互動理論指導下的成人大學英語閱讀教學分析Interactive adult college English reading teaching under the guide of the theory analysis

摘 摘 要本文針對成人大學英語閱讀教學效果不甚理想的現狀，提出將互動式教學引入成人英語閱讀教學實踐中?；邮浇虒W法組織課堂可以提供理想的師生互動與交流，營造和諧的學習氛圍，減輕成人學牛的焦慮，激發(fā)其學習興趣。此研究首先通過對華北電力大學成人教育學院的學牛及英語教師的問卷調查的數據分析證實引入此教學法的必要性。而后筆者在該學院本人授課的四個新牛班級進行了以互動方法為主要教學手段的十六周教學實驗。通過對實驗組和控制組的前測后測成績的綜合及單項數據分析，證實此教學方法能在一定程度上減輕學生的閱讀障礙，從而可以使學生的英語閱讀理解水平得到提高。結合此次實驗的實踐經驗，本文也對成人英語閱讀教學提出了～些建議。關鍵詞：成人英語教學，互動教學法，閱讀ABSTRACTDirectedatthepresentdissatisfactorysituationofadultEnglishreadingteaching，thisthesispresentstheintroductionofInteractiveApproach(IA)．TheInteractiveApproachoffertheidealteacher-studentinteractionsandcommunication，whichcreateharmoniouslearningatmosphere，reducetheadultstudents’anxiety,inspiretheirinterestinstudy．ThestudyfirstlyprovesthenecessityofimplementingIAbymeansofdataanalysisoftheQuestionnairesforthestudentsandtheteachersatAdultEducationInstituteofNorthChinaElectricPowerUniversity．A16·weekteachingexperimentamongthefreshmenof2007atthisinstituteisdesigned，whichmainlyadoptstheinteractivemethods．ItprovesthattheseinteractivemethodscouldwipeoutsomereadingobstaclesandthendeveloptheStudents’readingproficiencythroughsyntheticdataanalysisoftheoftheexperimentalandcontrolgroupinthepretestandposttestanddataanalyzingindetailfromthreeaspectsofreadingproficiency．SomesuggestionstotheadultEnglishreadingteachinghavebeenputforwardattheendofthethesis．ZhangMingxiaDirectedbyprof．NiuYuehuiKEYWORDS：interactiveapproach，adultEnglishteaching，reading摘 摘 要本文針對成人大學英語閱讀教學效果不甚理想的現狀，提出將互動式教學引入成人英語閱讀教學實踐中?；邮浇虒W法組織課堂可以提供理想的師生互動與交流，營造和諧的學習氛圍，減輕成人學牛的焦慮，激發(fā)其學習興趣。此研究首先通過對華北電力大學成人教育學院的學牛及英語教師的問卷調查的數據分析證實引入此教學法的必要性。而后筆者在該學院本人授課的四個新牛班級進行了以互動方法為主要教學手段的十六周教學實驗。通過對實驗組和控制組的前測后測成績的綜合及單項數據分析，證實此教學方法能在一定程度上減輕學生的閱讀障礙，從而可以使學生的英語閱讀理解水平得到提高。結合此次實驗的實踐經驗，本文也對成人英語閱讀教學提出了～些建議。關鍵詞：成人英語教學，互動教學法，閱讀ABSTRACTDirectedatthepresentdissatisfactorysituationofadultEnglishreadingteaching，thisthesispresentstheintroductionofInteractiveApproach(IA)．TheInteractiveApproachoffertheidealteacher-studentinteractionsandcommunication，whichcreateharmoniouslearningatmosphere，reducetheadultstudents’anxiety,inspiretheirinterestinstudy．ThestudyfirstlyprovesthenecessityofimplementingIAbymeansofdataanalysisoftheQuestionnairesforthestudentsandtheteachersatAdultEducationInstituteofNorthChinaElectricPowerUniversity．A16·weekteachingexperimentamongthefreshmenof2007atthisinstituteisdesigned，whichmainlyadoptstheinteractivemethods．ItprovesthattheseinteractivemethodscouldwipeoutsomereadingobstaclesandthendeveloptheStudents’readingproficiencythroughsyntheticdataanalysisoftheoftheexperimentalandcontrolgroupinthepretestandposttestanddataanalyzingindetailfromthreeaspectsofreadingproficiency．SomesuggestionstotheadultEnglishreadingteachinghavebeenputforwardattheendofthethesis．ZhangMingxiaDirectedbyprof．NiuYuehuiKEYWORDS：interactiveapproach，adultEnglishteaching，reading尸尸 明本人鄭重聲明：此處所提交的碩士學位論文《互動理論指導下的成人英語閱讀教學研究》，是本人在華北電力大學攻讀碩士學位期間，在導師指導下進行的研究工作和取得的研究成果。據本人所知，除了文中特別加以標注和致謝之處外，論文中不包含其他人已經發(fā)表或撰寫過的研究成果，也不包含為獲得華北電力大學或其他教育機構的學位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的說明并表示了謝意。