阅读理解中的猜词问题

阅读是英语教学的主要环节。要提高阅读理解能力,必须掌握一定的阅读技巧。词义猜测是英语阅读理解中必需的重要阅读技巧之一。熟练掌握各种猜测词义的技巧,有助于培养和发展学生的阅读能力,提高学生的英语水平。本文概述了阅读理解中常用的猜测生词词义的方法。     

猜词秀:通过上下文猜词义

所谓猜测词义,是指在阅读过程中根据对语篇的信息、逻辑、背景知识及语言结构等的综合理解去猜测或推断某一生词、难词、关键词的词义,它是一种非常有用的阅读技巧,获得这种技巧之后,读者在阅读过程中能很快通过上下文提供的线索或生词本身的结构特点推断出词义来,而提高阅读速度和阅读能力。那么,怎样来猜测和推断生词的词义呢?本文着重介绍通过上下文猜测词义的技巧。     

英语阅读中猜测词义的技巧

英语阅读中,学会猜测词义对于提高阅读速度和快速理解文章内容具有重要意义。下面谈几点有关正确猜测词义的技巧以供参考。一、根据上下文猜测词语在文章中的含义     

如何在英语阅读中猜测词义

所谓猜测词义,是指在阅读过程中根据对语篇的信息、逻辑、背景知识、语言结构及常识等的综合理解去猜测或推断某一生词、难词、关键词的词义,它是一种非常有用的阅读技巧。获得这种技巧之后,同学们在阅读过程中能很快推断出词义来,从而提高阅读速度和理解效果。生词处理技巧也是中考和高考考查的一项重要能力。猜词技巧大体可分为四类：     

根据上下文猜测词义

英语阅读是扩大词泯量，提高阅读速度，增强阅读理解能力行之有效的办法。同时要学会运用阅读技巧。根据上下文猜测词义则是行之有效的阅读技巧之一。根据上下文提供的clue或hint，运用逻辑推理及其他知识，判断或猜测词义有多种类型。Agood reader is a good guesser，根据上下文猜测判断词义，要看读者的语境、语感能力、这种能力只 有通过大量的阅读实践，才能得以发展和培养。     

SBI视角下大学英语阅读教学实证的研究——以语境猜词策略为例

以SBI教学模式为指导,运用“根据上下文语境猜测词义”阅读技巧,通过实验法和定量分析法,研究大学英语专业一年级学生英语阅读技巧学习过程。研究表明：在以策略培训为基础的模式下,对不同英语基础水平的学生而言,英语阅读技巧“根据上下文语境猜测词义”能够提高学生的英语水平。     

谈阅读理解题中的猜词技巧

猜测词义能力的高低是影响阅读的一个重要因素。同学们在阅读过程中,总会遇到许多生词,有些同学往往逐字查词典,这是一种消极的阅读方法,会大大妨碍阅读的速度,同时也会使阅读者对所读文章感到索然无味。猜测词义,是考查考生根据上下文而灵活变化的词义作出理解判断的能力。要想解决阅读中生词带来的障碍,就应有意识地培养和训练自己的猜测词义的能力。而最好的办法就是多读和快读,在阅读中掌握并熟练使用猜测词义的技巧。下面为同学们介绍几种在阅读中的猜测词义的技巧。一、根据上下文提供的内容猜测词义。1.WhatisAnimalHospital?(NME…     

英语阅读技巧的应用

本文以举例子的方法,展示了一些基本英语阅读技巧的应用,猜测生词的词义,并指出适当运用这些阅读技巧,有利于培养阅读能力,提高阅读速度。     

阅读理解三技巧

阅读是学习英语的主要目的之一。阅读理解在高考中占很大的比例 ,而且越来越注重能力的测试。阅读理解技巧包括多方面的内容 ,最基本的有三种 :猜测词义、难句理解和语篇理解。一、猜测词义高考属择优性考试 ,允许出现 2 -3 %不注汉语的生词。 2 0 0 0年高考试题的阅读文章中不注汉语的生词有 46个。同学们碰到生词时切勿惊慌 ,因为它们既不是孤立存在 ,也不是高深莫测 ,只要抓住一定的线索就可以猜出词义。猜词有寻找线索和确定意义两个步骤。寻找线索的方法多种多样 ,可依据构词法、定义解释、对比关系、因果关系和上下文的暗示“顺藤摸瓜…     

猜测──英语快速阅读的一种重要技巧

本文阐述猜测在英语快速阅读中的重要性,就如何培养猜测这一技巧进行了深讨．     

Chinese children's character recognition: Visuo‐orthographic,phonological processing and morphological skills

Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases.     

