Cognitive Reading Theories and the Cultivation of English Reading Ability in Middle School.docx
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Cognitive Reading Theories and the Cultivation of English Reading Ability in Middle School.docx
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CognitiveReadingTheoriesandtheCultivationofEnglishReadingAbilityinMiddleSchool
CognitiveReadingTheoriesandtheCultivationofEnglishReadingAbilityinMiddleSchool
Abstract
ReadingstrategyisanimportantaspectofEnglishreading.Butmanymiddleschoolstudents'readingabilitiesarefarbelowwheretheyshouldbe,anddiscrepancybetweenstudentsturnstobegreater.Thishasdrawncloseattentionofmanylinguistsandresearchers.Basedtheorystudy,thispaperhasmadeabriefstudyonmiddleschoolstudents’Englishreading,ItFocuseslargelyonreadingstrategies,illustrationthenecessaryofreadingstrategiessothattheconcreteapproachescanbedetermined.
Firstly,withabriefintroductionisgiven,withabriefanalysisofstudiesrelatedtotheimprovementofmiddleschoolstudents’readingability.AndthenbasedonCognitiveLearningTheoryandSchemaReadingTheory,thepaperillustratesthesignificantrolethereadingstrategyplaysinreadingcomprehension.Readingstrategiesemploymentresultsinefficientreadingcomprehension.Fromcognitiveperspective,readingstrategiesmaybeginasdeclarativeknowledge,andthenturnintoproceduralknowledgewithrepeatedpractice.Onceturnedtobeprocedural,readingstrategiesbenefitstudentsinimprovingreadingabilities.Atlast,withthetheoreticalstudy,astrategy-basedinstructionandtrainingplanhasbeenmade.Itwasputtopracticeandtheteststatisticresultsshowtheplanispracticalandvaluable.Theseresultsalsosupporttheideasthatreadingstrategiesaidinimprovingreadingabilityandreducingdiscrepancy.Itcomestolightthatstudentsshouldlearnandusetheminordertoimprovetheirreadingabilities.
Itaccordingtothatmajorityofmiddleschoolstudentsfailtousereadingstrategiesinreadingactivities.Viewsareheldthatlackofreadingstrategiesisoneofthemainfactorsthataffecttheimprovementofreadingability.Theresultssupportthatstrategy-basedinstructionandtrainingarepracticalandvalid.
KeyWords:
cognitivelearningtheories,Schemareadingtheories,readingability,reading
摘要
阅读是外语教学中的重要组成部分。
但目前中学生的阅读能力大大低于预期水平,学生间的差异也在增大。
这个问题已引起许多语言学家和中学英语教师的普遍关注。
本文在理论分析的基础上,对中学生英语阅读过程中出现的问题进行了初步的分析,并以阅读策略为切入点,阐述了实行阅读策略的必要性和具体对策。
本文首先分析了目前中学生英语阅读能力的现状,提出选题原因。
然后以认知学习理论和图示阅读理论为依据,阐明学习策略在第二语言习得中的重要作用。
从而提示说明阅读策略与阅读效果之间的密切关系。
根据知识掌握的规律,阅读策略可以通过学习获得,并且通过大量的练习,由陈述性知识转化为程序性知识最终成为阅读能力提高的关键因素之一。
最后在理论研究的基础上,提出了以阅读策略为基础,学习与练习相结合的教学方案,经过阅读策略的学习与实践,中学生的英语阅读能力得到了提高,阅读能力之间的差异明显缩小。
理论探讨的结果说明中学生要提高英语阅读能力必须有意识地加强阅读策略的学习与掌握。
本文通过中学生在使用阅读策略方面存在的问题。
作者指出在阅读中缺少阅读策略的使用是影响中学生英语阅读能力提高的主要因素之一。
同时证实了本文提出的以阅读策略为基础的学习和训练方案是有效的和可行的。
关键词:
认识学习理论;图示理论;阅读能力;阅读
Contents
Abstracti
摘要iii
Chapter1Introduction1
1.1TraditionalprocedureofteachingEnglishreading1
1.2Theneedandsignificanceofthestudy3
Chapter2Abriefdiscussionsofcognitivereadingtheories4
2.1Cognitivelearningtheories4
2.2Schemareadingtheory6
2.2.1Backgroundknowledge7
2.2.2Thethreepsycholinguisticmodelsofreading8
2.3Relationshipbetweencognitivereadingtheoriesandreading11
2.3.1DeclarativeandProceduralKnowledge11
2.3.2Stagesofskillacquisition12
2.3.3Theacquisitionofreadingstrategies12
Chapter3Howtoimprovestudents'readingabilitybyusingcognitivetheories13
3.1Strategy-basedinstructionsandreadingtraining14
3.1.1Text-attackskillsandreading14
3.1.2Word-attackskillsandreading18
3.2Readingtraining24
Chapter4Conclusion26
4.1Findingsofthestudy26
4.2Implications28
Bibliography30
Acknowledgements31
Chapter1Introduction
1.1TraditionalprocedureofteachingEnglishreading
Traditionally,readinghasarelativelyimportantpositioninEnglishteaching.Teachersalltreatthetextsasintensivereadingbothinthetraditionaltextbooksandinthepresentusedtextbooks.Inmostofthetraditionalreadingclasses,teachinghasremainedatthelevelofwordsandsentences.Thecommontraditionalteachingprocedureofreadingcoursesisasfollows:
(1)Studentspreviewthetextbeforeclass,mostlymemorizingnewwordsandunderstandingdifficultsentences.
(2)Intheclass,theteacherexplainthetextswordbywordandsentencebysentence,translatedifficultsentencesintomothertongueandlistsallthelanguagepointsinthetexts,includingwords,phrasesandcomplicatedsentencestructures.
(3)Aftertheexplanation,theteachercheckstudents’comprehensionbyaskingsomequestions,ifhaving,butthecheckmostlyrestsintheunderstandingoftheliteralmeaning.
Undersuchamodeofteaching,thefollowingcasesareboundtoarise:
(1)Theteacher’sexplanationsolelyrestsonvocabularyandsentences,sowhatthestudentshavetodointheclassisjusttotranslatesomesentences.
(2)Withtheteacherasthecenteroftheclass,studentsjusttakenotesandpassivelysoakuptheso-calledsystemati
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