學位敝儲虢主幺蝮日期：21丑多』}關于學位論文使用授權的說明本人完全了解華北電力大學有關保留、使用學位論文的規(guī)定，即：①學校有權保管、并向有關部門送交學位論文的原件與復印件；②學校可以采用影印、縮印或其它復制手段復制并保存學位論文；⑨學校可允許學位論文被查閱或借閱；④學校可以學術交流為目的，復制贈送和交換學位論文；⑤同意學?？梢杂貌煌绞皆诓煌襟w上發(fā)表、傳播學位論文的全部或部分內容。(涉密的學位論文在解密后遵守此規(guī)定)作者簽名： 導師簽名：日 期：華北電力大學碩士學位論文Chapter華北電力大學碩士學位論文ChapterOne：Introduction1．1ThePresentSituationofAdultEnglishReadingTeachinginChinaWiththegradualpromotionofopeningtotheoutsideworld，Englishbecomesmoreandmoreimportantathome。Specially，afterChina’SentryintoWTOandChina’SsuccessinwinningitspetitionforholdingtheOlympicGamesintheyear2008，Englishhasbeenrequiredmoreandmore．Currently，moreandmoreadultsfromalltradesandprofessionsswarmbacktoclassroomtolearnEnglish．Itisindicatedinmanyresearchesthatadults／earnEnglishoutofvariouspurposes，suchasgoingaboard，gettingabetterjob，workingincoordination．ButthepresentsituationisthatteachersconsiderEnglishteachingtoadultlearnersasaheadachewhilelearnersarenotsatisfiedwiththeirachievement(Wang＆Jiang，2004)．Anumberofresearchershadstudiedonthisissuefromperspectivesofadultlearners’complexcharacteristics：Wu(2002)pointedoutthatadultlearnerscamefromvariousprofessionshaddifferentlevelsofEnglishproficiency,generally，theywereofarelativelylowlevelwhichwasshownintheaspectssuchasincorrectpronunciation，ChinesewayofthinkinginEnglishlearning，smallnumberofvocabularyandpassiveleamingstylesandyetrelativelypooradaptability．Innewcenturyadultlearninghascharacteristicsoflifetime，occupationandpracticeobjectively，itsubjectivelyhascharacteristicsofclearnessandpracticabilityofaim，freedomandselectivityoflearning，flexibilityandvarietyofmethod，andSOon．Accommodatingtoadultlearningcharacteristics，intheprocessofadultteaching，teachersshouldnotonlymasterteachingprinciplesofcommonteaching，butalsomasterspecialteachingprinciplesofadultteaching，andexercisethemcreativelyinpractice，inordertoimprovethequalityofadultteachingcompletely．(Bu，Wang&Wen，2007)ForalongtimetheadultEnglishteachingexcessivelyemphasizedthereadingandwritingtrainingofthestudents，usuallyneglectedthelisteningandspeakingtraining．InthecourseofEnglishlearningrespectivelythestudentsspendmoretimeonreadingthanlistening，speakingandwriting．Theoreticallytheexaminationresultofreadingshouldbehigherthantheotherthree．Butitisnotreallythecase．Whenthestudentsreadapassage，theycanonlyunderstandfromwordsandsentences，buttheycannotseetherelationshipbetweensentences．Whenitcomestothecomprehensionofunifiedtexts，theyoftenbecome華北電力大學碩十學位論文awkward華北電力大學碩十學位論文awkwardandfailtograsptheoverallmeaning，especiallywhenmaterialsarewritteninaround-aboutwaybyusingalotofcomplicatedcohesivedevices．Usuallytheycanonlyunderstandthesurfacemeaning，andtheylacktheabilitytofigureouttheimpliedmeaningofatext，toassociatethesurfacemeaningofawordwiththesituationalandculturalcontext，especiallywhenthereadingmaterialsaredifficultorpassageswhoseinterpretationsdependOffreaders’pragmaticknowledgeandtheiranalysisability．MostadultEnglishreadingteachinginChinastillremainsatthefirstlevel，atwhichwords，sentencesandliteralmeaningsareidentified．Teachersdominatetheteachingprocedureinthereadingclass，wherestudentsjustunderstandteachers’explanationratherthanthetext．Withthiskindofteachingmethod，studentscannottakeanactivepartinreadingandmakeuseoftheirimaginationtoinitiatecreativethinking．