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运用交互阅读模式提高非英语专业研究生英语阅读能力的实证研究

论文编号:lw201508011427122960 所属栏目:英语毕业论文 发布日期:2018年03月02日 论文作者:无忧论文网

Chapter I Introduction


1.1 Background of the present study
As a world-widely used language, English is regarded as the most important and helpful tool forcommunicating between people from different countries. What’s more, with the development of Chineseeconomy and the frequent exchanges between countries from all over the world, English becomes evenmore popular (Zhang Shu, 2013). For the post-graduate students, mastering English skillfully is one ofthe basic requirements when they enter into the society.Due to the reason that English is taught as a second language in China, the top priority of Englishteaching should be given to reading and writing (Wen Qiufang,1993). For the post-graduate students,English is not only for English major students are the main subjects, is just as important for non-Englishmajor students. During the English learning procedure, the level of the ability of reading is one of themeasures the standard of English. Krashen (1985) claims that reading ability can promote theimprovement of writing skills as well as help students grasp much more words and phrases. The syllabusfor post-graduate English definitely stipulates that the purpose of teaching is to strengthen students’ readingcomprehension. Reading comprehension test is a common way to examine students’ English readingability. In most national and international standard exams, in addition, such as CET Band 4, CET Band 6and TOEFL in the United States, reading comprehension test is treated as a important and necessary part.As English learning is different from learning other courses, English learning and speakingenvironment is quite limited for Chinese students in universities or colleges. The author holds the viewthat reading is really an important and effective method to learn English. Through reading, they have theopportunities to review the words and phrases they have learnt before as well as refresh their vocabularysystems; to practice grammatical focus, and even to predominate some useful sentence structures andbeautiful expressions. Karel (1989) once said that reading is a useful tool to learn English, and readingskill is very important for students to learn a foreign language.
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1.2 The purpose and significance of the study
Karel & Eskey (2006) once said that most of English learners believe that they are willing to learn thelanguage because they have a need to read. In addition, the reading ability of high or low is just the same as learning oral language, and it directly reflects a basic language accomplishment, if not more important.Reading a book hundreds of times and its righteousness from now, the reason why reading is so importantlies in that reading is not only understand the text literally, but also is often accompanied by readers’psychological activities. The traditional English reading teaching in China has its weakness. Therefore,college teachers should find or think some useful ways to attract students’ interest of English reading andsome skills to train their reading comprehensive.Researchers regard “Interactive reading model” as one of the most effective methods to developstudents’ reading efficiency and ability. Schema theory research shows that the most efficient way ofreading is speaking from the model and the model of organic combination (Rumelhart, 1989).In order to find the relationship between the “interactive reading” model in the teaching class ofreading and post-graduate students’ reading competence through experiment; Whether the teacher can fullytake advantage of this method and then call for enough attentions on the significance of English readinglearning.
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Chapter II Literature Review


2.1 Basic concepts of interactive teaching model
Researchers proposes different definitions of interaction from different point of views. Interaction hasbeen widely researched in SLA in the West (Rivers, 1981;Oxford, 1990; Wells, 1981; Robinson, 1994;Richards&Schmidt, 2003; Allwright, 1984; Chaudron, 1988; etc.).River (19