影响学生英语阅读的因素及其新策略 论文

影响学生英语阅读的因素及其新策略AbstractAsinglereadingmethodisnotsuitableforrequirementsofmodernteachingmethods.Thispaperincludestheresearchbackground,definitionofreadingandclassificationofreading,andnewfactorsaffectingreadingandthestrategy.LinguistKrashenin1981putforwardthenarrowreadingmeans.Itincreasedthestudents'learningburden,anditisunfavorabletothecultivationofstudentsEnglishquality.Thefollowingisthenewreadingmethod.Firstofall,payattentiontocultivatingstudents'goodreadingmeans,suchasintensivereading,skimming,andreadsilently.Second,payattentiontocultivatingstudents'readinginterestandmotivationsuchassetlearninggoals.Third,masterlearninglinguisticcontent,suchasmorphology,syntax,semantics,pragmaticsetc.Keywords:reading;factor;newstrategies摘要随着教学的发展,单一的阅读方法不适合现代教学方法的需求。本文包括研究背景、阅读的定义、分类阅读和影响阅读的新因素及策略。语言学家克拉申在1981年提出窄式阅读方法,增加了学生的学习负担,不利于英语质量的培养。以下是新的阅读方法。第一,注意培养学生良好的阅读方法,如精读、略读、默读。第二,注重培养学生阅读兴趣和动机，例如设定学习目标。最后,掌握学习语言学的内容,如形态学、句语法、语义学、语用学等。关键词：阅读,因素,新策略引言阅读是一种复杂的心理活动,它可以访问信息,从书面语言中获取大量的信息。为了适应现代信息化环境，学生须不断提高英语阅读能力。大多数学生认为阅读难,主要的理解障碍是词汇。语言学家克拉申在1981年提出这个窄式阅读概念,这种方法是使学习者掌握和话题相关的词汇和背景知识。随着新时期教学的发展，这种阅读方法不适合现代教学方法的需求,缺点越来越明显，不适合学生的发展。学生应该注重培养的新方法，从日常英语阅读训练中使用科学的方法来提高他们的英语阅读能力。那么，哪些新方法可以提高学生阅读能力呢?ContentsAbstract（摘要）

引言

I.Introduction

1.1ResearchBackground

1.2ThesisStatement

II.ABriefReviewofReading

2.1DefinitionofReading

2.2.FactorsofInfluencingReadingandStrategies

2.3AimsandTargets

III.FactorsofInfluencingStudents'EnglishReadingandItsNewStrategies3.1CultivateStudents'GoodReadingHabits

3.2CultivateStudents'ReadingInterestandLearningMotivation3.3MasterLinguisticsIV.ConclusionBibliographyFactorsofInfluencingStudents'EnglishReadingandItsNewStrategiesI.Introduction 1.1ResearchBackground

