英语逻辑连接词在阅读理解过程中的作用

英语逻辑连接词是连接句内或句子间语义关系的逻辑纽带.逻辑连接词在阅读理解过程中起重要作用--通过逻辑连接词,读者可以了解句内或句子之间的语义关系,甚至可经前句从逻辑上预见后续句的语义,从而提高阅读速度,很快理解阅读材料的语义.     

中国英语学习者在阅读理解中对逻辑连接词的掌握

逻辑连接词作为衔接手段,是篇章连贯的机制之一,因而对这类词的掌握对阅读理解起着重要作用。本研究通过对124名在校大学生的测试,旨在调查英语学习者在阅读理解中对逻辑连接词的应用及对逻辑关系的识别。结果表明,中国英语学习者在阅读中尚缺乏自觉利用逻辑连接词的能力,其识别逻辑关系的能力也有待进一步提高。     

逻辑分析在英语阅读理解中的应用

本文从逻辑的基本形式--概念、判断、推理出发,分析逻辑方法在英语阅读理解中的应用情况,通过实例说明其有效性及如何在阅读理解中应用概念、判断、推理,以便为更好的解答阅读理解提供方法上的突破.     

论逻辑连接词在英语议论文写作中的应用

大学英语写作作为四项基本技能之一备受关注。尤其在近几年，人们更多关注英语中的各种考试试题并对其进行了大量的研究且取得了令人瞩目的成就。但不可否认，在学生的写作中语篇连贯仍是一个突出的问题。而逻辑连接词的正确恰当的使用是达到语篇连贯的手段之一。为此，本文将着重介绍逻辑连接词在议论文中对句子的连贯作用，并分析了学生们在使用过程中所存在的问题。     

逻辑连接词在英语作文中的使用分析

逻辑连接词是实现语篇连贯的一种主要方式，反映语篇前后的语义关系。由于英汉逻辑连接词之间的差异，造成学生英语作文中经常出现逻辑连接词的误用。本文以韩礼德和哈桑的衔接和连贯理论为基础，对逻辑连接词在大学英语作文教学中的效果进行了实证研究。本研究发现逻辑连接词的使用对学生作文写作质量的影响并不明显。     

语篇衔接手段在英语阅读理解中的作用

衔接是语篇分析的重要理论之一。衔接手段能给阅读理解提供暗示,对读者的推理、预测进行限制,对英语阅读起着非常重要的作用——在英语阅读理解中把握语篇的衔接机制,能够帮助读者正确猜测词义,更好地分析语篇结构,进而把握文章的中心思想,准确理解文章细节,同时还可以有效地提高读者的快速阅读能力。     

词汇重复衔接理论在英语阅读理解中的应用

阅读理解在四、六级英语考试中占有举足轻重的地位。本文试图从功能语言学的角度出发，分析语篇衔接中的词汇重复衔接手段在阅读理解中应用的可行性，为阅读理解考试提供了一个新的解题思路。     

衔接理论在英语阅读理解教学中的应用

在广大师生看来,阅读能够有效提高学生对英语的综合应用能力,虽然如此,在现在的英语阅读中有一个较大的问题是学生大多只重视对英语文章在意思上理解,而对语篇结构表现得很不重视,在阅读中大部分学生很少对它进行分析与思考,对词汇、句型与连接词语对语篇衔接所起作用也是这种情况。不少在语言学方面的研究成果都显示：语言衔接的应用能够直接启发与指导语言教学工作,特别是在训练学生对英语的阅读能力上。     

英语阅读中的心理激励

本探讨了学生在进行英语阅读时存在的心理误区，并阐述了心理激励在英语阅读中的有效运用。     

英语阅读中的默读与朗读

阅读是一种技巧,掌握了这种技巧,学生们就会如虎添翼,阅读能力大大提高。阅读有多种方法,本文主要谈论默读和朗读两种阅读技巧。通过默读和朗读,可提高学生阅读理解力和阅读速度,锻炼学生英语表达能力,并帮助学生在听、说、写等方面得到进一步提高。     

A case study of questioning for reading comprehension during guided reading

This case study explored how a teacher's questioning during guided reading scaffolded six children's understanding of reading. Observations and interview data conveyed that questioning statements and the teacher's involvement as a respondent prompted children's engagement and understanding of the text. Insufficient wait time and open questions with a closed intent seemed to stifle children's understanding of reading. Conclusions suggest teachers' relaxation of questioning to a conversational manner may enable guided reading to be an opportunity to develop children's comprehension on all levels.     

元认知理论与外语阅读理解监控能力的培养

阅读理解监控能力的培养对于大学生英语阅读理解能力的提高和阅读理解教学的改革具有重要意义.在教学中培养学生阅读理解监控能力应从以下几方面努力:培养学生的目标意识;指导学生根据不同的任务变量选择并调整阅读策略;将阅读理解监控训练融入语言教学中去,从而提高英语阅读教学效果和学生的自主学习能力.     

The effects of expressions of fear induced by background music on reading comprehension

Background

Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.

Methods

Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using t-test and ANOVA.

Results

Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.

Conclusions

Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.

     

对大学英语六级考试阅读理解部分的分析

通过对大学英语六级考试阅读理解部分进行测试重点、考题形式等方面的分析，指出学生必须具备扎实的语言基础，灵活运用词汇与语法。     

The relationship between reading comprehension strategies and reading attitudes

The aim of this study is to determine the relationship between levels of reading comprehension strategy use, reading attitudes, and the amount of reading per year among elementary school students. The study was conducted with 1316 students (649 girls and 667 boys) attending the fourth and fifth grades of 15 elementary schools in Denizli, Turkey. Stratified Sampling Method was employed to obtain data using Reading Attitude Scale (RAS) and Reading Comprehension Strategies Scale (RCSS). The analyses indicate that reading attitude is a significant predictor of the level of reading comprehension strategies used by students (R² = 0.44). The findings show that there is a negative and low-level relationship (r = ?0.054) between daily time spent reading and the level of strategy used, and a positive and low-level relationship (r = 0.01) between the level of strategy used and the number of books that a child reads per year.     

The effects of developing English language and literacy on Spanish reading comprehension

In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced.