on english reading teaching in senior high schools.docx
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on english reading teaching in senior high schools.docx
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onenglishreadingteachinginseniorhighschools
OnEnglishReadingTeachingInSeniorHighSchools
[Abstract]Englishisthemostwidelyusedlanguageintheworld.Itisaninternationallanguage.Thereisnodoubtthat,inthemodernworld,itisatoolforcommunicatingwiththeoutsideworldandaweapontocompeteintheworld.Inourmodernsociety,withtheworldeconomyglobalandtherelationshipbetweencountriesmorefrequent,theabilityofgettinginformationfromreadingbecomesmoreandmoreimportant.Inourcountry,inseniorhighschools,EnglishreadingteachingisbecomingthemostimportantpartinthewholeEnglishteaching.Formanyyears,anumberofEnglishteachershavetriedmanymeansinreadingteachingtoimprovethestudents’readingability.However,therearestillsometeachercan’tchangetheirteachingideacompletely.Theyarejustforstabilizationandafraidofreformunderthecircumstanceofeducationforexamination.SotherestillsomeissuesinEnglishteachinginseniorhighschools.ThepurposeofourEnglishteachingistocultivatestudents’independentreadingabilityandlanguageusingability.Furthermore,readingcomprehensioncovers60%inEnglishtestinNMETinrecentyears,whichrequestsustopaymoreattentiontotrainingthestudents’readingcomprehensionskillsinourteachingprocess.EnglishreadingreferstothereadersusingsomerelativeEnglishknowledgeandnon-Englishknowledgetounscramblesomereadingmaterial,whichcontainscertainEnglishknowledgeornon-Englishknowledge.Englishknowledgereferstothesumofthereaders’Englishsound,vocabulary,grammarandwritingsknowledge,whilenon-Englishknowledgereferstothebackgroundknowledge,thatis,thesumofknowledgeexperienceobtaineddirectlyorindirectly.
[Keywords]:
problems;countermeasures;speed;skill;nicety;deepness
I、IntroductionReadingteachingtakesaveryimportantpartinEnglishteaching.Weshouldgetthestudentstolistenmore,readmoreandpracticemoreonthebaseofrealpractice.Students’readingskillsandlanguageusingabilitycanbeimprovedthroughseriesofreading.Readinglessonsistoplantstudents’readingabilityinourteachingaims.Torealizethisaim,weneedtolearnandmastersomelanguageknowledgeinthetext(words,sentencestructures,grammarandusefulexpressions,etc.)andknowabouttheculturalbackgroundrelatingtothetext.Then,maybethestudents’readingspeed,readingskillsandreadingnicetyanddeepnesscanbeimproved.
Inmoderneducation,wefocusmoreontrainingthepupilsself-developmentability,whichcallsforusteacherstoletthepupilsknownotonlywhattolearnbutalsohowtolearn.Weshouldtakemeasurestogetthestudentstoknowhowtolearnandgetthemtohavetheabilityoflearningandusinglanguage.InEnglishreadingprocess,teachersshouldadoptdifferentreadingmodesandtacticsaccordingtodifferentreadingaimsandrequests,andfollowthereadingprocedurefromshallowtodeepness,surfacetoinner,concretetogeneralization.
Ⅱ、Someproblemsexistinginourpresentreadingteachingandthecountermeasure.
Readingabilityisoneofthemostimportantpartinseniorhighschool.Thelevelofreadingabilitydirectlyaffectthestudents’comprehensivelanguageusingability.AlthoughmanyEnglishteachingresearchersandteachershavedonealotofworktoplantstudents’readingskillsandgotsomeachievements,therestillexistssomeproblems.
1、Thebehindhandconceptofteachingandthesinglenessoftrainingform,whichcan’tmakethestudentsconstructcorrectcantostructureknowledge.
TraditionalgrammarandtranslationteachingmethodhasbeenusedinChinaformanyyears.Inthismethod,teacherslookontextsasthecarrieroflanguageknowledge.Theyanalyzethepassagesaimingatsomesinglelanguagephenomena.Thenhaveanexplanationbysomeexamplesandfinallyconsolidatethelanguageknowledgebyagreatdealofnon-sceneandsterilepractice.Duringthiscourse,studentsarepassiveknowledgereceivers,notactivestudyactors.However,thismodehasevertakenuptheEnglishclassforquitealongtime.Afterthenewteachingmaterialhasbeenpublished,manyEnglishteachershavebeenexploringandpracticingactivelydifferentteachingmethods,yetonethingweshouldknowisthatwearestilldeeplyaffectedbythetraditionalteachingmodes.Someteachershavethethoughtofkeepingstabilizationandbeingafraidofchangeandreform.Sotheycan’tright-abouttheirteachingconcept,andmanyofthemstilltakethe“Bottom-up”[1]modes,thinkingthatreaderscanunderstandthemeaningofarticlesjustbyunderstandingthepassagewordbyword,sentencebysentence.Whencomingtothepracticeteachingstep,teachersjustfindsomeready-madematerialforthestudentstoreadandthenchecktheanswersandthenallareOk.