WiththedevelopmentofEnglishteaching,readingabilityisoneofmostimportantpartsoflearningEnglish.[1]Readingisakindofcomplexmentalactivity,anditcanaccessanumberofinformationfromwrittenlanguage.Readingisalsoakindofpsychologicalprocess.Inordertosolvethelackofvocabularyandbackgroundknowledge,LinguistKrashenputforwardtheconceptofnarrowreadingconceptin1981.Themethodincreasedthestudents'learningburden.Accordingtotheconceptofevolution,manyteachersusethemeansofclassificationtoguidestudentstoreadarticles,suchaseconomy,politics,lifeandalotofpracticalmethodstoimprovethereadingability,buthedidn'tpayattentiontotheroleofotherfactorsinEnglishreading.Ithinkthatmethodhassomedeficienciesanddefects.Ontheonehand,thiskindofclassificationtrainingistoocumbersome.Ontheotherhand,studentsjustcanmasteralotofwords,buttheycan'tsolveproblemscientificallyandgraspthegisttoimprovereadingability.[2]Withthedevelopmentofteaching,asinglereadingmethodisnotsuitableforrequirementsofmodernteachingmethods.Andtheoldreadingmethodisnotsuitableforthestudents’development.First,itincreasedthestudents'learningburden.ItaffectsotheraspectsofEnglishtrainingorevenothersubjectsoflearning.Second,thereadingmethodcanletthestudentsrememberlearnalotofwordsandtherelatedknowledgeinashorttime,butitisunfavorabletothecultivationofstudentsEnglishqualityinthefuture.Weshouldimprovereadingwiththedevelopmentofsocietyandeducation.Therefore,weshouldbroadenthechannelsofreadingmethod.1.2ThesisStatementWiththedevelopmentofmodernEnglishreadingteachingandstudents'psychologicalresearch,thenewfactorsthataffectingreadinganditsstrategiesshouldbeappliedtoreadingteachingprocess.Therearesomenewreadingmethods.Firstofall,payattentiontocultivatingstudents'goodreadinghabits,suchasintensivereading,skimming,andreadsilently.Inthisway,studentscanbecultivatedinlimitedtimeandusethescientificmethodtoobtaininformation[3]Second,payattentiontocultivatingstudents'readinginterestandlearningmotivationsuchassetsomeproperlearninggoals.ThisapproachissuitableforafreshmanwhoisnotinterestedinEnglishreadingofstudents.Throughthewayofsetlearninggoals,studentscanfeellearningfundeeplyandopenupthefieldfurther.Finally,studentsshouldmasterlearninglinguisticcontent,suchasmorphology,syntax,semantics,pragmatics,sociolinguistics,anthropologicaletc.Throughtheabovemethod,thesemethodscanmakestudentsfeelfunwhentheylearnreading.II.ABriefReviewofReading

2.1DefinitionofReading

GibsonandLevin(1975)hasacertaincomprehensiveconceptaboutthedefinitionofreading,anditacceptedbymanypeople.Theythink:"thesignificanceofreadingisextractedfromchapter.Andweextractmeaningfromchaptersneedtodo:1.Thewrittensymbolsdecodingforvoice;[4]2.Acorrespondingmentallexiconcangainfromsemanticmemory.3.Tobeabletointegratethemeaningofthesewords.(ZhangBiyin.2004:2).[5]WhileDowningandLeong(1982)putthereadingintotwocategories:thedefinitionofaclassofstressisaprocessofdecoding,DomesticscholarsZhangBiyininthestudyofthedefinitionofreadingpsychologyintheprocessofthereadingfurthermodifiedinto:readtogetinformationfromwrittenmaterialsandprocessofnon-intelligencefactorsinfluencingreaders.(ZhangBiyin,2004:3)Readingisthemainbodyofcognition,understanding,absorptionandapplicationofcomplexmentalprocess,anditisindispensabletomoderncivilization.Asanimportantactivityofhumansociety,readingisoneofthebasicwaystoknowworld.Readingabilityreferstothecompletionofthearticlereading,itshouldhastheabilityofperception,comprehension,appreciationoftheactualreadingactivity.2.2.FactorsofInfluencingReadingandStrategies

