The effective teacher of readingWord文件下载.docx
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关键词:
阅读能力教师指导指导原则阅读策略
Abstract:
Asisknowntoallthatteachersplayancriticalroleintheprocessofhelpingstudentstoimprovetheirreadingability..Duffy-Hester(1999)perhapsstateditbestwhenshenotedtheroletheteacherplayedinhelpingchildrenlearntoread:
“Iamconvincedthattheteacherismoreimportantandhasagreaterimpactthananysingle,fixedreadingprogram,method,orapproach”.Ourpurposeinthisarticleistoattempttoanswerthecrucialquestions“Whatconsiderationsshouldbeknownbyteachersofreading?
Whatprinciplesshouldteachersofreadingobey?
Whatteachingstrategiesmustteachersofreadingbeabletoperformandhowarethesestrategieseffectivelyappliedinteachingchildrentoread?
”
Keywords:
ReadingabilityTeachers’instructionReadingStrategies
1.Introduction:
Iflearningtoreadeffectivelyisajourneytowardever-increasingabilitytocomprehendtexts,thenteachersarethetourguides.Recognitionofthesignificantroleoftheteacherisnotnew.Earlystudiesoneffectiveteaching,however,yieldedlittlespecificinformationaboutexactlywhatteachersdointheclassroomandhowtheydomakesthemeffective.Itmayseemstereotypicaltoemphasizetheobviousfactthatteachingchildrentoreadishardworkanddemandsagreatdealofeffort,but
theabilitytoputfortheffortintheclassroomischaracteristicofaneffectiveteacher.However,itisnotjusteffortalone.Itisexactlyonwhattheeffortisfocusedandhowthiseffortisexpendedthatmakesthedifference.Whatfollowsisabriefreviewofthepast20yearsofmajorinvestigationsthatspecifywhatgoesoninclassroomsofteacherswhopromotestudentlearningandgrowth.Thepurposeinthisarticleistoattempttoanswerseveralcrucialquestions“Whatconsiderationsshouldteachersknowinteachingreading?
Whatprinciplesshouldteachersobeyforeffectivereadinginstructionandwhatreadingstrategiesmustteachersofreadingbeabletoperformandhowarethesestrategieseffectivelyappliedinteachingchildrentoread?
2.ResearchonReadingComprehension
Bythe1970s,firstlanguagereadingresearchhadbeenflourishingforacoupleofdecades,assolutionsweresoughttoproblemsofwhysomechildrencouldn’tread.Butresearchonreadinginasecondlanguagewasalmostnonexistent.Then,withtheworkofKennethGoodman(1970)andothers,secondlanguagespecialistsbegantotackletheuniqueissuesandquestionsfacingsecondlanguagereadingpedagogy.Findingsarebrieflysummarizedasfollows:
(1)Readingisapsycholinguisticguessinggame(Goodman);
(2)Schematheoryandbackgroundknowledge(ClarkeandSilberstein);
(3)TheTransferHypothesis(Cziko1978);
(4)Cross-Cultureaspectsofreadingcomprehension.
3.ConsiderationsinTeachingReading
Most
foreignlanguage
readingspecialistsviewreadingasinteractive.Thereaderinteractswiththetexttocreatemeaningasthereader'
smentalprocessesworktogetheratdifferentlevels(Bernhardt,1986;
Carrell,Devine&
Eskey,1988;
Rumelhart,1977).Theabilitytoteachstudentswhattheyneedtoknowrequiresthatreadingteacherscontinuallyuseablendofformalandinformalmeasurestoidentifystudents’strengthsandweaknessesininteractingwithtext(Barrentine,1999).Teachersshouldprovideinstructionthatreflectsthestudents’levelofreadingdevelopment.Therefore,inourdiscussionofteachingreadingtoourstudents,teachershavetoconsiderthefollowingfactorsasinterest,usefulness,readiness,purpose,expectationandauthenticityandsoforth.Inotherwords,thelevelofreadercomprehensionofthetextisdeterminedbymanyfactors(interestlevelinthetext,purposeforreadingthetext,knowledgeofthetopic,
abilities,awarenessofthereadingprocess,andlevelofwillingnesstotakerisks)andhowreadersknowaboutthetextvariables(texttype,structure,syntax,andvocabulary)(Hosenfeld,1979).
4.PrinciplesforDesigningInteractiveReadingActivities
4.1Don’toverlooktheimportanceofspecificinstructions.
Weteachersliketoassumethatstudentswillsimplylearngoodreadingbyabsorption.While,inreality,thereismuchtobegainedbyyourfocusingonreadingskill.Itisimportanttomakesurethatyourstudentshaveampletimeforextensivereading.Itisyourdutyasteacherstogivestudentssuffientguidance.
