双重代码理论在高中英语阅读教学中的应用
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-19编辑:lgg点击率:4781
论文字数:33856论文编号:org201706132135384764语种:英语 English地区:中国价格:$ 66
关键词:英语阅读论文高中英语阅读意象教学研究
摘要:本文是英语阅读论文,笔者认为阅读是听、说、读、写的一个重要方面。此外,readingalso在高考中起着重要的作用。近两年来,阅读在高考英语试卷中占很大的比例,也直接影响学生的整体高考成绩。因此,在英语阅读理解考试的重要作用。
1. Introduction
In the English teaching process, reading is an important aspect in the listening, speaking, reading andwriting. Furthermore, reading also plays an important role in the college entrance examination. In therecent two years, reading occupies a large proportion in the English paper of the college entranceexamination. As Gansu entrance examination for example, 150 points in the English entrance examinationpapers, and the direct test of reading comprehension has 40 points and an indirect test of readingcomprehension has 40 points which include close, 30 points, and another new reading which have sevensentences and you choose five to fill in the blanks, 10 points. So there are 80 points in the English paperwhich cover53.3% in the total score of 150. English reading comprehension scores directly relate to thestudent’s overall achievement in English, which have a direct impact on students’ overall college entranceexamination scores. Thus, comprehension has a vital role in the English reading examinations. Therefore,how to improve students’ reading comprehension, stimulate students’ interest in reading, and high schoolEnglish reading teaching methods become a major concern.
1.1 Research Background
The New English Curriculum Standards did appropriate adjustments to the high school students’English teaching, which presented a higher requirement for high school students and teachers. However, inthe curriculum reform process, different economical and educational development levels lead to thedifferent teaching environments.Liu Runqing (2003) said that a good teacher should combine teaching and research. If every teacherhas targets and goals to the reading skills and strategies before reading class and they can do summariesafter reading lessons, the reading lessons will have a better effect. As Nunan (1989) referred that theexploration of the problems in the reading lessons can guide the teachers from practice to the theory andbecome a way to improve the teachers knowledge.As for our school, many teachers did not know the theories of reading and they did not know thetheory of Bottom-up Model, Top-down Model, Interactive Theory and Schema Theory, So they did notapply the relative reading theories to guide the students’ reading. A major of teachers teach readings wordby word and sentence by sentence. Some teachers just publish the answers after the students reading. Otherteachers think it is not necessary to learn the reading theories, because they think it is a waste of time andthey did not have enough time to study the theories. So, they have not developed a suit of scientific andeffective method to guide the students.
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1.2 Research Significance
“No reading means no language learning” said by Bright (Bright& Mc Gregor, 1970). So, reading is animportant way to get knowledge. In all language learning, reading is the foundation of other skills and agood reading capacity contribute to the master of target language. O’Malley and Cohen (1990) all point outthat
strategy teaching should be applied in the language teaching, and language teachers should master thestrategy teaching in the second and foreign teaching. Grabe &Stoller (2002) referred that teachers shouldabandon those outdated reading theory and your own intuition from you reading experience, in order tocultivate the EFL more better.Therefore, in this
thesis, the author will test the theory of DCT in s
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