Thetraditionalreadingteachingprocessgivesprioritytobreakingthewords’obstacles.LinguistKrashenputforwardtheconceptofnarrowreadingmeansin1981,anditistomakelearnersmastervarioustopics.Themeansrelievethestudentsreadingauthenticmaterialswithalackofvocabulary.Accordingtotheconceptofevolution,manyteachersintheteachingguidestudentstoreadarticles,suchaseconomy,politics,lifeandotheralotofpracticemethodtoimprovethereadingability,buttheydon'tpayattentiontotheroleofotherfactorsinEnglishreading.Withthedevelopmentofteaching,asinglereadingmethodisnotsuitableforrequirementsofmodernteachingmethods.Therearethesenewreadingmethods.Firstofall,theso-calledhabitsaffectaperson'slife.AndthecultivationofEnglishreadinghabitscansignificantlyimprovestudents'Englishreadingability,suchasintensivereading,skimming,andreadsilently.Inthisway,studentscanbecultivatedinthelimitedtime,usingthescientificmethodtoobtaininformation.Secondly,somepeoplesaythatinterestsisadrivingforce,soastogettwicetheresultwithhalftheeffort.[7]Therefore,payingattentiontoEnglishreadingofinterestisalsoveryimportant,suchassetlearninggoals.ThisapproachissuitableforafreshmanwhoisorisnotinterestedinEnglishreadingofstudents.Throughthewayofsetlearninggoals,studentscandeepfeelthefunofstudy.Lastly,forthecultivationoftheabilityofEnglishreading,weareprofessionaltoseetheimportanceofEnglishlinguistics.Aslongasgraspthelinguistics,wecanunderstandwordsandthemeaningofsentencesbetter.Weshouldmasterlinguisticcontents,suchasmorphology,syntax,semantics,pragmatics,sociolinguistics,anthropologicaletc.2.3AimsandTargetsInthe21stcenturytoday,readinghasbecomeanimportantwaytoacquireknowledgeandinformation,anditisalsoanimportantmethodofmostEnglishlearnersinChina.Ontheonehand,invariousEnglishtests,readingoccupiesalargeproportionofscores.Asisknowntoall,Readingscoresdirectlyaffectstheoverallscoresheight.Ontheotherhand,readingcaneffectivelyimprovethelevelofEnglishandmakestudentsunderstandsomewesterncultureandcustom.ItisthemainwaysthatstudentslearnEnglishworldaddbroadentheirreadingliteracy.Thetraditionalreadingmethodhavebeenlaggingbehind,nowitcan'tcatchupwiththechangeofstudents'Englishreading.BecauseoftheneedofexaminationandtheirownEnglishquality,weshouldputinaccordancewithmodernEnglishreadingeducationeffectivefactorsandstrategies,usingavarietyofmethodstoguidestudentstomakereadingtrainingfromtheactualsituationofstudents,focusingonstudents'learningburdenandpsychologicalstatusfromcultivatinglearninghabitandinterestsinlearning.LearningmethodsofEnglishlanguagecanimprovestudents'Englishreadingability.Tosumup,forthesakeofthecontemporarystudents'Englishtestandtheirownneeds.Firstofall,payattentiontocultivatingstudents'goodreadinghabits,suchasintensivereading,skimming,andreadsilently.Second,payattentiontocultivatingstudents'readinginterestandlearningmotivationsuchassetsomeproperlearninggoals.Finally,studentsshouldmasterlearninglinguisticcontent,suchasmorphology,syntax,semantics,etc.Andnewstrategiesshouldbeappliedtomodernteachingactivity.[8]Itcantrulypromotetheoverallculturalqualityofstudentsandsatisfywithneedofthesocialemployment.III.FactorsofInfluencingStudents'EnglishReadingAbilityandItsNewStrategies3.1CultivateStudents'GoodReadingHabitsHabitsaffectaperson'slife.AndthecultivationofEnglishreadinghabitscansignificantlyimprovestudents'Englishreadingability,anditisgoodforhislife.[9]Weshouldpayattentiontocultivatingstudents'goodreadinghabits,suchasintensivereading,skimming,andreadsilently.AsEnglishmaterialtypeofuniversalityandtheneedofthetesttime,thereadingmethodisdiverse.Inthisway,studentscanbecultivatedinthelimitedtimeandusethescientificmethodtoobtaininformation.Firstofall,studentsmustlearnintensivereading.IntensivereadingisoneofthemostcommonintheEnglishreadinghabits.Havingagoodreadinghabitcanmakethestudentsunderstandeachword,sentenceandstructure.Asawhole,thewaycanletstudentsknowarticledetailsandaccuratelygraspthekeynote.Therefore,ifstudentshaveenoughtime,theyshouldbeusingtheintensivereadingmethodtograspthearticle.Second,studentsshouldattachimportancetoskimming.IntheCET-4andCET-6andothertests,studentsoftenfacethattimeistight.Inthisstate,skimmingisagoodreadingmethod.Itcanmakestudentsreadingsomesentencesattheendandfirstofsectionotherthaneverysentencesinthelimitedtime.Itisagoodwaytoquicklyunderstandingthegistofarticle,soastounderstandarticleswell.Therefore,studentsshouldalsocultivatethehabitofskimmingandimproveabilityandspeedofreading.Third,inthedailyreadingtraining,thestudentsdon'tignoretheeffectofsilentreading.Sub-vocalizationistopointtointhehearttoread,notmoving,don'tsendvoice.Readsilentlycanhelpstudentsconcentratetobrowsearticles.Itisawaytoexercisepsychologicalqualityofstudents.Therefore,studentsshouldpayattentiontothesilentreadingasakindofhabit.Allinall,inthisway,studentscanbecultivatedinthelimitedtime,andusethescientificmethodtoobtaininformation.Studentsonlymasteredmorereadinghabits,theycanmakeachievementsbetterinthefuture.3.2CultivateStudents'ReadingInterestandLearningMotivation

