语篇分析在大学英语精读教学中的重要作用

自20世纪60年代以来,语篇理论在外语教学中已经得到了广泛的应用,现在语篇分析为大学英语精读教学更注入了新元素,相对传统的精读教学提供了新视觉,在大学英语精读教学中对提高学生阅读技巧,写作水平和翻译能力起着举足轻重的作用。     

永恒主义“名著”课程观及其对我国读经教育的启示

当前,读经教育在我国已成为社会和学术界所关注的热点问题。西方永恒主义教育流派将经典称为名著（Great Books）,认为名著代表了人类精神世界和物质世界的永恒性,并提出了“名著”课程观。借鉴永恒主义的“名著”课程观,我们可以从读经的价值、读经的选择和读经的方法三个维度得出有益启示。     

浅谈如何在英语教学中培养语感

语感指的是一个人对语言敏锐而正确的感受能力。语感来自于语言实践,又指导语言实践。语感的培养离不开大量的语言材料和语言环境。本文结合教学实践,从加强朗读、阅读及开展课外活动入手,对培养学生的英语语感进行了探讨。     

阅读教学中的输入与文化适应

加强语言学习质量,提高语言规则学习速度,关键在于强化输入语言材料。同时让学习者接受所学语言的文化模式,主动适应该模式,自然而然地学习语言。     

利用多媒体教学激发阅读动机

教学大纲以培养阅读能力为大学英语教学的首要任务。同时，国内的各种语言测试中，阅读所占的比重皆在40％左右。而学习者的阅读动机却不强，不愿意多阅读。本文旨在探索利用多媒体来激发学习者的阅读动机，最终为他们打好基础，提高英语的学习水平。     

阅读·背诵·听说·训练——听力课教学模式初探

构建合适的听力教学模式能提高英语学习效率。阅读能强化学习者的宏观结构意识,背诵能促进学习者的知识积累,听说能激发学习者的浓厚兴趣,训练能大幅度地提高学生听力理解水平。     

The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.     

国外阅读理论对大学英语阅读教学的启示

国外阅读理论的发展可分为三个不同阶段：传统理论阶段、认知论阶段和图式理论阶段。四种主要的国外阅读理论：自下而上阅读论、自上而下阅读论、交互式阅读论和图式阅读论。     

教学方法的改革与优化

概述了对教改的认识，以及《高等代数》教学的具体改革过程．形成了便于操作的教改模式：细读-精讲-习作．     

Variability in children’s early reading strategies

The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read.