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1.
在阅读实践中提高英语阅读能力的策略 总被引：1，自引：1，他引：0
彭震 《湖南城市学院学报》2012,(1):106-108
借鉴国内外主流的英语阅读理论,从不同侧面探究英文阅读过程的实质以及英语阅读能力的组成要素。结合国内外的实践研究,找出提高英语阅读能力的具体策略和有效方法,针对培养阅读动机、加强词汇学习、扩大背景知识、提高阅读速度等提出了阅读实践方法和路径。 相似文献
2.
数字阅读素养作为数字时代公民必备的一种新素养，受到社会普遍关注。近年来，不同国家、组织机构、学者开展了数字阅读素养的相关研究。数字阅读素养是胜任数字阅读的关键能力和必备品质，数字阅读素养框架构建是培养或涵化数字阅读能力和品质的前提。文章在对PISA、PIRLS、NEAP、ORCA、PIAAC等5个国际数字阅读素养测评项目，国内17个数字阅读素养框架，共22个框架梳理、比较的基础上，建构了公民数字阅读素养结构框架，框架分为4个一级维度及12个二级维度：（1）数字阅读意识维度（数字阅读态度和情感、数字阅读兴趣和动机）；（2）数字阅读知识维度（数字技术知识、数字资源知识、数字阅读知识）；（3）数字阅读能力维度（定位获取能力、分析理解能力、反思评价能力、交流创造能力、元认知能力）；（4）数字阅读伦理维度（隐私安全、规范道义）。 相似文献
3.
该研究旨在了解PASS理论包含的基本认知过程(计划、注意、同时加工和序列加工)与中英文阅读的关系.对三、四、五年级共102名被试施测了中英文阅读测验,中英文语音意识测验以及CAS认知评估测试.相关分析发现,中文识字量和阅读流畅性均与计划显著相关,英文真词辨认与计划和序列加工的相关显著,英文假词辨认则与计划和同时加工显著相关.回归分析发现,英文中,语音意识对阅读的解释力大于PASS认知过程,但计划、同时加工和序列加工的解释亦达到显著,中文中,PASS认知过程对阅读的解释力大于语音意识,且计划的解释力最高.结果既验证了PASS认知过程在英文阅读中的作用,也发现中文阅读有不同于英文阅读的认知特点. 相似文献
4.
语文阅读能力考查应建立学科立场。语文课程是具有很强的语言实践的一门学科,语文课程是以语言实践为学科特征的,因此,语文学业成就必须要表现出语言理解与语言运用的具体行为,阅读能力考查当然也不例外。新课程将学生的学习结果分为知识与技能、过程与方法、情感态度与价值观三个维度,考查学生的阅读能力也应该从这三个维度展开。 相似文献
5.
提高阅读能力需要输入大量的文本,还需要尽可能地激发学生的阅读动机,而英文报刊同时集趣味性、语言真实性、时效性等优势于一体,是帮助教师进行英语阅读教学的必备材料。它不仅能丰富课堂内的 相似文献
6.
李明澈 《忻州师范学院学报》2003,19(6):75-78
教学大纲以培养阅读能力为大学英语教学的首要任务。同时，国内的各种语言测试中，阅读所占的比重皆在40％左右。而学习者的阅读动机却不强，不愿意多阅读。本文旨在探索利用多媒体来激发学习者的阅读动机，最终为他们打好基础，提高英语的学习水平。 相似文献
7.
利用区域教育质量监测数据,建立结构方程模型,考察阅读动机、阅读投入、同伴辅助学习对小学生阅读能力的影响。结果表明：阅读的内部动机和外部动机均显著影响小学生的阅读能力;阅读投入在阅读动机和阅读能力关系间发挥部分中介作用;同伴辅助学习在阅读动机与阅读投入关系间发挥正向调节作用;在“阅读投入—阅读能力”的调节机制中,高水平同伴辅助学习的影响效应不如低水平同伴辅助学习。为系统提升小学生阅读能力,教师可尝试从以下几个方面着手：构建积极的阅读评价环境,激发学生的良性阅读动机;营造自由开放的阅读氛围,提升学生的阅读投入水平;发挥同伴辅助学习的积极调节作用,利用亚文化群体带动阅读正向发展。 相似文献
8.
