阅读在英语教学中的作用及其策略

阅读在英语教学中意义重大。然而,目前英语阅读教学“高投入、低产出”的现象却很普遍。这主要是由于学习者未掌握和使用适当的阅读策略。因此,要获得好的阅读效果和理想的阅读速度,就必须有意识地发展良好的阅读习惯和有效的阅读策略。     

Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades

ABSTRACT

The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel analyses showed positive effects on knowledge of reading strategies after one year of intervention at the end of Grade 3. At the end of Grade 4, there were also positive intervention effects on reading comprehension. No significant interaction effects were determined for age, gender, SES, or ethnic/linguistic background. The intervention effects were also not dependent on the level of the student's nonverbal intelligence, vocabulary, or decoding skills.     

Metacognitive Strategy Use in English Reading Comprehension

Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a se?ries of metacogonitive strategies. Teachers should conduct metacognitive train...     

Reading comprehension instruction in Irish primary classrooms: key insights into teachers' perspectives on classroom practices

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students require effective, metacognitive reading comprehension strategies in order to succeed in a vastly expanding multi-literate textual environment. This paper will discuss a recent study, involving a survey (n=278) and interviews (n=12), which examined current beliefs and understandings regarding reading, as well as reading pedagogy and practice among teachers at primary level in Ireland. The findings revealed that current reading pedagogy, as indicated by the surveyed teachers, relies heavily on decoding instruction and an affective approach to reading while explicit comprehension instruction practice remains secondary and more the exception rather than the rule. The paper will attempt to examine possible reasons as to why current reading pedagogy remains ‘un-balanced’ in this manner while also exploring possible avenues for improvement.     

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.     

英语阅读策略训练的实验研究

英语阅读策略训练可以提高学生的阅读水平。实验结果显示,以专题型 渗透型的策略训练方式对学生进行训练,有助于学生全面掌握阅读策略,提高阅读策略使用频率,从而提高阅读水平。     

新CET-4阅读理解题型变化与备考策略分析

新四级考试在试题的各个部分都做出了相应的调整和改变，其中阅读理解部分变化最大。文章通过对阅读理解新老题型命题特征的比较分析，提出了相应的备考策略。     

科技英语的特点与阅读理解策略

科技英语阅读是大学英语后续阶段的主要内容.学好科技英语会对学生未来专业领域的发展和深造打下坚实的基础.但是科技英语在语法特点、词汇特点、句子以及篇章文体特点等方面与普通英语都有很大的差异.因此,要学好科技英语,就必须了解这些特点,了解科技英语和普通英语的异同,从而在学习中克服障碍.运用正确的方法和策略,可起到事半功倍的效果.     

Effects of cooperative learning on second graders’ learning from text

Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.     

英语阅读理解中的障碍及克服策略

阅读是理解和吸收书面信息的能力,它是一种复杂的心理活动,要求读者对视觉信息进行解码、加工和处理。在阅读理解过程中,高职高专学生的阅读理解障碍既有来自直观信息、非直观信息方面的障碍,也有来自阅读习惯和主观因素的障碍。为克服学生阅读理解障碍,教师应积极采取相应策略,帮助学生注重直观信息和非直观信息两个"量"的积累;培养学生良好的阅读心理状态,即培养阅读的专注性和持久性。     

Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning

Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether reciprocal teaching needs to be based on prior work on student collaboration and cooperation skills in order to be effective (context dependency vs. context independency). Two groups with a different instructional background were compared: one with a teacher-centered and one with a student-centered approach. Forty-three third-grade students were led through a reciprocal teaching reading activity. Video recordings of each group were transcribed and analyzed at the micro level. Frequencies for each category were described and interpreted. The two groups did not differ significantly in the processes followed, indicating that reciprocal teaching is context independent and able to create interaction-rich and diverse environment.     

推理技巧在英语阅读理解中的运用

推理判断与阅读密不可分,它直接影响着阅读效率。结合实例介绍和说明阅读中常用的推理技巧,帮助学生在实践中加以运用,以达到提高其阅读效率和质量的目的。     

Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students

In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ‐E). The sample comprised 1497 elementary students in Grades 1–3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three‐factor structure of the RMQ‐E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed.     

Education of Teachers for Polish Schools at the Beginning of the Twenty-first Century

Education and teacher education in Poland has undergone dramatic changes in the last 15 years. From the former communist (educational) regime, a more open educational system is being built. The earlier situation can be characterised by a strong social coherent approach, based on idealistic (communist) values. Within the new open system a national core curriculum has been developed, focusing on Christian and humanitarian values such as responsibility, respect for the cultural heritage, etc. In that respect the developments still fit in the social coherent-idealistic scenario, taking into account that the idealistic values have themselves changed dramatically. Recent changes, however, also put emphasis on the need for economic development, focusing on participation in the European market economy. This leads to a more pragmatic approach.     

英语阅读教学中元认知策略的运用

1999年修订的教学大纲对大学英语阅读教学目标提出了更高的要求,如何提高阅读理解能力是大学英语教学中的一个难点和重点。本文认为在阅读过程中自觉地运用元认知策略能促进阅读理解水平,并提出帮助学生提高阅读理解水平的具体做法。     

试论影响阅读理解的几个因素

从认知心理学的角度对影响学习者阅读理解的几个关键因素进行了分析和探讨,指出在影响阅读理解的诸因素中,读者的语言知识和基本技能,观念、文化差异和情感因素(包括态度、动机、兴趣)以及阅读目的和策略对外语阅读理解具有重要影响.     

英语专业四级考试阅读题解题十策

阅读题是英语专业四级考试中重要的组成部分,其主要目的在于检测考生的阅读技能运用,尤其是考察学生综合运用阅读分项技能从阅读语境中准确获取和推导语篇言语意义的能力。文章提出英语专业四级阅读题十大解题技巧,帮助考生更准确巧妙解题,以最佳的状态体现自身的英语阅读技能与英语语言文化知识综合运用能力。     

The effect of a strategy training on reading comprehension in fourth-grade students

Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension.     

构建研究生英语自主阅读模式的思考

阅读是信息输入的主要方式之一,学生的自主阅读能力是实现自主学习的关键。本文以国内非英语专业硕士研究生为研究对象,从阅读动机、阅读策略、学术阅读、网络语境阅读及教师角色五个方面,探讨构建高水平英语学习者自主阅读模式的必要因素和具体内容。研究生处于英语习得的高级阶段,其自主阅读模式对于初高中及大学生等各层级英语学习群体起着重要的导向作用。