Somepeoplesaythatinterestisadrivingforce,otherssayinterestcanmakestudentsgettwicetheresultwithhalftheeffort.Therefore,payingattentiontoEnglishreadingofinterestisalsoveryimportantthing.Weshouldpayattentiontocultivatingstudents'readinginterestandlearningmotivationsuchassetlearninggoals.ThisapproachissuitableforafreshmanwhoisorisnotinterestedinEnglishreadingofstudents.First,studentsshouldlearntolookattheirownlearningabilityandtheirownlevelofEnglishreading.ThroughthepastEnglishgradesandhomework,studentsshouldrealizetheirEnglishlevel.AfterrealizinghisEnglishlevel,studentsshouldnotproudandself-abasedwithcalmattitudetofacethelearningandlifeoffuture.Studentsshouldrecognizethefactashisownpower,ratherthanresistance,andfurthertoknowyourselfandimproveyourself. Second,studentsshouldsetuptheirownlearninggoalsaccordingtotheirownsituations.Forexample,Studentsshouldfinishareadingtrainingwithintheprescribedtime,soreadingdonotgetlowscoresattheendofthesemesterintheEnglishexam.Andstudentscansetapropertargetforyourselfinacertainperiod.Theywillachievethesegoalsthroughtheirownefforts.Ifcompletedthegoal,studentsshouldencouragedthemselves.Thiswayisveryeffective.Soitisveryimportanttoestablishlearninggoals.Third,accordingtotheirownalittleprogress,teachersshouldencourageandmotivatethesestudents,soastoimprovestudents'Englishreadinginterest.Inreadingtraining,thestudentsshouldnotafraidfailure,andpayingattentiontoyoureverystepofsuccess,soastostimulatetheirinterestinEnglish.Studentscangetmorepleasurefromreading. Throughthewayofsetlearninggoalsandencouragingexcitation,studentsaredeepfeelinglearningfunandfurtheropenupthefield.3.3MasterlinguisticsWhatislinguistics?Linguisticsisusuallydefinedasthescienceoflanguageor,alternatively,asthescientificstudyoflanguage.Linguisticsisarichandexcitingfield.Asascience,linguisticsnowhasasetofestablishedtheories,methodsandsub-branches.Asforitsdata,nowtheargumentoverintuitionorcorpusalsofadesaspeoplerealizetheadvantagesofbothandascorpuslinguisticsdevelopsrapidlywiththeadventofcomputertechnology.Lyonspredictedintheseventiesbypointingoutthatlinguisticsisempirical,ratherthanspeculativeorintuitive:itoperateswithpubliclyvariabledataobtainedbymeansofobservationorexperiment(Lyons,1981:38).Nowadaysweareexpectingthequalitativeandquantitativeresearchapproachestotakeanevendivideandbemorecomplementaryinlinguisticstudies.ForthecultivationoftheabilityofEnglishreading,weareprofessionaltoseetheimportanceofEnglishlinguistics.Aslongasgraspthelinguistics,wecanunderstandwordsandthemeaningofsentencebetter.Weshouldmasterlinguisticcontents,suchasmorphology,syntax,semantics,pragmatics,sociolinguistics,anthropologicaletc.AccordingtothecharacteristicsoftheEnglishlanguageforminwordformasthemainline,thejurisprudenceofphonetics,words,syntax,semanticsandpragmatics,sociolinguistics,anthropologicaltheoryknowledge,wecansolvetheproblem.First,studentsshouldgraspthemorphology.Itisconcernedwiththeinternalorganizationofwords.Althoughmanypeoplethinkofwordsasthebasicmeaningfulelementsofalanguage,manywordscanbebrokendownintostillsmallerunits,calledmorphology.Languagesdifferintheirdegreesofdependenceonthemorphologicalcomponents.InLatin,forexample,meaningischangedthroughtheuseofmanymorphologicalendings.Incontrast,inEnglishwordorderisusedmorethanmorphologicaladditionstoconveymuchofthemeaningoftheutterance.Forinstance:Thedogseestherabbits.Ifwechangetheorderofthewordsandgettherabbitseesthedog,themeaningofthesentencechanges.ButinLatinandalsoinRussian,dogandrabbittakeonsomemorphologicalendingsdependingonwhethertheyaresubjectorobject,andcanthereforechangeplaceswithoutaffectingthemeaningofthesentence.Fromthemorphologicalchangeofwords,studentscanbetterunderstandwords.Second,studentsshouldgraspthesyntax.ItisaboutprinciplesofformingandunderstandingcorrectEnglishsentences.Theformorstructureofasentenceisgovernedbytherulesofsyntax.Theserulesspecifywordorder,sentenceorganization,andtherelationshipsbetweenwordswordclassesandothersentenceelements.Weknowthatwordsareorganizedintostructuremorethanjustwordorder.Forexamples:a.Thechildrenwatched[thefireworkfromthehill].b.Thechildrenwatched[thefirework][fromthehill][6]Hereisasinglestringofwordsthatwithoutanychangeofordercanhavetwoquitedifferentmeanings,eachcorrespondingtoapossiblestructure.Forinstance:Thechickenistoohottoeat.Throughtheanalysisofthevariouspartsofasentenceandtheoverallstructure,wecanunderstandthechapterandimprovereadinglevel.Third,studentsshouldunderstandthesemantics.Itexamineshowmeaningisencodedinalanguage.Itisnotonlyconcernedwithmeaningofwordsaslexicalitems,butalsowithlevelsoflanguagebelowthewordandaboveit,e.g.meaningsofmorphemesandsentences.Thefollowingarewhatthekeyconceptslooklike:semanticcomponents,denotationofwords,senserelationsbetweenwordssuchasautonymandsynonymy,senserelationsbetweensentencessuchasentailmentandpresuppositionandmore.Semanticsresearchpurposeistofindtheregularityofsemanticexpression,intrinsicinterpretation,differentlanguagesintheaspectofsemanticexpressionofindividualityandcommonness.Inthisway,semanticresearchisfocusedonlanguagemeaningexpressedbythesystem,notinvolvingthespecificapplication.Pragmaticsstudiesthemeaningofthelanguage,butmorefocusonthemeaningofthelanguageinaspecificcontext,speechact,presupposition,conversationalimplicationandsoon.Inthisway,studentscanbetterunderstand.[6]Fourth,studentsshouldgraspthepragmatics.Pragmaticsisthestudyofmeaningincontext.Itdealswithparticularutterancesinparticularsituationsandisespeciallyconcernedwiththevariouswaysinwhichmanysocialcontextsoflanguageperformancecaninfluenceinterpretation.