Theyarejustbusylisteningtotheteacher’Sexplanationsaboutthelanguagepointsandtakingnotes．Theyareonlypassivetolearnlinguisticelementsbywrote．Inaddition，mostofstudentsaregoodatrememberingflewwordsandanalyzinggrammar，butpoorinanalyzingthetextasawhole．Therefore，theirreadingskills，suchasskimmingandscanning，arenotimproved．Theyremembernothingexceptafewnewwordsandexpressionsafteraclass．Becauseofoveremphasizingisolatedvocabularyandstructures，studentsconsiderreadingasdecodingtheseimprintedcodes．Vocabularyandstructuresareseenastheonlyprerequisiteofcomprehension．Nomatterwhattextitis，theyadoptonemodel：fromwordstosentencestotext．Evensomestudentstakeunnecessarypainstostudyaninsignificantlinguisticform．Thistypeofteachingwouldfosterstudents’lazinessanddependence．Moreover，studentswouldloseinterestsinlanguagelearning．Afterstudyingforalongtime，whenstudentsfindthatlinguisticcompetencecannotbeconvertedintopracticaluseandimprovetheircommunicativecompetence．1．2SignificanceofImplementingInteractiveApproach(IA)inAdultEnglishReadingTeachingTheaimsoftheadultcollegeEnglishistodevelopstudentsarelativelyhighlevelofcompetenceinreading，anintermediatelevelofcompetenceinlisteningandabasiccompetenceinwriting，speakingandtranslating．Amongthefourabilities，thefocusisonreading，foritisputfirstandgiventhehighestrequirement．Generallyspeaking，readingis2華北電力大學碩士學位論文a華北電力大學碩士學位論文abasisforstudentstograsplinguisticknowledge，obtaininformationandimprovecommunicativecompetence．However,howtoguidetheteachingofreadingeffectivelyisalwaysunderresearch．InrecentlyyearsalthoughtheapproachestoEnglishreadingteachinghavebeengraduallyreformed，thestudents’readingcomprehensionisstillresteduponthepremisethatwhatandhowmuchstudentsrememberaftertheyreadrepresentstheirunderstandingofatext．Theteacheristhepersoninauthorityintheclasswhosejobistoimportknowledgeandskillstothelearners．Knowledgeisseenasdefinableintermsofrightandwronganswers．Studentstendtoseetheirrolesasrelativelypassiverecipientsoftheknowledge，expectingtheteachertobeinchargeoftheirlearning．Toooftenwhatteachersidentifyasactivitiesforteachingreadingcomprehensionisactuallyassessmentactivities．Studentsarenotinfactbeingshownhowtocomprehendbutareinsteadbeingaskedprimarilywhattheyhave”learn”fromreading(Guo，2005)．Inotherwords，readingteachingistoomuchproduct。orientedsincecomprehensionisviewedastheproduct(answerstoquestions)ofreading．WhatisneglectedtOdoistOexaminecarefullyhowtoguidestudentsintosuccessfulcomprehensionofatext．Asaresult，theteachingresultsarenotsatisfactory,whichforcesUStoreevaluateourcurrentadultEnglishteachingandsearchforeffectivewaysofteaching．TheInteractiveApproach，ontheotherhand，wouldseemtoofferpotentialforatheidealtwo—wayteacher-studentinteractionsandcommunication．whichcancreateaharmoniouslearningatmosphere，reducetheadultstudents’anxiety，inspiretheirinterestofstudying．Classbehaviorisownedbytheteacherandthestudents，ofwhichtheteacherisjustthedirector,organizer,andevenonememberofthem．Astherulesofconductareagreeduponjointly,andarebasedonmutualtrustandrespect，theyaretheretoremindtheparticipantsoftheirjointresponsibilities．Knowledgeisseenasopentonegotiationandrefiningbychallengingexistingconstructionsofmeaning．