therelationbetweenreadingandwriting1.docx
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therelationbetweenreadingandwriting1.docx
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therelationbetweenreadingandwriting1
1Introduction
“Readingmakesafullman,conferenceareadyman,andwritinganexactman”fromwhatFrancisBaconsaidweknowthatreadingandwritingplaysanimportantroleinourlife.ButhowwecanacquireagoodreadingandwritingskillinfluencesourEnglishlearners.FormanyyearsEnglishreadingandwritingaretaughtseparately.ReadingandwritingastheessentialEnglishskillsactuallyhaveverycloserelation.Readingisthepreparationforwritingandwritingtheoryandskillscanprovidereaderssomecluesforbetterunderstanding.Readingisinputandwritingisoutput,nowbylearningtherelationshipbetweenEnglishreadingandwritingwecanfindsomebetterwaystoimproveourknowledge.
2Therelationshipbetweenreadingandwriting
Afterstudyingtheresultofmanyinvestmentsabouttherelationbetweenreadingandwriting,Stoskeypointedoutthat:
writingactivitiesareveryhelpfultoreadingcomprehendandinreturnitisanefficientwaytoimprovethewritingskillbyreadingmuch.Allthestudiesandexperimentsoftherelationshipbetweenthemshowsitseemsthatreadingalwaysrelatedtowritingskillsorwecouldsayreadingalwaysinfluenceswritinginsomeway.In1994,XieWeinaspecificallydescribedtherelationshipbetweenthem:
writingactuallyistheprocessofsimulatingreading,andreadingisalsoabehaviorofsimulatingwritingforreaders.Becausewhenwereadsomethingwemustconjectureauthor’sintentionevenplaytheroleofwriterstounderstanditbetter.Fromthatwecansee,thoughreadingandwritingaretwoindependentprocessbuttheyhavecloserelation.Readingandwritingcanbepromotedtogether.
Thestudents’readinglevelcanberoughlydividedintotwolevels,thatishavingmasteredthesurfacemeaningandhavingmasteredthedeepmeaningofanarticle.Theformeronlypayattentiontotheplotsandstayinthegeneralperceptionlevel,alongwithpassivity.Thelattercangraspthethemeandwritingmethodsreachingthecomprehensionlevel,whichcanbedigestedandabsorbsprofoundly.Mostwriterswithhighlevelhavereachedthesecondlevel.Whilemoststudentsstillstayinthelowlevel.Thisshowsthatthereadinglevelandwritinglevelarelinked.
Readingistheprocessofunderstandingwhilewritingistheoutputprocessofcreation.Writingrequiresstudentstoselectwordsexactly,tomakesentencesnormativelyandfluently,toexpressideasclearlyandassurethattheentirelayoutisreasonable.Soonlydoingsufficienteffectivereadingcanstudentsreachit’srequires.Byconstantlywritingpracticesomevitalconceptssuchasthemes,centralideas,arguments,plotandsequenceandsoonwillbedeepenandstrengthenrepeatedly,theprocessofwritingvirtuallybecomestheprocessofpracticingreadingcomprehensions,whichplaysagreatimpetusforimprovingthereadingability.Theimprovementofreadingcomprehensioninturnprovideforthehighlevelofwriting.Theaccumulationofreadingandwritingskillsiscomplementary.Theknowledgestudentsobtainedfromreadingisjustthematerialsusedinwritingandtheprocedureofreadingatextisthesameastheideationforacomposition,bothofthemwilltakethewayofwriter’sthoughtsandreaders’needsintoaccount.Accordingtotheviewofthecognitivepsychology,ontheonehand,theimprovementoflanguageapplicationabilityisonthebasisofatremendousamountoflanguageinput,especiallyalotofreading,ontheotherhand,theoutputoflinguisticknowledgeeffectivelypromotestheknowledgeofthelanguageinternalization.Therefore,readingandwritingaretworelativelyindependent,butinterdependent,mutuallycomplementarytoeachother'sskills.
3Theimportanceofreading
3.1TheSLAtheory
Whenwetalkaboutreading,wehavetomentionS.D.Kristen’ssecondlanguageacquisitiontheorywhichismeaningfulforusEnglishlearners.AmongtheresearchesinsecondlanguageacquisitionS.D.Kristen’sInputHypothesishasthegreatestimpactonforeignlanguagelearning.Kristen’sinputhypothesisisthecoreoflanguageacquisition.Kristen(1983:
32)thoughtonlywhentheacquisitioncontactsto"thecomprehensiblelanguageinput",thatishissecondlanguageinputwhichisslightlyhigherthanhiscurrentleveloflanguageskills,alsohecanfocusontheunderstandingoftheinformationorthemeaninginsteadoftheunderstandingofform,andhecanobtaintheacquisition.Thisishisfamousi+lformula.“i”representsthecurrentlevel,“l”representslanguageacquisitionmaterialsthatareslightlyhigherthanthatatthecurrentlevel.AccordingtoKristen’sview,likethisi+linputwedoesnotneedtoprovidethemintentionally,aslongaslearnerscanunderstandtheinput,andhehadsufficientquantitiesthenthisinputmaybeprovidedautomatically,thatistosay,atfirstlearnerhastounderstandthemeaningofthelanguage,thelanguagestructurewillbeacquirednaturally."InputHypothesis"Alsostressedthattheabilityofusinglanguagecannotbetaught,alongwiththetimepassingby,butnaturallyformedthroughcontactingalargenumberofcomprehensibleinputs.Obviously,comprehensibleinputisaconventionalkeyoftheobjectivelanguageandalsoisthecoreof"InputHypothesis".