魏冉 《徐州师范大学学报(哲学社会科学版)》2011,37(6):142-145
大学生英语阅读过程中的阅读动机与阅读成绩、性别的相关性研究表明:(1)大学生具有较强的英语阅读动机。(2)学生的阅读动机总体水平与阅读成绩呈正相关,并且达到了统计学意义上的非常显著水平;效能信念、成就价值分别与阅读成绩相互正相关,相关程度达到显著水平;高、低分组的阅读成绩呈现显著差异。高分组的效能信念平均值高于低分组,其差异达到统计学上的显著水平。(3)女生阅读成绩高于男生,但两者无显著性差异。女生效能动机、成就价值和社会因素的平均值均高于男生,且差异均达到显著水平。因此,有效地激发学生阅读动机,针对男女性别差异的特点区别对待,可以更好地促进学生阅读能力的提升,这对外语教学的有效开展具有启示作用。 相似文献
9.
作为英语教师,在每天的教学中我们都会遇到各种语言生动、内容不同、风格各异的阅读文章．研究它们．使这些阅读材料更好地为提高学生的阅读能力服务应该成为我们日常工作的一个重要组成部分。笔者建议各位英语教师从阅读技巧、阅读动机、阅读中的情感和态度等方面来丰富自己的阅读教学。使我们的阅读教学充满知识性、趣味性和教育性。 相似文献
10.
《佳木斯教育学院学报》2016,(11)
语言的学习简单可以概括为是一个从输入到输出的过程,而这个过程与学习者的认知过程联系是非常紧密的。近年来,对于高职英语教学中提高学生阅读技能的跨语言研究已经取得了一系列进展。跨语言教学研究侧重于学生在阅读过程中的认知加工与阅读技能之间的关系。目前国外的研究发现在跨语言研究中主要存在三方面的不足。本文对这三方面的不足做了介绍,同时也介绍了汉语与英语之间跨语言研究进展。这一研究对于提高高职学生英语学习,尤其是英语阅读额能力的提高,大有帮助。 相似文献
11.
One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related
to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures
of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity, involvement, recreation,
and social-peer attitudes were significantly higher for L1 as compared to EFL reading. No difference across EFL and L1 was
found for the motivational subscales in the areas of school grades, instrumentalism, and social-family attitudes. Furthermore,
instrumentalism was particularly strongly correlated with EFL reading comprehension, whereas recreation had the highest association
with L1 reading comprehension. The eight subscales collectively explained 16% variance in Chinese and 12% variance in English
reading comprehension. Results underscore the importance of different types of motivation for reading comprehension and the
different roles each motivational aspect may play in L1 and EFL reading. 相似文献
12.
Jackson Nancy Ewald Chen Huanwen Goldsberry Lonie Kim Ahyoung Vanderwerff Carla 《Reading and writing》1999,11(4):345-379
Orthographies vary in the support they provide for word identification based on grapheme-phoneme correspondences. If skills developed in acquisition of first-language (L1) reading transfer to reading English as a foreign language (EFL), the extent to which EFL readers' word identification shows reliance on information other than grapheme-phoneme correspondences could be expected to vary with whether their L1 orthography is a non-Roman alphabet such as Korean hangul or a nonalphabetic (morpho-syllabic) system such as Chinese characters. Another influence could be whether EFL readers have learned to read a morpho-syllabic L1 by means of an alphabetic transliteration. English text reading speeds and oral reading quality ratings of three groups of adult Asian EFL readers attending an American university were compared with those of two groups of American L1 readers: Graduate student peers and eighth-grade students. All EFL groups read more slowly than both groups of L1 readers, and their reading was more impaired when orthographic cues were disrupted by mixed case print or pseudohomophone spellings. Some of these effects were reduced in EFL readers from Hong Kong, who had earlier exposure to English. Contrary to previous findings, no effects could be attributed to type of first orthography or early exposure to alphabetic transliteration of Chinese characters, which differentiated the Taiwanese and Hong Kong groups. As a whole, the results suggest that, at least across the L1 groups studied, differences in EFL word reading are associated less with type of L1 orthography than with history of exposure to English. 相似文献
13.
Kyung Ja Kim 《Reading and writing》2011,24(8):861-881
This study was designed to identify underlying factors that motivate language learners to read in a foreign language (L2) context. It also examined the relationships between L1 and L2 reading motivation and any differences in reading motivation based on the learners?? academic majors and L2 reading proficiency. 259 Korean EFL college students participated in this study. Participants?? L1 and L2 reading motivation was measured using a Likert scale questionnaire and their L2 proficiency was estimated by test scores in their reading classes. This study yielded a four-factor solution for L2 reading motivation: learning goal-oriented motivation, intrinsic motivation, avoidance of reading, and utility value of L2 reading. The results indicated that learning goal-oriented motivation and utility value of L2 reading were the two primary indicators for the participants?? desire to read in English. The study also demonstrated that the factor-based L2 reading motivation scales correlated with some of the L1 reading motivation scales in the relatively low range but statements about the connection or transfer issue of reading motivation between the two languages must be tentative. All L2 reading motivation scales revealed significant differences between English and non-English majors except in utility value of L2 reading. Furthermore intrinsic and avoidance scales also differed significantly depending on the participants?? L2 reading proficiency. 相似文献
14.