Learningcanbecomeadiscoveryofnewunderstandings．Astherearefewerunderlyingtensions，energycanbechanneledintomorecreativepursuits．GreateffortshavebeenmadeinexploringhowtOUSeinteractionstodevelopthelisteningandoralcompetenceofEnglishlearnersinthepasttwentyyears．However，generallyspeaking，relativelylittleresearchhasbeenconductedtoinvestigatehowinteractionscanefficientlyimproveEnglishreadingproficiency．Interactiveapproachis3--●-—●___●--—--—_———--_-●_I-_——●—_-——-—-_——————●_——————————————————————————————一一--●-—●___●--—--—_———--_-●_I-_——●—_-——-—-_——————●_——————————————————————————————一一一一一生j!皇壟查竺堡±蘭垡絲莖一一一usedtoorganizetheclassroomactivitiescanmotivatetheoutputofthestudents，effectivelypromotethewholeprocessofforeignlanguagelearning．Evidencehasbeenfoundthecloserelationshipbetweenclassroominteractionandsecondlanguageacquisition。SothereisgreatnecessitytoconductInteractiveApproachinadultEnglishReadingteachingandtoexploresomeeffectivemethodsofimplementingInteractiveApproachinadultEnglishReadingteachinginpresentChina．1．3OutlineoftheThesisThewholethesisconsistsofsevenchapters．ChapterOneisanintroduction，whichexplainsandrevealsthesignificanceofreadinginadulteducationalstudents’foreignlanguagelearningandimplementingInteractiveApproachinadultEnglishreadingteachingbymeansofintroducingthepresentsituationofadultreadingteachinginChina．ChapterTwoisliteraturereview,whichintroducetheresearchesonEnglishreadingteaching，includinganoverviewofstudiesonEnglishasforeignlanguagereadingandreviewoftheteachingmethodsinreading，explainstheempiricalstudiesoninteractionandreadingabroadandinChina．TheresearchesontheadvanceorganizerusuallytakenativeEnglishlearnersaSsubjects．Seldomhasfocusbeenputonforeignlanguagelearners·Therefore，hereateachingexperimentshavebeendesignedwhichismainlyconductedbythemeansofinteractivemethodsintheadultcollegeEnglishreadingteachingtoprovetheclassroominteractionswillimprovetheadultEnglishreaders’readingefficiency．ChapterThreeintroducesthetheoreticalfoundationoftheinteractiveapproachandreadingtheories．Atfirst，thischaptergivesaworkingdescriptionsofinteraction，andthenstateshowtoapplyInteractiveApproachestoforeignlanguageteachingonthebasisoftheunderstandingoftheteacher．studentinteractionandstudent-studentinteraction．Intheaspectofreadingtheories，bottom．upmodel，top-downmodelandinteractivemodel，interactivemodeliscurrentlywidelyacceptedintheteachingofEnglishassecondlanguage·Therefore，schematheoryisveryimportantandusefulinlanguagecomprehension．ThusforourcollegeEnglishteachers，animportanttaskinteachingEnglishreadingistoactivatethestudentstexistingschemataandhelpthemestablishmorenewschematatowidentheirbackgroundknowledge．Onlyinthiswaycantheteachingofreadingcomprehensionbeofa4華北電力大學碩士學位論文great華北電力大學碩士學位論文greatsuccess．Fromtheperspectiveofteachingmethodology,thetheoryofinteractiveapproachandthetheoryofreadingareallthefoundationsfordesigninginteractiveteachingmethodsincollegeEnglishreadingclasses．ChapterFourintroducesmainteachingstrategiesforconductinganinteractiveclassroom．Atfirst，thephysiologicalandpsychologicalcharacteristicsofadultEnglishlearnersandthesevenaspectsofreadingproficiencyhavebeenanalyzed．