[6]Inotherwords,pragmaticsisconcernedwiththewaylanguageisusedtocommunicateratherthanwiththewaylanguageisinternallystructured.Itregardsspeechperformanceasprimarilyasocialactruledbyvarioussocialconventions.Somekeyconceptssuchusreference,force,effect,andcooperativeprinciplesmayappearcommonsensical,yetpragmaticsisjustaboutoneofthemostpromisingfieldsoflinguisticstudies.Takeconversationforexample,sincelanguageistransmittedprimarilyviathespeechmode,pragmaticrulesgovernanumberofconversationalinteractions,suchassequentialorganization,repairoferrors,roleandspeechacts.Organizationofconversationsincludestakingturns,opening,maintainingandclosingaconversation,establishingandmaintainingatopicetc.Throughthiskindofmeans,studentswillknowmorepragmaticsandimprovetheskillofreading.Fifth,studentsshouldunderstandthesociolinguistics.Sociolinguisticsisanumbrellatermwhichcoversavarietyofdifferentinterestsinlanguageandsociety,includingthesocialfunctionsoflanguageandthesocialcharacteristicsofitsusers.Sociolinguisticsisthestudyofthecharacteristicsoflanguagevarieties,thecharacteristicsoftheirfunctions,andthecharacteristicsoftheirspeakersasthesethreeconstantlyinteractandchangewithinaspeechcommunity.[6]Itseekstodiscoverthesocietalrulesandnormsthatexplainandconstrainlanguagebehaviorandtheattitudestowardlanguageinspeechcommunities.Italsoseekstodeterminethesymbolicvalueoflanguagevarietiesfortheirspeakers.Thefactthatlanguagevarietiescometotakeonsymbolicorsymptomaticvalue,inandofthemselves,isaninevitableconsequenceoftheirfunctionaldifferentiation.Withthegoodway,studentswillknowmoreknowledgeofsociolinguisticsandimprovethelevelofreading.Sixth,studentsshouldgrasptheanthropologicalLinguistics.Asascience,thestudyoflanguagesissomewhatolderthananthropology.Thetwodisciplinesbecamecloselyassociatedintheearlydaysofanthropologicalfieldworkwhenanthropologicalenlistedthehelpoflinguiststostudyunwrittenlanguages.[6]Incontrastwithotherlinguists,then,anthropologicallinguistsareinterestedprimarilyinthehistoryandstructureofformerlyunwrittenlanguages.Theyareconcernedwiththeemergenceoflanguageandalsowiththedivergenceoflanguagesoverthousandsofyears.Becauseanunwrittenlanguagemustbeheardinordertobestudied,itdoesnotleaveanytracesonceitsspeakersdiedoff.Anthropologicallinguistsmustbegininthepresent,withcomparisonsofcontemporarylanguages.Thentheymaydrawinferencesaboutthekindsofchangeinlanguagethatmayhaveoccurredinthepastandthatmayaccountforsimilaritiesanddifferencesobservedinthepresent.Theytypicallyasksuchquestionsas:Didtwoormorecontemporarylanguagesdivergefromacommonancestrallanguage?Iftheyarerelated,howfarbackintimedidtheybegintodiffer?Ifstudentsobtainmoreknowledgeofanthropologicallinguistics,theygetmoreknowledgeaboutreading.Throughthestudyoflinguistics,wecanmasterthelanguageofthetheoreticalknowledgeandpracticalapplicationbetter.Studentsalsoonlymasteredtheknowledge,theycanusescientificmethodsandpracticestobetterimprovetheabilityinreading.IV.Conclusion

Readingisakindofcomplexmentalactivity,itcanaccessinformationandacquireanumberofinformationfromwrittenarticles.WiththedevelopmentofmodernEnglishreadingteachingandstudents'psychologicalresearch,oldmeansisnotsuitable.First,itincreasedthestudents'learnin