Countermeasure:
Adopting“Top-down”teachingmethodtohelpstudentsconstructcorrectcantostructure.
Withthedevelopmentofapplicationlinguisticsandpsychologicallinguistics,manypeoplecometorealizethatreadingisnotjustaprocessofdecoding,butacomplexandmotilepsycholinguisticguessinggame[2].Inreadingteaching,traditional“Bottom-up”modeemphasizemoreonwordsunderstandingandsentencestructuresthanontheunderstandingofthewholepassage.Theythinktextsareonlyacarrieroflanguageknowledgeandignorethetrainingofreadingskillsandability.While“Top-down”modeputsmoreemphasisonconstructingthegeneralmeaningandpictureofthewholetextandthebackgroundofthepassageandtheintensionofthewriter.Studentscanlearnthecomponentsofthetext(paragraphs,sentences,words)onthebaseofmasteringthemainideaofthewholetext.InseniorhighschoolEnglishreadingteaching,whendealingwiththetext,teacherscanintroducethetopicofthetextbyenlightening(eg.askandanswer,discussion),whichcanmakethestudentsknowthecontentofthetopicandactivatetheirreadinginterest.Forexample,inSeniorEnglishforChinaStudents’B2,Text“LifeInTheFuture”,becausemostofthestudentshaveknownsomethingaboutcomputerandsomeareevenveryskillfulatcomputeroperation,teachercanbegintheintroductionwiththefollowingtwoquestions:
①Wherearecomputersusedinourlife?
②Docomputersbringaboutgreatconvenience?
Thiswillevokethestudents’existingknowledgeandwilleasilycometothetopic.
2.Thestraitnessofreadingmaterialandsmallquantityoflanguageinput,whichcan’tarousestudents’interestenough.
Now,mostoftheschoolsinourcountryareusingtheteachingmaterialeditedinthe1990sbyPEP(China)andLONGMAN(Britain),whichhavegainedrecognitionbymanyEnglishteachingstaffforitsbrand-newteachingidea,scientificarrangementandrichstylishcontent.Butweareinaninformationexplosiveage.andthedevelopmentofthingsarounduschangesquickly.Sofromthispoint,thesubjectmatterinthiskindofbookaretoolimitedandstrait.Forexample,therearemanyarticlesaboutfamouscharactersintheteachingmaterial(eg.:
WaltDisney,AbrahamLinkon,KarlMarxetc.,whichstudentshavelearntaboutbefore.).Thiswillweakenthestudents’eagernessforgettinginformation.IfwecarrysomearticleslikefootballstarBakerHame,computerstarBillGatesetc.,wecaneasilyinspirethestudents’readinginterest,Anotherexampleisaboutthetext“LifeinTheFuture”.Itintroducedcomputersusedinagriculture,dailylife,traffictransportationandaviation,butdidn’tmentionaboutthemostwidelyusedandgreatlyeffectiveone–Internet,evenawordAlltheseobviouslycan’twakenstudents’interest.
Countermeasure:
Makefulluseofcomputernetwork,purifyandoptimizenetworkresourcestoserveforEnglishteaching.
Withtheinformationsocietycoming,theprocessandusingofinformationfrominternetwillbecomeasignofone’sbasicabilityandculturelevel.Therefore,teachersshouldmakefulluseoftheresourcesintheinternettoincreasestudents’after-classreadingquantityandenlargetheirreadingviewtomakeupthedeficiencyofclassroomteaching.Nowthereareelectroniceditionof21Century,EnglishWeeksandsoonintheinternet.AfterwestudiedAswanDam,wecanfindsomematerialaboutThreeGorgeProjectasthesupplementofthetext.
3Theexplanationoflanguagepointsistoomuchandparticular,whichcan’tmakestudentsbuildupcorrectlanguagestudyview.
InpresentmiddleschoolEnglishteaching,manyteachersrelyonlotsofexercises.Theyfocusmoreonlanguagepoints.Whentheymeetoneinreadingteaching,theyteachitsdifferentusagesasdetailedaspossible.Whenmeetingakindofgrammarphenomena,theynotonlyexplainititself,butalsorelativeonesdetailedly.Forexamplewhentheyteachtheword“advise”,theynotonlyteachthestructures“advisesb.todosth.”and“advisedoingsth.”butalsoitsnounform“advice”andthedifferencesbetween“advice”and“suggestion”.Thiswillmisleadthestudents.StudentswillthinkthatEnglishleaningisnotatoolbutsomelanguagepoints.
Countermeasure:
Accordingaslanguageacquisitiontohelpthestudentsbuildupcorrectlanguagestudyview.
Inthesecondlanguageacquisition,Krashen’s“TheInputHypothesis”[3]answeredthequestionofhowtoacquirelanguageintheoryorpractice.TheinputofthelearnershouldbealittlehigherthanhisorherpresentlevelKrashen’stheoryiscoherenttotheprincipleof“Lettingthestudentsmasterthelanguagethroughusingit”incommunicatingteachingmethod.Inteaching,teachersshouldteachthestudentsaccordingtotheirpresentlevelandgetthemtoobtainrealpleasurethroughlanguagestudyandgraduallyplanttheircorrect
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