Basedonit，mainteachingstrategiesforconductinganinteractiveclassroomhavebeenpresented，including1)stimulatingstudents’interestandinvolvement,2)teachingthestudentswithappropriatereadingstrategies，3)activatingandbuildingthestudent’Sbackgroundknowledge，4)promotingthestudent’Scooperativelearningandexplainsthemindetails．ChapterFiveintroducestheresearchmethodologyofthisstudy,includingandalsoprovidesanexploitationofareadingtext．Thisresearchmayfirstfindoutthepresentstudents’readingproficiencyandnecessityofimplementingInteractiveApproachintoadultEnglishclassesbyQuestionnairesforthestudentsandtheteacher．AndthenintroducetheInteractiveApproachrationalesandmethods，especially,whichcanfacilitatethereadingprocessintoadultEnglishteachingforaperiodof16weeksthroughthekeymethodspresentedabove．Theaimoftheexperimentistodemonstratetheeffectivenessoftheseinteractivemethods．Itisexpectedtowipeoutsomeobstaclesinthecourseofthestudents’Englishreading，andtodevelopthecollegestudents’readingproficiencyinanall—roundway．ChapterSixintroducesthedatacollectionanddataanalysisoftheexperimentandQuestionnaireconductedamongthestudentsattheAdultEducationInstituteofNorthChinaElectricPowerUniversity,Beijing．Thedatacollectionandanalysisoftheexperimentadoptsquantitativeandqualitativeanalysis，includingQuestionnairesforthestudentsandtheteacher,pretestandposttestoftheteachingexperiment．Inordertobemorescientificandreliable，theauthornotonlysyntheticallyanalyzethescoresoftheexperimentalandcontrolgroupinthepretestandposttest，butalsoanalyzesfromseveralcheckingpointsindetail：abilitytoguessingvocabulary,abilitytousereadingstrategiesandskills，abilitytounderstandandinferthetextualmeaning．ChapterSeven，astheconclusionofthethesis，presentsseveralimportantfindingsemergedfromthequantitativeandqualitativedatacollectingandanalysisinthisinteractivereadingteachingexperiment，putsforwardseveralgeneralimplicationsandanumberofspecificspecificsuggestionsforEnglishteachingtoadultlearnersarisefromthefindingsofthepresentstudy．Atlastitrevealsthelimitationsofthisstudyandgivessuggestionsforfurtherstudy．6華北電力大學碩七學位論文—————————————————————————————————————————————————————————————一華北電力大學碩七學位論文—————————————————————————————————————————————————————————————一ChapterTwo：LiteratureReview2．1ResearchesonEnglishReadingTeaching2．1．1AnOverviewofStudiesonEnglishasForeignLanguage(EFL)ReadingWiththedevelopmentofthepsychology，psycholinguistics，appliedlinguisticsandtextlinguistics，greatachievementshavebeenmadeinreadingcomprehensiontheoryintherecentthirtyyears．Sincethe1960s，reading，acognitiveactivity,hasbeenamajorinterestofcognitivepsychologists，whoareinterestedinreadingconstructandtestinghypotheticalmodelsofthereadingprocess．Someofthesemodelsarefamiliartomanyteachersofreading：bottom-upandtop．downmodelshaveachievedsomefameintheteachingworldsincethe1970s．鼬hasthelaterdevelopment，theinteractivemodel．EarlyworkonEnglishreadingasasecondlanguageregardedreadingasaratherpassive，bottom．upprocessinwhichreadersrecognizethewordsfromlefttOright，fromthewordstosentencesandtolargerlanguagepatterns．Thetraditionalmethodofreadingteachingisverymuchlikethis．In1970s，theAmericanscholarGoodmanputforwardaviewpointthatwasrightoppositetothetraditionalone．