reading strategy 阅读策略课件

ReadingStrategyDuanLifuReadingStrategyDuanLifuContents1.BackgroundInformation2.FourReadingModels3.ThreeKindsofReadingStrategies4.ReadingProcessPritchard(1990)definesastrategyasadeliberateactionthatreaderstakevoluntarilytodevelopanunderstandingofwhattheyread.Kellerman(1983)definesastrategyasa“wellorganized

approachtoaproblem”.Olshavsky(1977)claimsthatastrategyisapurposefulmeansofcomprehendingtheauthor’smessage.1.1Whatisreadingstrategy?1.2TheimportanceofusingstrategyIfareaderknowshow,whenandwheretouseanappropriatestrategy,thiswouldhelphimtoimprovereadingcomprehension.Strategiesaidreaderstoprocessthetextactively,tomonitortheircomprehensionandtoconnectwhattheyarereadingtotheirownknowledgeandtootherpartsofthetext.2.FourReadingModelsThereadingmodelhasgonethroughthreestages.Bottom-upreadingmodelTop-downreadingmodel.Interactivereadingmodel(interactionofbottom-upreadingmodelandtop-downreadingmodel).Theschematheory2.1Thebottom-upprocessing

Bottom-upmodelmeansthatthereaderconstructsthetextfromsmallestunit(lettertowordstophrasestosentence,etc)andthattheprocessofconstructingthetextfromthosesmallunitsbecomessoautomaticthatreadersarenotawareofhowifoperates.(Eskey,1988)Thiscanhappenifourworldknowledgeisinadequate,orifthewriter’spointofviewisverydifferentfromourown.Inthatcase,wemustscrutinizethevocabularyandsyntaxtomakesurewehavegraspedtheplainsensecorrectly.Thusbottom-upprocessingcanbeusedasacorrectiveto“tunnelvision(seeingthingsonlyfromourownlimitedpointofview)”.2.2Thetop-downprocessingThetop-downmodelisthatreadersbringagreatdealofknowledge,expectations,assumptionsandquestionstothetextand,giveabasicunderstandingofthevocabulary;theycontinuetoreadaslongasthetextconfirmstheirexpectations.(Goodman,1967)Wemakeconscioususeofitwhenwetrytoseetheoverallpurposeofthetext,orgetaroughideaofthepatternofthewriter’sargument,inordertomakeareasonedguessatthenextstep(basedontheschemawehaveacquired

).Wemightcomparethisapproachtoaneagle’seye.2.3Theinteractionofbottom-upandtop-downprocessing

