英语泛读教程教学指导书Word格式文档下载.docx
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英语泛读教程教学指导书Word格式文档下载.docx
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2credits/32classhours
5.Teachingmaterial:
ExtensiveReading(英语泛读教程)
6.FormofExam:
written
7.Bibliography:
1刘乃银ExtensiveReading(英语泛读教程)高等教育出版社北京2005.1
221stCentury
3NewsWeek
4TheNewYorkTimes
5张林《大学英语泛读教程》高等教育出版社
6《新编英语泛读教程》上海外语教育出版社1997.8
7陆佑珊《研究生英语泛读教程》(教师参考书)中国人民大学出版社
8.TeachingTarget&
Syllabus(教学目标和大纲)
ThiscourseisapracticalspecializedrequiredcoursedesignedforEnglishmajors.ReadinghasbeentheskillmostemphasizedintraditionalFLteaching,andeventodayisthemainstayofEFLinstructioninmanycountries.InJapan,forexample,Englishinstructionattheuniversitylevelisusuallythe"
intensivereadingprocedure,"
whichimpliesclosestudyofshortpassages,includingsyntactic,semantic,andlexicalanalysesandtranslationintotheLltostudymeaning.
Today,FL/ESL/EFLreadinginstructionismovingincreasingly,fromteachingtextstoteachingreaders.Specifically,wenowteachlearnersreadingskills/strategiesforunderstandingsuchelementsascontent,textualfeatures,rhetoricalelements,andculturalbackground."
Skillsbuilding"
emphasizesskills/strategiesfortextcomprehension.
Anextensivereadingprogramwasestablishedforelementarylevellanguagelearners.ResearchevidencefortheuseofsuchprogramsinEFL/ESLcontextsispresented,emphasizingthebenefitsofthistypeofinputforstudents'
Englishlanguagelearningandskillsdevelopment.Practicaladviceisthenofferedtoteachersworldwideonwaystoencouragelearnerstoengageinafocusedandmotivatingreadingprogramwiththepotentialtoleadstudentsalongapathtoindependenceandresourcefulnessintheirreadingandlanguagelearning.
DefinitionofExtensiveReading
Ourworkingdefinitionof"
extensivereading"
asalanguageteaching/learningprocedureisthatitisreading(a)oflargequantitiesofmaterialorlongtexts;
(b)forglobalorgeneralunderstanding;
(c)withtheintentionofobtainingpleasurefromthetext.Further,because(d)readingisindividualized,withstudentschoosingthebookstheywanttoread,(e)thebooksarenotdiscussedinclass.
Largequantitiesareessentialforthisproceduretobe"
extensive."
TheRoleofExtensiveReadinginLanguageLearning
(1).Itcanprovide'
comprehensibleinput'
Inhis1982book,Krashenarguesthatextensivereadingwillleadtolanguageacquisition,providedthatcertainpreconditionsaremet.Theseincludeadequateexposuretothelanguage,interestingmaterial,andarelaxed,tension-freelearningenvironment.ElleyandManghubai(1983:
55)warnthatexposuretothesecondlanguageisnormally"
planned,restricted,gradualandlargelyartificial."
ThereadingprogramprovidedinYemen,andthechoiceofgradedreadersinparticular,wasintendedtoofferconditionsinkeepingwithKrashen'
smodel.
(2).Itcanenhancelearners'
generallanguagecompetence
Grabe(1991:
391)andParan(1996:
30)haveemphasizedtheimportanceofextensivereadinginprovidinglearnerswithpracticeinautomaticityofwordrecognitionanddecodingthesymbolsontheprintedpage(oftencalledbottom-upprocessing).ThebookfloodprojectinFiji(Elley&
Manghubai:
opcit.),inwhichFijianschoolchildrenwereprovidedwithhigh-intereststorybooks,revealedsignificantposttreatmentgainsinwordrecognitionandreadingcomprehensionafterthefirstyear,andwidergainsinoralandwrittenskillsaftertwoyears.
(3).Itincreasesthestudents'
exposuretothelanguage
Thequalityofexposuretolanguagethatlearnersreceiveisseenasimportanttotheirpotentialtoacquirenewformsfromtheinput.Elleyviewsprovisionoflargequantitiesofreadingmaterialtochildrenasfundamentaltoreducingthe'
exposuregap'
betweenL1learnersandL2learners.Hereviewsanumberofstudieswithchildrenbetweensixandtwelveyearsofage,inwhichsubjectsshowedrapidgrowthinlanguagedevelopmentcomparedwithlearnersinregularlanguageprograms.Therewasa"
spreadofeffectfromreadingcompetencetootherlanguageskills-writing,speakingandcontroloversyntax,"
(Elley1991:
404).
(4).Itcanincreaseknowledgeofvocabulary
Nagy&
Herman(1987)claimedthatchildrenbetweengradesthreeandtwelve(USgradelevels)learnupto3000wordsayear.Itisthoughtthatonlyasmallpercentageofsuchlearningisduetodirectvocabularyinstruction,theremainderbeingduetoacquisitionofwordsfromreading.Thissuggeststhattraditionalapproachestotheteachingofvocabulary,inwhichthenumberofnewwordstaughtineachclasswascarefullycontrolled(wordsoftenbeingpresentedinrelatedsets),ismuchlesseffectiveinpromotingvocabularygrowththansimplygettingstudentstospendtimeonsilentreadingofinterestingbooks.