A think‐aloud study of strategy use by EFL college readers reading Chinese and English texts 
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下载免费PDF全文 This study used a think‐aloud approach to compare reading strategy use in the first language (L1) and non‐native language (L2) among 36 English as a foreign language (EFL) college students at different reading levels. The participants took an English proficiency test and participated in two individual sessions in which a reading test and a think‐aloud task were administered separately in Chinese and English. Cross‐language transfer theory and the linguistic threshold hypothesis were used to conceptualise the similarities and differences in L1 and L2 reading strategies. This study found more frequent and diverse strategy use in English than in Chinese. Similar patterns of meta‐cognitive strategy use were evident in both languages. The applications of certain meta‐cognitive and support strategies served as indicators that differentiated more‐proficient from less‐proficient readers. The present study extended previous questionnaire studies and suggested that English reading instruction should be informed by this line of research to provide instruction on effective reading strategy use for EFL learners. 相似文献
15.
交际型英语教学在英语作为第二语言（ESL）的教学环境中取得成功的同时,却在英语作为外语（EFL）的教学环境中遇到了很多困难。本文指出上述两种不同的语言教学环境在教师水平、学生学习动机、态度和学习方法上都存在着很大的差异,正是这些差异的存在要求我们以正确的态度看待交际型英语教学．将这一先进的教学模式与我们的教学实际结合起来。 相似文献
16.
Qing Liu Xiaodi Zhou 《Changing English: An International Journal of English Teaching》2015,22(1):99-111
This article presents two separate but related studies on native-English speaking (NES) instructors’ teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors’ writing instruction in a southern Chinese university as well as students’ responses to their practice. Another study takes on an auto-ethnographic approach, in which the researcher retrospectively examines his own writing instruction as a college NES instructor in China with his new understanding of Bakhtin’s dialogic theory and theories of multi/biliteracy. The pairing of these two studies, methodologically and conceptually, illustrates the NES instructors’ teaching experiences in China from both an outsider and an insider’s perspectives. The findings of the studies indicate that one of the key factors that hinder the effectiveness in teaching writing in English as a foreign language (EFL) contexts is the doctrine of ‘native fallacy’ widespread in the EFL field. This is an ethnocentric view of treating English as a hegemonic practice that drives EFL students to reach native-like English proficiency in both their English speaking and writing. The article concludes with a call for a paradigm shift in teaching and learning in the EFL field, which requires fundamental changes in the view of English from ‘native English’ to World Englishes or an international language for today’s globalized community. 相似文献
17.
Yin-kum Law 《Teaching and Teacher Education》2011,27(1):73-84
This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students’ motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students’ subjective reports on their motivation and their teachers’ teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read. 相似文献
18.
在英语听说读写四大技能中,阅读占有极其重要的地位。提高学生的阅读理解能力,在很大程度上是提高了他们运用所学外语的全部技能。将衔接理论运用于大学英语教学具体实践,可知阅读教学中有意识地运用衔接理论对学生进行阅读策略训练,能够有效地提高阅读理解水平。 相似文献
19.
This study examined whether factors affecting first language reading acquisition also affect English Foreign Language (EFL)
reading acquisition. Hebrew (L1) and EFL reading related measures were administrated to 145 fourth graders from the north
of Israel who were beginning their first year of English instruction. Results from a Linear Structural Equational Analysis
(LISREL) showed that the Hebrew independent variable consisting of morphological and phonological awareness, orthographic
ability, and word reading (accuracy and speed) predicted EFL knowledge of letter sounds and names, word attack and reading
comprehension. In addition to the Hebrew independent variable, English word recognition (accuracy and speed) predicted English
reading comprehension. These results support the Linguistic Coding Differences Hypothesis (LCDH), which argues for core linguistic
abilities that influence first and subsequent language reading acquisition. 相似文献
20.
Kuo-Ping Liu Shu-Ju Diana Tai Chen-Chung Liu 《Educational technology research and development : ETR & D》2018,66(4):913-935
This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme. 相似文献