Brief Analysis of Chinese Students’ Errors in English Reading [5]
论文作者:Huang Ming论文属性:短文 essay登出时间:2009-04-07编辑:刘宝玲点击率:8942
论文字数:5000论文编号:org200904071057178899语种:中文 Chinese地区:中国价格:免费论文
关键词:psycholinguisticcommunicativeerrorsreading comprehensionLexical and syntactical errorsMeaning “between the lines”
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Influenced by their own idiomatic way of saying things, Chinese students have an inclination to mistake an English idiom for a Chinese one. My students are liable to be misled by the following expressions:
After the party, he footed the bill. (He did not tread on the bill.)
She laughed her head off. (She didn’t hold someone up to ridicule.)
She was a walking skeleton. (She was not an utterly worthless person.)
The interference by the mother tongue is sometimes very strong. Whenever problems arise, teachers of English should give heed to rectification of the misunderstanding
3.5 Non -linguistic information
Reading needs both visual and non-visual information. If a reader lacks non-visual information (what he has already known about the reading text, about the language, and about the world in general), his interpretation of the visual information will be severely limited, because what he can see is his brain’s interpretation of the brain”(Smith, 1973). This is an interaction between thought and graphic designs. Therefore, in order to decode those graphic designs, a reader must be equipped with both the knowledge of language and of the world, just as Scott (1984) says” reading is essentially a ‘top-down’ process, whereby the reader samples the text visually, a teacher may take these two things into account: one is that the reading material should be readable for the Chinese students; the other is that the necessary prior knowledge should be provided in one way or another. For example:
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate (Shakespeare)
To a Chinese student’s knowledge, spring is a pleasant season while summer is usually associated with unbearable heat. But in England, summer is mild and comfortable. Obviously some geographical knowledge should be introduced here.
Descriptions of figures, customs, geographical features, etc . can provide possible sources to explore. Usually background knowledge is imparted by the teacher , with students listening passively to the teacher’s introduction. With a view to communicative processing, the teacher can leave this job to the students, if possible.
4. Conclusion
In this study I can quote several more restraints which hinders the Chinese students from efficient reading. However, my intention here is not to make an overall description of the known facts, but to bring our attention to some of the pitfalls, which particularly trap the Chinese students into misunderstanding.
To make the reading class more efficient, we have for many years incorporated some foreign language teaching techniques into the present framework. However, this does not mean to discard completely the traditional way or adopt an out-and-out new foreign approach. As we are teaching Chinese students inside of China, any teaching
methodology deviating from the concrete situation is neither possible nor realistic. The correct attitude we should have is to adopt advanced foreign theories on the one hand, and build on the strengths already inherent in the present teaching framework on the other. In conclusion, since a reading class is by nature a text-based one, we should go into further study of the constraints existing between the students and their texts, so as to help them remove the impediments to the communication between writers and readers, and enable them to become effective readers.
Bibliography
[1] Smith, F. Understan
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