Inhisopinion，readingisapsycholinguisticguessinggameandaprocessinwhichlanguageandthoughtinterplay．Accordingtothisview,readersreconstructsmeaningfromwrittenlanguagebyusingthegraphematic，syntacticandsemanticsystemofthelanguage，buttheymerelyUSeSCUeSfromthesethreelevelsoflanguagetopredictmeaning，and，mostimportant，toconfirmthosepredictionsbyrelatingthemtotheirpastexperiencesandknowledgeofthelanguage．Severalotherreadingexpertshavecharacterizeditasbasicallyatop-downprocess．However,onlysince1979hasatrulytop·downapproachbeenadvancedinsecondlanguagereading．Asthelimitationsofbothtop—downandbottom-upmodelsarerecognized，amorecomprehensiveviewofreadingcameintobeingasaninteractivemodel，whichWaSproposedfirstbyRumelhart(1985)．Basedonthismodel，words’meaningandthecontextinwhichthewordsappeararenotpassivelywaitingtobedecoded．Instead，theyarerecreatedthroughtheinteractionbetweenthereaderandthepassage．Inotherwords，thereadingprocessisoneinwhichreadersrelatestheirculturalbackgroundknowledgetothesemiotic7華北電力大學碩十學位論文system華北電力大學碩十學位論文systemofthepassageandrearrangesandreexpressestheinformationofthepassage．Theinteractivemodelstressesaninteractionbetweenreadersandtheauthor；andinteractionbetweentheknowledgestoredinthereader’Smindandthewrittenlanguageinformation．Areaderisnotapassiveinformation—receiver，butanactiveinformationsearcherandreconstructor．Themeaningofatextisacquiredbythereader’Sinteractionwiththeauthor．Intheinteractivemodel，differentlevelreadersadoptdifferentwaysinreading．Theelementarylevelreadersneedtodependchieflyinwrittenlanguageinformation，andthereading，infact，maybeconsideredasakindofdecoding．Themorecompetentreadersare，thelesswrittenlanguagetheyread．Goodreadersdonotdecodelikeacomputer．Inotherwords，theydonotneedtofixtheireyesonallthesentences，orphrases，letaloneeveryword，everyletteroreverypunctuation．AsGoodman(1976：4)putit，highlyefficientreadingdoesnotresultfrompreciseperceptionandidentificationofallelements，butfromskillinselectingthefewest，themostproductivecuesnecessarytoproduceguesses．Therefore，theinteractivemodelisregardedasamuch-balancedview011readingprocessesandisclosetothenatureofreadingprocesses．Thustheschematheoryisintroducedanddeveloped，inwhichtheroleofbackgroundknowledgeisinvestigatedanddiscussedindetailbymanysuchasCarrell，EisterholdandJohnson一2．1．2ReviewoftheTeachingMethodsinReadingFromthe1950s，thetraditionalEnglishteachingmodelhasbeendominatingtheChinesereadingisbelievedthatmeaningisisolatedfromthereadersandexistscompletelyinthetextitself．Accordingtothistheory,readingisaconstructionprocessfromletterstowords，fromwordstosentences，fromsentencestotexts．1nfluencedbythebottom·uptheory,grammartranslationplacesaveryimportantroleintraditionalEnglishteachingclassroomofChina．Itisinfactawayofstudyingalanguagethatapproachesthelanguagefirstthroughdetailedanalysisofitsgrammarrules，followedbytheapplicationofthisknowledgetothetaskoftranslatingsentencesandtextsintoandoutofthetargetlanguage．ItthereforeconsiderslanguagelearningasconsistingofIittlemorethanmemorizingrulesandfactsinordertounderstandandmanipulatethemorphologyandsyntaxoftheforeignlanguage．Thefirstlanguageismaintainedasthereferencesystemintheacquisitionofthesecondlanguage．