英语论文网

ng Aloud
Foreign experts also make some definition of reading aloud. Kailani (1998) put that“ we can regard reading aloud as the clear articulation of words in flexible rate, volume andtone by using effective pauses.” According to Griffin (1992), “ reading aloud is not a simplyintuitive process just to speak out the written materials mechanically but a comprehensivemeans of language training and learning. It can promote the development of students' listening,speaking, reading and writing.” In this thesis, the author mainly investigates reading aloudand listening.Some experts at home give some definition as following, Zhang Zhigong (1982) statedthat reading aloud refers to the use of voice skills to artistic treatment in printed words, thevisual image changes into the hearing, accurately and vividly reproduce the ideological andemotional voice. Zhang Song (1992) pointed that reading aloud is absolutely not an simpleprocess of reading words, but a complex cognitive process in which readers and texts interactwith each other to show the voice for themselves or others. Wang Zongyan (2002) pointedthat reading aloud is not only the knowledge of English we have learned, but also the wholesystem of English. Many English teachers define reading aloud as “reading and speaking”teaching method, and some researches has proved that it is a kind of effective teachingmethods to inspire and cultivate students’ interest in English learning, by which students canlearn English in a relaxed atmosphere. From some kinds of definitions of reading aloud, theauthor states that reading aloud can ask students to focus on more aspects in English learningrather than learn grammar or knowledge.
.........

2.2 Reading Aloud and Silent Reading
Reading aloud is not an intuitive process to see the word, but a process of controllingvoice with complex psychological changes, which contains three stimulation during thisprocess. Wang Xiuxue (2011) pointed that this practice has auditory stimulation, visualstimulation and oral stimulation. It deals with the sound information of visual perception so asto understand and further transform it into spoken language.Only through the visual “sight” to see the text and it will be conveyed into thecorresponding form of speech. Silent reading and reading aloud both are visual input, butthere are many differences between them.When you read aloud, the contents of the visualinput are objectives. Readers need to see the information in writing, including punctuation forvisual input, using the spelling system of the brain and understanding the information rapidly,as well as including the possibility of misunderstanding, to prepare for the sound output. Thevisual input is subjective in silent reading, and readers can choose to see. Meanwhile, whensomeone reads aloud, in order to make understand the content of his reading, he will pay moreattention on pronunciation and intonation. While reading silently, we need silent readingstrategies to get information correctly. In classroom activities, reading aloud is consideredmore manageable because we can clearly observe and hear whether students are participated.On the contrary, the management of silent reading is more difficult in the class, because wecan not see the mind of learners. When students read silent, we can not determine whetherthey are actively get information. Through the students reading aloud, the teacher can findwhether there are difficulties in words