【作者】 梁永武；

【导师】 刘淑范；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2006， 硕士

【副题名】主题导入的教学策略

【摘要】 当前的大学英语教学主要是在课堂环境下进行的,缺少自然的语言环境,因此大学英语教学被定义为外语教学,而不是第二语言教学。董亚芬教授(2003)主张英语教学和英语习得要以阅读(包括写作)为主,阅读被看作是语言输入和语言知识积累的主要来源。Nuttall (2002)把阅读的目的总结为两类:学习语言和学习阅读。在英语作为外语的学习环境下,大学英语课的教学实践应该包括:语言课和阅读课。于是,教师可能面临的两难处境是如何兼顾,不顾此失彼。不过最主要问题是:尽管阅读课受到重视,但学生们常常报怨在阅读课学不到什么;同时教师也抱怨学生的学习积极性不高。造成这种局面的原因是教师往往把阅读教学混同于语言教学:在阅读课上主要讲解词汇语言点等,认为把课文讲明白就行;而对于如何训练和培养发展学生的阅读能力却不加注意或是没有系统而有效的方法。这就有必要探讨和解决如何让阅读课给学生带来实际的益处。Scarcella和Oxford’s (1992)把阅读课的教与学比作挂毯的经纬。经线是学生利用阅读策略来实现阅读技巧在阅读过程中的应用,这也是阅读课的最终目的;纬线是教师要达成此目的应具备阅读理论和阅读教学方法。当两方面四个要素精心地编织起来,阅读课教学和课堂组织就会像挂毯一样漂亮。受这个类比的启发和鼓励,论文尝试要建立系统的教学理念和行之有效的教学策略及方法。本文是解决我在教学实践中也同样遇到的这个两难处境的尝试。解决问题的方法是主题导入的教学策略,其目的是通过构建阅读图式来培养学生的阅读策略和阅读技巧,同时也希望提高学生的语言水平。论文采用调查问卷和自我课堂观察两种方式来验证所提出的方法和评估这种教学策略指导下的教学效果。所采集的数据和记录的课堂观察都支持该方法解决问题的可行性。该方法想要在理论文献和教法文献之间找到一个结合点,以期能对我的教学有实际又可操作的指导意义,并能切实解决当前问题和未来可能遇到的问题。根据图式理论,阅读被看成是一个把新信息填充到读者头脑中更多还原

【Abstract】 This thesis is an attempt to find a solution to problems in my practice of teaching reading. The central problem is that the reading instruction is mainly about explaining vocabulary and text. Though I also adopt some methods to check students’comprehension of texts and to develop their reading skills and reading strategies, I still find that they do not work well from students’feedback. From casual conversation with students after class I know that they are eager to learn how to read effectively, but my teaching practice do not meet such demand perfectly. The reasons are lack of training and systematic planning in my practice.My solution is theme-oriented teaching reading strategies, which aim at developing students’reading skills and strategies as well as elevating their language proficiency by establishing reader schema. The solution gets supports from two sources: reading research theory and pedagogy. Reading research theory is about the nature of reading, types of reading models and schema theory. Pedagogy is about the principles of teaching five comprehension processes and related teaching reading strategies. The next part of the thesis is about my practice to perform the thematic approach and to testify my teaching strategies and methods. Questionnaires and classroom self-observation were adopted to check the result of teaching reading guided by this method. The collected data and recorded classroom self-observation give a positive support to my reading teaching.The purpose of reading at college EFL reading course instruction environment should be generalized as reading for studying and reading for meaning. Consequently, our instruction should find a balance between language lessons and reading lessons. Another conclusion is that our reading lessons should aim at training students’reading ability and try our best to involve students in the instruction. Finally, the awareness of reflective teaching will be essential to testify and modify our teaching reading philosophy.更多还原