SotraditionalEnglishteachingisfeaturedbypureanalysis，crammingmethod，teacherdominationandexplanatoryteaching．8華北電力大學碩士學位論文Grammar華北電力大學碩士學位論文Grammaristaughtbypresentationandstudyofgrammarrules，whichalethenpracticedthroughtranslationexercises．Thesentenceisthebasicunitofteachingandlanguagepractice．ThetraditionalteachingmodelhasdominatedinlanguageteachingbothinChinaandotherforeigncountries．Evennow,itisstillusedinsituationswhereunderstandingliteracytextsistheprimaryfocusofforeignlanguagestudyandwherethereislittleattentiontospeaking．However,thisreadingteachingmodelstillhasitsowndeficiencies．Forinstance，a)itpaysexcessiveattentiontotheexplanationoflinguisticknowledgewhileitignoresthedevelopmentofthelinguisticskills；b)Itexaggeratesthefunctionofgrammarandnativelanguageinforeignlanguagestudy；C)Itstressestheteachingprocessandisisolatedfromthelinguisticcontextandthepracticaluse，andignoresthecomprehensivecomprehensiontowardsthereadingmaterial；d)ItpayssoleattentiontothewrittenEnglishandignoresthespokenEnglish，thatis，studentsaleignorantofthereadingskillssuchasskimming，scanning，inferring，predictingetc．However,peoplewillneverforgetsuchafactthatforeignlanguageteachingowesadebttoitbecauseitprovidesalotofvaluableknowledgeormethodandcontributesalotinforeignlanguageteaching．Itmakesthestudentsgoodattheacquirementofthelinguisticpoints，grammarpoints，andlearnEnglishlanguagewellthroughacomparisonofEnglishwiththeirnativelanguage．Theteacheristheauthorityorthedominatorintheclassroom．Hisorherroleiscentralandactive．MostoftheinteractionifltheclassroomiSfromtheteachertothestudents．ThereiSlittlestudentinitiationandlittlestudent-to．studentinteraction．Itthustendstoincreasethestudent'sdependencyontheteacherandthedictionary．Theteachermodelsthetargetlanguage，controlsthedirectionandpaceoflearning，andmonitorsandcorrectsthelearners’performance．Theteachersmustkeepthelearnersconcentratingonthelesson’Sexplanationandtheexercisesandonchoosingsituationstopracticethegrammarandsentencedrills，whiletheieamersalecomparativelypassiveintheclass．Theydoeverythingaccordingtotheteacher'sarrangement．Theycannotspeakoutoftheirownpointofview．Whattheycandoisonlytopracticethedrillsandgrammar．Inthe1980s，theschematheoryofreadingcalledtheintegralschemateachingmodelbegantobeintroducedintoourcountryaccordingtoanessaybyHuChundongandWangCairen(1998)entitled“OnEnglishReading”．Theintegralschemateachingmodelemphasizesthatreadingisthepositiveintercommunicationbetweenreaderandwriter,anditfocusesonthefunctionofbackgroundknowledgeinreadingcomprehension．Mr．Liulonggen(1988)eversaidinanessaythattraditionalreadingteachingputmostofitsattentiononthelinguisticformofthereading9華北電力人學碩七學位論文material華北電力人學碩七學位論文materialandignoredthefunctionofreadersandtheirbackgroundknowledge，hencethedevelopmentofstudents’readingabilitywasrestricted．Aseachsentenceofthetextisinterpretedbythereader,it,togetherwithinferenceswhichpermititsinterpretationinthatcontext，isassimilatedintoaconstantlyrecreatedmatrixofideas．ItissometimessuggestedthatthemainproblemfortheforeignlanguagelearnerliesnotSOmuchinlackofknowledgeoftheformsofthelanguageasinthelackofbackgroundknowledgeofthecultureandsocietyfromwhichtheforeignlanguagesprings．”