Theformerneglectsthefactthatreadingisanactivecomprehensiveprocess,whilethelaterneglectsthefastandexactrecognitionofthelowerlevelinformationsuchasletters,vocabulary,grammarforms.Readermayshiftfromonefocustoanother,adoptingatop-downapproachtopredicttheprobablemeaning,thenmovingfromthebottom-upapproachtocheckwhetherthatisreallywhatthewritersays.Itisknownasinteractivereading.2.4TheschematheorySchematheoryisoneofthemostimportanttheoriesinthestudyofreadingcomprehension.Accordingtoschematheory,allknowledgeispackagedintounits.Theseunitsareschemata.Schematheoryalsoholdstheviewthatcomprehendingatextisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext.Efficientreadingrequirestheabilitytorelatethetextualmaterialtoone’sownknowledge.Thereader’sschemataassisthimtomakeassumptionsaboutthemeaningoftheincomingtext.Meanwhile,thereadermakesconfirmations,rejectionsandmediationswithmoreinformationcomingoutfromthetext.3.ThreekindsofreadingstrategiesCognitivestrategiesSkimming(略读)GettingthegistofthepassageScanning（寻读）LocatingaparticularpieceofinformationSkipping（跳读）SkippingunimportantpartsorwordswhilereadingVisualizingUsingimagestohelpwithunderstandingofnewinformationencounteredUsingbackgroundknowledgeUsingfamiliarknowledgeoftheworldtounderstandthereadingTakingnotesJottingdownthemainideasandimportantpointswhilereading.TransferringUsingpreviouslyacquiredknowledgetofacilitateanewlearningtaskInferringGuessingmeaningsofnewitems,predictingoutcomesorfillinginmissinginformationusingavailableinformationinthetext.TranslatingUsingtheirownknowledgeasbasisforunderstandingwhattheyreadinthenewlanguageAnalyzingInvolvinganalyzingelements(words,syntax)ofthenewlanguagetodeterminelikenessanddifferencesincomprehensionwithone’snativelanguageRecombiningInvolvingconstructingameaningfulsentenceorlongerexperiencebyputtingtogetherknownelementsinnewwayLookingforanswersinchronologicalorderinthepassageLookingfortheanswersaccordingtotheorderofthetimeinthepassageReadingthequestionoptionbeforereadingthepassageReadersreadthepassagewithquestionsandchoicesSummarizingMakingacondensed,shorterversionoftheoriginalpassageGroupingGroupinginvolvesclassifyingorreclassifyingwhatisreadintomeaninggroups,thusreducingthenumberofunrelateditemsUsinglinguisticcluesUsingsuffixes,prefixesandwordordertoguessmeaningSearchingreachingLocatinginformationonpredeterminedtopicsMetacognitivestrategiesAdvancedorganizerOrganizingthoughtsandideasaspreparationforarealactivity,oftenbyskimmingthetextEvaluationTestingcomprehensionofknowledgeacquiredaftercompletionofareceptivelanguageactivitywhichisreadingOverviewingandlinkingwithalreadyknownformaterialsOverviewingcomprehensivelyakeyconcept,principleorsetofmaterialsinanupcominglanguageactivityandassociatingitwithwhatisalreadyknown.PayingattentionDecidinginadvancetopayattentioningeneraltoalanguagelearningtaskandtoignoredistractions(bydirectedattention),and∕ortopayattentiontospecificaspectsofthelanguageortosituationaldetails(byselectiveattention)SocialstrategiesCooperatingwithpeersWorkingwithotherlanguagelearnerstoimprovelanguageskillsDevelopingcultureunderstandingHelpingthelearningtounderstandwhatisreadinthenewlanguageAskingpeersforhelpAskingpeerstoknowthedifficultwordsinreadingDirectStrategiesStrategyWhatthelearnerdoesWhattheteachercandotopromotethisstrategygroupingStudentscanmakeaconclusionaboutwhattheyhavereadinthepassage,andputthenewwordsandmessageindifferentgroup.Teachercanreadthepassageinadvance,thentellthestudentsabouthowmanygroupsofthepassagehave,thenstudentsfindthemout.Associating/elaboratingStudentscanconnectwhattheyhaveexperiencedpastwithwhattheyhavereadinthepassage,itwillhelptheunderstanding.Teachercanusesomeexamplestorousetheexperiencethatstudentshaveandaskthemtoassociatedwiththepreviousexperience.PlacingnewwordsintoacontextStudentscanpickupthenewinformationinaveryfamiliarsituation,thusitwillhelpthemtoremember.Teachercanputthenewinformationinthecircumstancewhichthestudentsfamiliarwith,thentoenhancethememory.MemoryApplyingimagesStudentsmayhaveapictureintheirmindaccordingtowhattheyhaveread,thinksomebeautifulsense.Beforereading,teachercanpresentthevideoorthepicturewiththemulti-media,inthiswaystudentswillhaveawholepictureinthemindandfacilitatethereading.memoryRepeatingStudentsshouldreadthekeypointsandthesentencetoconsider.Beforereading,teachercanpickupthekeypointsandsentenceforthestudentstorepeatinordertogetthemeaningexactly.ReceivingandsendingmessageWhenstudentsreceivethemessagetheycanusethedictionaryandreferencesomebooksaboutword,grammar,encyclopedias.Atthesametimetheycanusesomeskillstoincreasethespeed.Teachermayintroducesomebooksthatcanfacilitatethestudents’reading,andtellsomeskillthatstudentscanuseduringthereadingwhichcanreadthepassageinaneasywaytogetthemaininformation.CognitiveUsinglinguisticcluesStudentsshouldreadandthinkinthewaythatthetargetlanguagehave.Intheteachingprocess,nomatterabouttheteachingorthewayteacherspeak,theyshouldaccordwiththetargetlanguage.UsingothercluesWhenthestudentsreadthematerial,theyshouldmakefulluseoftheavailablesources,forexampletheadversativeconjunctions,thenumber,thecapitalnumber,theitalicstyle,boldfontsandthepictureinthepassage.Duringtheprocessofteachingandpracticing,teachershouldtellthestudentssometechniquesthatstudentsmayusewhentheyarereading,suchastheadversativeconjunctions,thenumber,thecapitalnumber,theitalicstyle,boldfontsandthepictureinwhichtheycangetsomeinformationaboutthepassage.compensationIndirectStrategiesStrategyWhatthelearnerdoesWhattheteachercandotopromotethisstrategyCenteringyourlearningStudentsshouldconcentratewhattheyarereading,donotputtheirattentionsthatisirrelevantwiththereading.Teachershouldpayattentiontotheenvironment,trytoreducethefactorsthatcanattractthestudents’attention.SettinggoalsandobjectivesBeforethereading,studentsshouldhaveagoalintheirmindaboutwhattheywillgetafterreading,forexample,thespeed,thevocabulary.Beforethereading,teachershouldmakeaplanabouttowhichdegreethestudentsshouldreach,andwhatextentsshouldbemastered.EvaluatingStudentsshouldasksomequestionsafterthereadingtoseeiftheyhavereachthegoals.Thequestionscancomefromtheexerciseandthemselves.Afterreadingthematerials,teachershouldcheckifthestudentshavegetthekeypoints,forexample,teachermayputforwardsomequestionsaccordingtodifferentstudents,becausetheymayhavedifferences.MetacognitiveStrategyWhatthelearnerdoesWhattheteachercandotopromotethisstrategyLowinganxietyIfthestudentsareverynervous,theymayhaveadeepbreathingbeforereading,thismayrelievestress.Inthissituation,teachercanthinkoutsomewaystohelpthepersontorelax.TakingriskswiselyWhenstudentsdosomeexercisetheyshouldchoosethequestionwhichisalittlehigherthanthepresentlevel,thistheycangotitwiththeendeavor.Teachersshouldfigureoutthecurrentlevelofthestudents,andthenprovidesthequestionswhichisalittlehigherthanthepresentlevel,likeascaffoldthehelpthemratherthanthetaskstudentscannotreachiteventhoughtheyhavetried.RewardingyourselfIfthestudentsreachwhattheyhaveset,theycangivethemselvessomerewarding,forexampletorelaxforsometimestodothethingstheyprefer,becausestudentsshouldalternateworkwithrest.Atthesametime,teachersshouldgivethestudentssomerewardingnomatterinmaterialormental.Forexamplethetoprizethestudentsinfrontoftheclassandsomebookstorewardthem.AffectiveTakingyouremotiontemperatureStudentswithastrongfeeling,positiveattitude,andhighmotivationwilldobetterinthereading.Theycanusealearningdiarytowritedownsomeexcitingexperienceanddiscussingthepleasurethingswhichhappenduringtheprocessofreading,andmakeachecklistwithallthethings,whenonethinghasbeenfinished,studentsmaydrawasmilefaceonit,andkeepgoing,thismaykeepstudentsinagoodmood,thusitcanleadaneffectivewaytolearnit.Teachershouldencouragethestudentsduringtheprocessofreadingratherthancriticizing,andmakesomeplanswhichcanbedividedintoseveralsmallerpartsforthestudent,becausewhenthestudentsfinishasmallpart,itwillgivethestudentsconfidenceandhighattitudetolearnit.Atthesametime,teachershouldbuildtheatmospherewhichcanfacilitatethereadingprocess.AffectiveSocialStrategyWhatthelearnerdoesWhattheteachercandotopromotethisstrategyDevelopingcultureunderstandingsInthesparetime,studentsshouldreadthebooksaboutthecultureaboutdifferentcountries,thiscanprovidesthestudentsanewvisiontoknowsomething.Teachersshouldreadthebooks,andthenrecommendthebookwhichcanhelpthestudentswiththeirreading,becausestudentsdomothavemuchtime,inthisway,itcansavethetime.CooperatingwithpeersCommunicationisimportantduringtheprocessoflearning.Studentsmayhavedifferentopinionstowardsonething,whenthetalkedeach,theymayhaveawidertrainofthought.Teachersshouldencouragethestudentstotalkamongthestudents,inthiswaytheymaysharedifferentleaningways,andstudentscanabsorbdifferentthinkingstylesandlearningexperience.AskingpeersforhelpIfthestudentsencountersomequestionstheycanaskthepeerforhelp.Maybethepeershavethesamequestionsbefore,theknowhowtoexplainit,andsolveitinaneasyway.Teachersshouldletthestudentstoaskthequestionseachother.Inthisway,teacherscanknowifthestudentsmastertheknowledgecorrectly,atthesametimehowthesituationoftheotherstudents’learning.4.1Before-readingStrategies(1)DecidingthereadingpurposeGenerallyspeaking,therearemainlythreereadingpurposes:Forpleasure:ignorethemostsignificantlearningprocess–thinking.Forinformation:thecontentisoftheutmostimportancewhiledifficultlanguagepointsaredeliberatelyavoidedForlanguage:morelikelytoobstructedbytrifleachievement.(2)SelectingreadingmaterialReadersshouldselectsuitablematerialssothattheydonothaverelyondictionaryexcessively.Ifthereadersusedictionarytoofrequently,thereadingconsistencywillbebrokenup.Generallyspeaking,ifthenewwordsaccountforlessthan5%ofthetotal,theunderstandingwillnotbecompromised.(3)MakereadingplansYoushouldworkoutadetailedplanbeforereading.Itincludesthetimetheyspendreadingeverydayandthechoiceofpropermaterialsforintensiveandextensivereading.Besidestheyshouldconsideraboutreadingstrategiesandthenpredictingreadingresults.4.2DuringreadingstrategiesDuringreadingstrategiesrefertothetechniquesandmethodsappliedbyreadersduringthereadingprocess,whichplayanirreplaceableroleinreading.(1)Prediction

PredictingfromthetitleandtopicsentencePredictingwithbackgroundknowledgePredictingfromsinglewordsPredictingfrompriorplot(2)Skimming:itreferstoreadingquicklytograspthemainideaorthethemeofthepassage.Readerscanquicklyidentifythegenreandthemostimportantinformationwiththehelpofstrategies,suchashighlightingmainsentences,emphasizingkeywordsandphrases,andskippingoverminorinformationanddetails.(3)Scanning:itisastrategywhichreaderapplytolocatesomespecificinformationquickly.Scanningrequiresreaderstofindanswerswithquestionintheirmind.(4)Keywordreading:itonlyfocusesonthecentralpartofsentencesandsomeclosely-relatedadjectivesandadverbs.Itisusuallyusetograspmainideasanddetailsofapassage.Thereadingspeedcantremendouslyimprovedinthisway,buttheaccuracyofunderstandingisalsoreduced,rangingfrom50%to70%