(5).Itcanleadtoimprovementinwriting
Stotsky(1983)andKrashen(1984)reviewedanumberofL1studiesthatappeartoshowthepositiveeffectofreadingonsubjects'
writingskills,indicatingthatstudentswhoareprolificreadersintheirpre-collegeyearsbecomebetterwriterswhentheyentercollege.L2studiesbyHafiz&
Tudor(1989)intheUKandPakistan,andRobb&
Susser(1989)inJapan,revealedmoresignificantimprovementinsubjects'
writtenworkthaninotherlanguageskills.Theseresultsagainsupportthecaseforaninput-based,acquisition-orientedreadingprogrambasedonextensivereadingasaneffectivemeansoffosteringimprovementsinstudentswriting.
(6).Itcanmotivatelearnerstoread
Readingmaterialselectedforextensivereadingprogramsshouldaddressstudents'
needs,tastesandinterests,soastoenergizeandmotivatethemtoreadthebooks.IntheYemen,thiswasachievedthroughtheuseoffamiliarmaterialandpopulartitlesreflectingthelocalculture(e.g..AladdinandHisLamp).Bell&
Campbell(1996,1997)exploretheissueinaSouthEastAsiancontext,presentingvariouswaystomotivatelearnerstoreadandexplainingtheroleofextensivereadingandregularuseoflibrariesinadvancingthereadinghabit.
(7).Itcanconsolidatepreviouslylearnedlanguage
Extensivereadingofhigh-interestmaterialforbothchildrenandadultsoffersthepotentialforreinforcingandrecombininglanguagelearnedintheclassroom.Gradedreadershaveacontrolledgrammaticalandlexicalload,andprovideregularandsufficientrepetitionofnewlanguageforms(Wodinsky&
Nation1988).Therefore,studentsautomaticallyreceivethenecessaryreinforcementandrecyclingoflanguagerequiredtoensurethatnewinputisretainedandmadeavailableforspokenandwrittenproduction.
(8).Ithelpstobuildconfidencewithextendedtexts
Muchclassroomreadingworkhastraditionallyfocusedontheexploitationofshortstexts,eitherforpresentinglexicalandgrammaticalpointsorforprovidingstudentswithlimitedpracticeinvariousreadingskillsandstrategies.However,alargenumberofstudentsintheEFL/ESLworldrequirereadingforacademicpurposes,andthereforeneedtraininginstudyskillsandstrategiesforreadinglongertextsandbooks.Kembo(1993)pointstothevalueofextensivereadingindevelopingstudents’confidenceandabilityinfacingtheselongertexts.
(9).Itencouragestheexploitationoftextualredundancy
Insightsfromcognitivepsychologyhaveinformedourunderstandingofthewaythebrainfunctionsinreading.Itisnowgenerallyunderstoodthatslow,word-by-wordreading,whichiscommoninclassrooms,impedescomprehensionbytransferringanexcessofvisualsignalstothebrain.Thisleadstooverloadbecauseonlyafractionofthesesignalsneedtobeprocessedforthereadertosuccessfullyinterpretthemessage.Kalb(1986)referstoredundancyasanimportantmeansofprocessing,andtoextensivereadingasthemeansofrecognizinganddealingwithredundantelementsintexts.
(10).Itfacilitatesthedevelopmentofpredictionskills
Oneofthecurrentlyacceptedperspectivesonthereadingprocessisthatitinvolvestheexploitationofbackgroundknowledge.Suchknowledgeisseenasprovidingaplatformforreaderstopredictthecontentofatextonthebasisofapre-existingschema.Whenstudentsread,theseschemasareactivatedandhelpthereadertodecodeandinterpretthemessagebeyondtheprintedwords.Theseprocessespresupposethatreaderspredict,sample,hypothesizeandreorganizetheirunderstandingofthemessageasitunfoldswhilereading(Nunan1991:
65-66).
PracticalAdviceonRunningExtensiveReadingPrograms
(1)MaximizeLearnerInvolvement
Anumberoflogisticalhurdleshavetobeovercomeinordertomakeanextensivereadingprogrameffective.Booksneedtobetransported,displayedandcollectedattheendofeachreadingsession.Considerablepaperworkisrequiredtodocumentthecardfilesystem,readingrecords,inventories,bookreportsandinmaintainingandupdatinglistsoftitles.Studentsshouldthereforebeencouragedtotakeanactiveroleinthemanagementandadministrationofthereadingprogram.IntheYemenprogram,studentsgainedastrongsenseofownershipthroughrunningthereadingresourcesinanefficient,coordinatedandorganizedmanner.
(2)TheReaderInterview
RegularconferencingbetweenteacherandstudentplayedakeyroleinmotivatingstudentsintheYementoreadthebooks.Thisenabledeffectivemonitoringofindividualprogressandprovidedopportunitiesfortheteachertoencouragestudentstoreadwidely,showinterestinthebooksbeingread,andtoguidestudentsintheirchoiceoftitles.Bydemonstratingcommitmentintheirownreading,teacherscanfosterpositiveattitudest
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