Theschematheoryofmodemcognitivepsychologybelievesthathuman’SknowledgeexistSinthelong-termmemoryastheschemaformsanddevelopsintoalargethree-dimensionalschemanetstructure．Accordingtotheintegralschemateachingmodel，therearecertainrelmionsbetweendifferentpartsofthescheme，whichcandeepenandfurthertheunderstandingofthereadingmaterial．Allschemetheoristsemphasizelookingforthemeaningofthepartfromamongthewhole，istheessentialconditiontointerpretthecomprehension’fromtheviewoftheschemetheory．Thatistosay,ifwecannotfindthemeaningofthepartfromamongthewhole，therewillbesomeproblemswithcomprehension．Usuallyadiscourseconsistsofmanyaffairsaccordingtocertainrelationsandtheaffairscombineintoatopic，whichisalargescheme．Therefore，whetherthereaderunderstandsthetextornotdependsonifhecanfindthetopicscheme．TheintegralschemateachingmodelseemstobeaperfectonetoexplainandtobeutilizedtoteachEnglishreadingatacollegelevel，yetittendstoforgetthatreadingoccursundercertaincircumstanceswithadefinitepurpose．Asamatteroffact，teachersdotrainstudents’readingskillswhileimpartinglinguisticknowledge．Butthesereadingskillsaretrainedasseparateskillsandthestudentsgetthewrongideathattheyshouldunderstanddifferenttextswiththesamemethod．ThereforethoughtheschemetheoryguidesthestudentstoimprovefromsensorythinkingtoimaginativethinkingSOthatstudentscallbeactiveintheirprocessofreading，guessing，confirmingthetextpositively,itpayslittleattentiontovocabularyandbasiclanguagepoints．Soreadinginthiswaytendstobeareadingprocessonlytoacquireinformationandreadersareeasytobesatisfiedwiththegeneralunderstandingwhileignoringlanguagepointswhichneedtobemastered．Inthepastfewdecades，therehavebeenanumberofstudiesinreading，especiallyinEnglishassecondlanguage(ESL)readingthatnotelinguisticdeficienciesasinhibitingfactorsinreading．Forexample，evidencesfromfirstlanguageresearchesindicatethatgoodreadersarenotgoodsimplybecausetheyarebetterpredictions，ormakebetteruseofcontext．Goodreaders，as華北電力人學碩士學位論文Allington華北電力人學碩士學位論文Allingtonhasobserved，aremorereliantoncontextforfluencyandpoorreadermorereliantOilcontextforaccuracy(Stanovich1980：51)．Therefore，thesestudiessuggeststhatrapidandaccuratedecodingoflanguageWaSimportanttofirstlanguagereadingandespeciallyimportanttosecondorforeignlanguagereading．Gooddecodingskillsareoneofthecausesandnotmerelyaresult,asGoodmanhasarguedoffluent(bothrapidandaccurate)reading．Basedonthesestudiesmanyresearchers，beginningwithRumelhart，haveproposedinteractivemodelsofreadingwhicharguethatlower-levelandhigher-levelprocessesofreadingworktogetherinteractivelyaspartsofthereadingprocess．Accordingtothistheory,thedatathatareneededtoinstantiateschematabecomeavailablethroughlower-levelprocessing；higher-levelprocessingfacilitatestheirassimilationiftheyareanticipatedbyorconsistentwiththereader'sconceptualexpectations．Alsolower-levelprocessingensuresthatthereadersaresensitivetoinformationthatisnovelorthatdoesnotfittheirongoinghypothesesaboutthecontentorstructureofthetext；higher-levelprocessinghelpsthereadersresolveambiguitiesorselectbetweenalter-nativepossibleinterpretationsoftheincomingdata．Goodreading，thatis，fluentandaccuratereadingcanresultonlyfromaconstan