高中英语教学在阅读方法训练应用 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-20编辑:lgg点击率:3018
论文字数:38700论文编号:org201404201534077277语种:英语 English地区:中国价格:$ 66
关键词:阅读策略训练高中英语教学高中英语
摘要:Although domestic research on reading strategies has been started not for a long time, aconsiderable part of researchers are attentive to it and have successively carried out empiricalresearches.
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Chapter 5 Major Findings and Implications ............40
5.1 Major Findings ............40
5.2 Implication............41
5.3 Limitations and Suggestions for Further Research ................48
Chapter 5 Major Findings and Implications
5.1 Major Findings
First, the current situation needs to be paid enough attention to. Although readingoccupies a large proportion whether in teaching materials or curriculum, reading teachingdoesn’t achieve the desired effect. Most students admit that the reason why they read is thatthey want to get good grades in English examinations. A number of students can read Englisharticles but their bad reading habits usually hinder their reading speed and efficiency. In readingthey are not able to generalize the main idea or guess the meanings of new words according tothe context, not to mention understanding the author’ s viewpoint or writing intention. Someother students lack the consciousness and ability of autonomous learning. They don’t have clearlearning goals or plans and they have no idea of how to choose appropriate materials or how toapply corresponding reading strategies. Besides, they have difficulty in monitoring themselvesand evaluating the reading results. Therefore, teachers are faced with a great challenge that ishow to improve students’ reading competence.
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Conclusion
In various domestic language tests, reading comprehension accounts for a largeproportion. Particularly, in recent years, the National Matriculation English Test has featuredthat reading quantity has been increased dramatically, there being more reading materialsrepresenting the culture of English-speaking countries with more test points focused on theunderstanding of passages, which requires of students speeding reading ability and quickthinking ability. Unfortunately, due to lack of special training, students haven’t got muchimproved in discourse competence, critical thinking ability, and the ability of applying readingstrategies flexibly, which can be seen from the serious loss of points in the readingcomprehension part.Reading comprehension can be divided into three levels and they are literalcomprehension, inferential comprehension and critical comprehension. Literal comprehensionrefers to the understanding of the surface meaning of the passage; inferential comprehensionrefers to the understanding of the implication, while critical comprehension requires readers toexpress their own opinions besides understanding the author’s intention. However, thetraditional teaching usually mistakes literal comprehension for the ultimate goal of reading.Accordingly, teachers usually devote too much attention to explaining new words, making upsentences and translating the passage so that the text is fragmented into pieces, which preventsthe student grasping the overall idea of the author. Therefore, it is imperative for the teachers toupdate the teaching concept and take effective measures to make students acquire criticalcomprehension and improve reading competence.
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Reference (omitted)
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