小学语文写作教学分段训练模式初探

小学生学习写作受身心发展规律、写作知识学习、写作能力训练和生活阅历积累等因素影响呈现出阶段性特点,教师在教学时要采用分段训练模式。教学的核心就是分段训练学生阅读中的语言文字表达能力,分段安排不同类型和层次的作文训练,分段安排不同形式的作文评改训练。采用该教学模式还应注意语文教材体系、阅读与写作能力、学生生活阅历和传统写作教学思想局限等问题。     

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated.     

The role of orthographic flexibility in Chinese word reading among kindergarten children

Abstract

The present study aimed to examine the potential importance of orthographic flexibility for Chinese reading acquisition. Orthographic flexibility is a novel concept that represents the ability to manage and switch attention among multiple aspects of orthographic information. A total of 92 Chinese kindergarten children at age 6 were assessed on measures of orthographic flexibility, orthographic knowledge, executive functions (EF) skills (i.e. cognitive flexibility and working memory) and Chinese word reading. Results of hierarchical regressions showed that orthographic flexibility uniquely and significantly contributed to word reading beyond the effects of established predictors, namely orthographic knowledge and EF skills. Path analysis further indicated that orthographic flexibility significantly mediated the contribution of EF skills to word reading. These findings provided theoretical insights into the linkage between domain-general EF skills and domain-specific reading ability. The present study also provided practical implication that training on orthographic flexibility in addition to orthographic knowledge could be beneficial to early acquisition of Chinese word reading.     

语文教学中学生阅读技巧的培养探寻

语文阅读教学的目的是扩大学生的知识面,帮助学生理解课文内容,扩宽学生知识视野,提高学生语文学习能力。教师在教学中应重视阅读教学,注重学生阅读技巧的培养,提高阅读教学的有效性,提升学生阅读能力和语文核心素养。文章结合教学实践,对语文教学中学生阅读技巧的培养进行探寻。     

Syntactic skills in sentence reading comprehension among Chinese elementary school children

The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed.     

Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study

This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.     

Correlates of Chinese kindergarteners’ word reading and writing: the unique role of copying skills?

Ninety-four Mainland Chinese children in the second and third years of kindergarten (mean age = 65 months, SD = 6.94) were tested on Pinyin letter-name knowledge, invented Pinyin spelling, general copying skills of unfamiliar print (in Korean, Hebrew and Vietnamese, ultimately combined to create a pure copying factor), delayed copying of characters, nonverbal reasoning, vocabulary knowledge, speeded number-naming, syllable deletion, and morphological awareness in order to examine unique correlates of beginning Chinese word reading and writing, which were also tested. With age, kindergarten level, and nonverbal reasoning statistically controlled, morphological awareness, speeded naming, and Pinyin letter-name knowledge uniquely explained Chinese word reading, whereas both the pure copying factor and delayed copying independently explained 11 and 5 % variance in Chinese word writing, respectively. Findings suggest a somewhat independent trajectory of developing word reading and writing skills in very young Chinese children and highlight the potential importance of both print-dependent and print-independent copying skills for the development of early word writing skill in Chinese.     

The Anatomy of the Role of Morphological Awareness in Chinese Character Learning: The Mediation of Vocabulary and Semantic Radical Knowledge and the Moderation of Morpheme Family Size

In the present study, the mediating roles of syllable awareness, orthographic knowledge, and vocabulary skills and the moderating role of morpheme family size in the association between morphological awareness and Chinese character reading were investigated with 176 second-grade Hong Kong Chinese children. In the path analyses, the results indicated significant partial mediating effects of semantic radical function knowledge and vocabulary skills but not of syllable awareness and pseudocharacter identification. A significant moderating effect of morpheme family size was also observed. Children with relatively poor compounding structure awareness performed much more poorly in reading Chinese characters that had a small family size. The mediating and moderating effects documented in the present study can help us understand the mechanism involved in the relationship between morphological awareness and Chinese character reading and provide evidence as a basis for modifying current instruction strategies for improving Chinese children’s reading performance.     

小学语文课“读写一体”教学实践探索

阅读是一个知识输入的过程,写作则是一个知识输出的过程。教师要培养学生良好的阅读与写作能力,则可同步开展阅读与写作教学,让学生在输入知识的过程中适当地进行知识输出,以提高学生的知识内化效率,真正夯实学生的知识学习基础。基于此,笔者主要依托部编版小学语文教材,探讨"读写一体"教学在语文教学中的实践运用策略,以实现阅读教学与写作教学的双层教学目标。