3.2Theimpactofreadingonwriting
3.2.1Readingcanenrichthelanguageknowledge
Asweknowthatwordsmakesentencesandsentencesformparagraphthenseveralparagraphscanbeatext.AnyonewholearnsEnglishmaythinkvocabularyisalwaysthebiggestobstacleinthelearningway.Whenwritingsomestudentsoftenfeelthattheyhavemanygoodthoughtsintheirminds,buttheydon’tknowhowtoexpressthemproperlyinsteadthattheyusuallyusethesimpleandplainwords.ItisnodoubtthatinsomeEnglishteststhescoresofwritingpartisverylow.Theproblemisthatthequantityofvocabularyislimited.Andalsoyoucannotspeakoutmanygoodsentencesoritems.Whiletheseweaknesscanbeovercomebyreadingthroughwhichcandeepentheunderstandingandimpressionofwordsandsentencesonstudents,ontheotherhand,readingmorecanensurevocabularyappearsrepeatedlyinsomecontextsowecanrememberthempermanently.AlsobyreadingwecanaccumulatesomeEnglishproverbs,aphorisms,remembersomeoftheidioms,fixedsentencestoenrichourownwrittenlanguage,aswellastobuildalargerEnglishcorpus.Large,extensivestudyofreadingcanbeextendedHealthandvision.Practicehasproventhatstudentsusuallydomorewidelyreading,thinkingthemoreopen,theabilityofusingEnglishtoexpressthemselvesismorestronglyandtowriteismoresmoothly.Studentsthroughalargeamountofreadingcangetawealthofmaterials,thenwritinginthefuturecanbehandy.
3.2.2ReadingcanhelpstudentsdevelopthesenselanguageandEnglishthinkingmeans
Languagesenseistheabilitythatpeoplecandirectlycognizeanddigeststhelanguage.TheformationofEnglishsenseisfromalotoflanguagepractice.Inthelanguageofpractice,peoplethroughwatchingorreadingcanextensivelyexposuretolanguagematerialandaccumulatetheknowledgeofthelanguage,sotheknowledgeofthelanguageastheinformationpresentedtocognitivefunctionandgraduallygenerateintuitionforEnglish,withwhichwecanovercometheinterferenceofChineselanguageandformEnglishmindset.Clearly,Englishreadinghasaveryimportantroleincultivatingstudent’slanguagesense.Inreadinginstruction,teacherscananalyzethegenre,structure,contentandlinguisticfeaturesaboutthearticlecombinedwithavarietyofclassroomactivitiestoguidestudentstodobetterreading;throughalotofreading,studentsconsciouslyformcorrectunderstandingofEnglishandfosterthesenseoflanguage.TheimportanceofLanguagesenseforlanguagelearnersiswhatmusictothecomposerandtherhythmtopoets,itcanactivelypromotelistening,speaking,readingandwritingfourbasicskillsandforlanguagelearningisaactivelypromotiontoo.AgoodsenseoflanguagecanhelpstudentslearnEnglishverywell.
AnotherimportanteffectisthatbyreadingEnglisharticlesornewswhichiswrittenbyEnglishwriters,wecanfollowwhattheythought.Therefore,weareawareoflanguagedifferencebetweenChineseandEnglishandculturaldifferencebetweeneastandwest.WhenChinesestudentsareactuallywriting,thecommoncaseisthattheyfirstlythinkovertheoutlineanddetailintheirmindinChinese,andthentranslatethemintoEnglish,theresultisunsurprisinglyunsatisfactory.InEnglishwriting,itispossibletoexcludeself-consciousChineseinterference,effectivelyavoidingthephenomenonofChinese-styleEnglish.Thebestwaywerecommendistoreadextensivelytodevelopasenseoflanguageandimitatethenativeessays.Inshort,weshouldmasterEnglishthoughtways.
3.2.3Readingcanprovideawiderangeofwritingmaterialsandtheories
Materialisavarietyofobjectivethingsandphenomenaoflifethatcollectedfromlife,yetnotrefinedorprocessed.Accumulationofmaterialisstoreallkindsofthingsandpeopleacquiredthroughperceptionactivitiesintoyourmind.Materialisfleshandbloodofthearticlesowritingisinseparablefromtheaccumulationofmaterial,iftherearenotalotofmaterialswecannotwriteworkswithrichcontentprofoundthemeandmovingstories.Englishreadingisoneofthemostimportantwaystoaccumulatematerialsforwriting.Thisisbecausethroughtheteachingofreadingcanbroadenstudents’horizons,increasestudentsexperienceandenrichstudents’innerworld.Indifferentstyleswritersmayusedifferentmaterials,forinstance,insomenon-technicalwritings,theymayprefertousejokesoranecdotesortoins
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