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我们以关联理论为基础,从认知语言学的角度分析了话语标记语的语用制约性及英语听力理解中话语标记语的语用标记功能。教学中,英语教师应该重视话语标记语在语篇中发挥的重要作用,并有意识地把话语标记语作为一种听力技巧系统地教授给学生,以提高学生预测和推理言语信息的能力。 相似文献
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《华夏少年(简快作文 )》2015,(5)
<正>语篇是小学阶段学习英语的重要素材之一,随着阅读能力的提高,小学高年级学生英语学习的重点已从词和句子逐步转向句子和语篇。下面我就浅谈一下小学英语语篇教学的教学策略。一、阅读前——了解背景,引导预习由于高年级教材中的语篇相对较长,涉及的词组、句型、文化信息较丰富,如果教师在学生没有准备的情况下直接切入,很多学习基础一般的学生难以适应。因此,教师要加强预习指导,让学生自主进行语篇分析,使学生有所了解、有所准备地进行语篇学习。 相似文献
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初中英语教师在教学的过程中可以有意识地采取问题教学的方式引发学生的深度学习,以此进一步训练学生的英语高阶思维,使其能够切实提高英语阅读理解的技能水平。教师通过不断地剖析初中英语教材内容,挖掘其中的内涵,利用目标导学以及有效的学习指导策略和问题设计,促进学生对英语阅读理解的深度学习,实现英语学科综合技能水平的有效提高。教师在教学的时候有意识地引导学生学习英语语篇主题意义,使其能够在理解语篇主题意义的同时实现英语的深度阅读,以此较好地培养学生深度学习的品质和批判性思维,促使英语学科技能水平得到显著的提高。 相似文献
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笔者认为，传统的英语阅读课文教学存在的弊端主要是教师控制过多，学生主动参与太少，创造性思维也就难以开拓。那么到底如何才能改变传统课堂“教师传授——学生接受”的教学模式，在阅读课中减少教师的控制，让学生根据已有的信息、知识和经验通过“语篇”这一媒介来自由发挥和进行交际活动，达到提高学生英语素养的目的呢？ 相似文献
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《校园英语(教研版)》2016,(27)
在中学英语阅读教学中,有意识地引导学生利用语篇分析的方法进行阅读教学,有利于提高学生的阅读理解能力和交际水平,最终达到培养学生的英语语言运用能力。运用语篇分析进行阅读教学的方法,强调充分发挥教师的主导作用和学生的主体作用,通过对语篇的文化背景、结构、段落以及字词句的分析,使学生从整体上把握文章的主题。 相似文献
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《校园英语(教研版)》2015,(15):209-210
本研究基于2013年奥巴马总统就职演说词语料,以Halliday和Hasan的语篇衔接理论为依据,分析了美国总统奥巴马就职演说词中各种衔接手段的运用,研究发现,奥巴马总统就职演说词运用了照应、词汇衔接、省略和替代等大量的语篇衔接手段,通过本研究以期加深广大英语学习者对语篇衔接理论的理解,提高英语学习者对语篇的理解和鉴赏能力,从而提高英语应用能力。 相似文献
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笔者认为,传统的英语阅读课文教学存在的弊端主要是教师控制过多,学生主动参与太少,创造性思维也就难以开拓。那么到底如何才能改变传统课堂“教师传授—学生接受”的教学模式,在阅读课中减少教师的控制,让学生根据已有的信息、知识和经验通过“语篇”这一媒介来自由发挥和进行 相似文献
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通过观察和内省,在英语学习和教学过程中发现,二语习得者使用英语词汇的时候,上位词或基本范畴词使用频率高,而下位词的运用却偏低,有些二语受体甚至采取规避原则。此类现象,一方面说明了受体本身词汇量小,另一方面也说明了有一定的心理因素的影响。因此,教师要有意识地引导学生掌握基本范畴之外的词汇。 相似文献
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This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in reading skill. Participants' text comprehension was assessed with open-ended comprehension questions that measure different levels of comprehension (i.e., text-based, local-bridging, global-bridging). Results indicated: (a) reading a high-cohesion text improved text-based comprehension; (b) overall comprehension was positively correlated with participants' prior knowledge, and (c) the degree to which participants benefited from reading a high-cohesion text depended on participants' reading skill, such that skilled participants gained more from high-cohesion text. 相似文献
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Jakob Åsberg Annika Dahlgren Sandberg 《Journal of Research in Special Educational Needs》2010,10(2):91-98
Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study. 相似文献
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Magnus Österholm 《Educational Studies in Mathematics》2006,63(3):325-346
This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two
mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only
uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical
text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each
text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical
text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical
texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension
process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics
courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding
reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit
teaching of reading comprehension for texts including symbols. 相似文献
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Alexis Patterson Diego Roman Michelle Friend Jonathan Osborne Brian Donovan 《International Journal of Science Education》2018,40(3):291-307
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here. 相似文献
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In this study, we investigated whether refutation texts (i.e., texts that explicitly state and refute a misconception) facilitate spontaneous transfer of revised knowledge to new situations. In Experiments 1 and 2, students read refutation, transfer, and non-refutation texts. Transfer texts were either preceded by refutation (Experiment 1) or non-refutation texts (Experiment 2). In both experiments, comprehension of the transfer texts required activation and use of the correct belief. Each text contained a target sentence that was consistent with the correct belief. In both experiments, reading times of the target sentences were collected and compared to provide an implicit measure of transfer. Additionally, a transfer problem test was also administered after reading the texts to assess transfer in a more explicit way. The results revealed that refutation texts are more effective in facilitating revision and spontaneous transfer of revised knowledge than non-refutation texts. These results add to the growing body of evidence for the applicability of using refutation texts in revising misconceptions. 相似文献
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Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
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The present research examined the effect of illustrations on readers' metacomprehension accuracy for expository science text. In two experiments, students read non-illustrated texts, or the same texts illustrated with either conceptual or decorative images; were asked to judge how well they understood each text; and then took tests for each topic. Metacomprehension accuracy was computed as the intra-individual correlation between judgments and inference test performance. Results from both studies showed that the presence of decorative images can lead to poor metacomprehension accuracy. In the second study, an analysis of the cues that students reported using to make their judgments revealed that students who used comprehension-relevant cues showed more accurate metacomprehension. A self-explanation instruction did not alter either comprehension-relevant cue use or metacomprehension accuracy, although some advantages were seen when readers were prompted to self-explain from texts illustrated with conceptual images. These results suggest that students may need more explicit instruction or support to promote the use of valid cues when engaging in comprehension monitoring with illustrated text, and that seductive information such as decorative images may undermine comprehension monitoring. 相似文献
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Kausalai Kay Wijekumar Bonnie J. F. Meyer Puiwa Lei 《Educational technology research and development : ETR & D》2012,60(6):987-1013
Reading comprehension is a challenge for K-12 learners and adults. Nonfiction texts, such as expository texts that inform and explain, are particularly challenging and vital for students?? understanding because of their frequent use in formal schooling (e.g., textbooks) as well as everyday life (e.g., newspapers, magazines, and medical information). The structure strategy is explicit instruction about how to strategically use knowledge about text structures for encoding and retrieval of information from nonfiction and has consistently shown significant improvements in reading comprehension. We present the delivery of the structure strategy using a web-based intelligent tutoring system (ITSS) that has the potential to offer consistent modeling, practice tasks, assessment, and feedback to the learner. Finally, we report on statistically significant findings from a large scale randomized controlled efficacy trial with rural and suburban 4th-grade students using ITSS. 相似文献
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Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.