to this problem is to select effective extensive reading materials to promote students reading habit, which will make students like to read in English.1.3 Problem AnalysisExperienced teachers know that the best way to improve students knowledge of a foreign language is

30、to go and live among native speakers and fully immerse oneself in the language surroundings.The other way is to read extensively in it. So as a tutor, I want to promote the students reading level. After I decided to research the problem, I started to ask myself about how to improve studentsEnglish r

31、eading ability.Firstly, I investigated students reading in the classroom. I found that in classroom, their teacher feels that reading is better programmed for out-of-school work, so that class time can be used for grammar exercises or vocabulary exercises. Deprived of extensive reading practice, stu

32、dents never feel the need to read at all and thus never develop the habit. And students continue to find it hard to understand what they are reading, so their reading rate is not increased. They remain to read slowly. Secondly, the students are short of vocabulary, and read very slowly. If students

33、read too slowly, they will easily get discouraged. They seldom develop much interest in what they are reading. Since they do not enjoy it, they read as little as possible. So one of the most common ways of increasing reading speed is to read widely and ask them to time themselves. As a tutor, I know

34、 that enjoyment is the key for students to promote the reading habit. I choose some interesting extensive reading materials (short, appealing, easy, vary, etc) to motivate the students. Thirdly, I organize some activities to create interest in English reading. I decide to read aloud to help the stud

35、ents to speculate about what happens next and encourage them to read on by themselves. I encourage students to make or do things arising from their reading, that they could prepare pictures for display. I promote discussion of the practical or ethical problems faced by people in the reading material

36、s.Finally, to do these, I let students read in a favorable climate, where English reading is valued not only as an educational tool, but as s source of enjoyment for students. 2. Project Objective, Hypothesis and Rationale2.1 Project ObjectiveBy the time I have implemented my project,my students sho

37、uld be able to use efficiently their time and energy to read fast with full understanding by extensive reading.2.2 Project HypothesisIt is hypothesized that if we encourage students to read extensively, reading will become an enjoyable experience, and will bedone for students own sake. The students

38、reading skills will be promoted efficiently.2.3 Project RationaleWe learn to read by reading (Frank Smiths slogan). This provides another slogan: the best way to improve your knowledge of a foreign language is to go and live among native speakers. The next best way is to read extensively in it (Robb

39、 and Susser 1989 report its value for improving reading skills). So the project is based on the following rationales:2.3.1 Motivation is one of the key factors to the success of an extensive reading programme.Extensive reading motivates learners to read by self-determination. Bells account of work i

40、n Yemen (Bell 1998) provides some good evidence of how well-chosen books can motivate readers. Extensive reading provides learners with the opportunity of reading materials on their own, and in their own way. The readers do need to be liberated from dependence on the tutor, and reading gives them op

41、portunity to do so. Extensive reading can give them the confidence and competence to cope with longer materials.Motivation is one of the key factors to the success of an extensive reading programme. Capturing students interest is important. If the reading materials available are interesting to the s

42、tudents, they will be far more likely to want to read the materials. It is said that these books (reading materials) should also be at a level appropriate to their reading ability.They should not be too difficult to understand for students according to their experience, so that students can find the

43、y are able to read in English and that they enjoy it. This positive experience should stimulate them to read more, increase motivation, enjoy reading and desire to read.2.3.2 Extensive reading should be a student-centered and a student-managed activity.Extensive reading should be a student-centered

44、and a student-managed activity. During tutoring, teachers role is director. The teacher should give occasional summaries to help students understand what their reading materials are about. The teacher also asks students about their reading experiences while the students are doing silent reading. Tha

45、t would help students to find certain information, trace an argument, explain the evidence for the writers conclusions, and so on.2.3.3 Reading is a communication process.We first notice the reading is a communication process. In fact, reading is a complex information processing skill in which the r

46、eader interacts with text in order to create meaningful information. In trying to create meaning from the reading materials, the reader was involved in an active process, a process which Goodman (1967) thought reading was a psycholinguistic guessing game. In playing the game, the reader combined inf

47、ormation from the reading materials and knowledge he (she) brought with him (her) to reading it. From this view, reading can be seen as a kind of dialogue between the reader and the reading materials, or even between the reader and the author (Widdowson 1979a).Reading is a communication process. So

48、teachers and students should exchange roles in English teaching. While reading, if the teacher is also seen to be a reader by the students, they will be encouraged to read. The teacher can talk to students about books that she or he has been reading, and if they are knowledgeable about the books, th

49、en they can make genuine recommendations to students about what to read. The teacher can also read aloud to students. Help the students to speculate about what happens next and encourage them to read on by themselves.2.3.4 Extensive reading progress is in proper sequence.We should organize an extens

50、ive reading programme to tutor. Extensive reading not only helps students to know the world widely, consolidate the English knowledge, but also improves students reading ability. Skimming enables students to look efficiently for something that interests them, without spending too much time reading w

51、hat is unnecessary or uninteresting. Scanning means locating specific information the students want from the materials. The students do not necessarily follow the order of information in the passage, but can go back and forth to read the part of the materials relevant to the purpose. Inferring means

52、 that making use of syntactic, logical and cultural clues to discover the meaning of unknown elements. By exercising time after time, the students reading speed may be improved.3. Project Design3.1 Former InvestigationFrom the questionnaire about English reading, the students had some troubles in we

53、stern culture background knowledge, uninterested in the reading materials, and so on.3.2 Procedures and Focus of Each LessonA four-week project was conducted among fifteen students who are fifteen and with under moderated English level. Evaluation of classes was based on marked students exercises an

54、d interesting in extensive reading material.The timetable of the project is as follows:Table 1Date (proposed)ActivityDescription (topic, method)Objectives (must be related to hypothesis)Materials (include classroom aids)Data Collection Methods (tables, diary entries, surveys etc.)Class Time (minutes

55、)1. 3/22Sports, skimming, bottom-up Reading for general ideaEnglish SalonTape-recorder, teaching notes452. 3/29Foods, scanning, top-downReading for comprehensionEnglish SalonTape-recorder, teaching notes453.4/5Travel, inferring, discuss in pairReading for specific informationEnglish SalonTape-record

56、er, teaching notes454.4/12Music, discuss Reading for detailed informationEnglish SalonTape-recorder, teaching notes453.3 Teaching notesIn each class, reading activity was conducted in three stages, namely pro-reading stage, while-reading stage and post-reading stage. The teaching notes are as follow

57、s:Teaching notes for week one, activity oneTime: 4:30-5:15 p.m. Date: March 22, 2008Objective: Reading for general idea.Topic: Sports (English Salon)Teaching methods: “Bottom-up” approach, it builds up the meaning of a text on the basis of decoding smaller units. / Skimming.Activity: Pre-reading stage, while-reading stage, post-reading stage in Unit 3 of English Language Teachi