4.2Usemotivatingtechniques
Thatistosay,yourtechniquesshouldbeintrinsicallymotivating.Onecanchooseinterestingandsomerelevantreadingforyourstudents,Thereadingcontextsshoulebeinproperlengthsothatyourstudentswon’tlosswillingness.Inaddition,makeclearyourstudents’goalinlearningtoreadEnglishandfocusthosegoalsinteaching.
4.3Balanceauthenticityandreadabilityinchoosingtexts
Simpletextsthatareauthenticcaneitherbefoundoutthereintherealworldordevised.Fromadstolablestoreportstoessays,textsareavailablethataregrammaticallyandlexicallysimple.
4.4Encouragereadingstrategies
Followingaresomestrategiesforreadingcomprehension.
Firstly,therearetenreadingstrategiesdevelopedbyBrown:
1)Indentifythepurposeinreading;
2)Usegraphiticrulesandpatternstoaidinbottom-updecoding;
3)Useefficientsilentreadingtechniquesforrelativelyrapidcomprehension;
4)Skimming;
5)Scanning;
6)Semanticmappingorclustering;
7)Guessing;
8)Vocabularyanalysis;
9)Distinguishbetweenliteralandimpliedmeaning;
10)Capitalizeondiscoursemarkerstoprocessrelationships.
Auseful,ifsomewhatdisorganized,typologyofreadingstrategiesisthatdevelopedbyGrellet(1981:
12-13):
Sensitizing;
improvingreadingspeed;
goingfromskimmingtoscanning.Sensitizingcanbesubcategorizedinto(makinginferences;
understandingrelationswithinthesentence;
linkingsentencesandideas).Goingfromskimmingtoscanningincludes(predicting;
preview;
anticipation;
skimmingandscanning)
4.5Includebothbottom-upandtop-downtechniques
Inthecaseofreading,aswithothercognitiveprocesses,psychologistshave
distinguishedbetweentwokindsofprocessing.Bottom-upprocessesarethosethattakeinstimulifromtheoutsideworld--lettersandwords,forreadinganddealwiththatinformationwithlittlerecoursetohigher-levelknowledge.Bottom-uptheorieshypothesizethatlearningtoreadprogressesfromchildrenlearningthepartsoflanguage(letters)tounderstandingthewholetext(meaning).Muchlikesolvingajigsawpuzzle,bottom-upmodelsofthereadingprocesssaythatthereadingpuzzleissolvedbybeginningwithanexaminationofeachpieceofthepuzzleandthenputtingpiecestogethertomakeapicture.Withtop-downprocesses,ontheotherhand,theuptakeofinformationisguidedbyanindividual’spriorknowledgeandexpectations.Tobespecific,top-downprocessingoflanguagehappenswhensomeoneusesbackgroundinformationtopredictthemeaningoflanguagetheyaregoingtoread.Ratherthanrelyingfirstontheactualwordsorsounds(bottomup),theydevelopexpectationsaboutwhattheywillhearorread,andconfirmorrejecttheseastheylistenorread.Top-downprocessingisthoughttobeaneffectivewayofprocessinglanguage;
itmakesthemostofwhatthepersonbringstothesituation.Forinstance,askinglearnerstopredictwhatanewspaperarticlemightbeaboutfromtheheadlineorfirstsentencewillencouragethemtousetop-downprocessingonthearticle.Inmostsituations,bottom-upandtop-downprocessesworktogethertoensuretheaccurateandrapidprocessingofinformation.Thebestreadersinanylanguagearethosewhocombineelementsofboth.Forexample,mostreadersbeginreadingbyusing
top-downreadingstrategies
untilthereisaproblem,andthentheyshifttobottom-upstrategies.Intheclassroom,youcanencourageyourlearnerstouseboth
bottom-up
andtop-downstrategiestohelpthemunderstandatext.Forexampleinareadingcomprehensionlearnersusetheirknowledgeofthegenre
topredictwhatwillbeinthetext(topdown),andtheirunderstandingof
affixation
toguessmeaning(bottomup).
4.6Subdivideyourtechniquesintopre,whileandafterreadingphases.
(1)Beforeyouread:
"
Pre-reading"
activitiesintroducestudentstoaparticulartext,elicitorprovideappropriatebackgroundknowledge,and
activatenecessaryschemata.Previewingatextwithstudentsshouldarousetheirinterestandhelpthemapproachthetextinamoremeaningfulandpurposefulmannerasthediscussioncompelsthemtothinkaboutthesituationorpointsroseinatext.Thepre-readingphasehelpsstudentsdefineselectioncriteriaforthecentralthemeofastoryorthemajorargumentofanessay.Pre-readingactivitiesinclude:
discussingauthorortexttype,brainstorming,reviewingfamiliarstories,consideringillustrationsandtitles,skimmingandscanning(forstructure,mainpoints,andfuture
directions).
(2)Whileyouread:
Whilereading"
exerciseshelpstudentsdevelop
readingstrategies,improvetheircontrolofthesecondlanguage,anddecodeproblematictextpassages.Theteachercanpinpointvaluablestrategies,explainwhichstrategiesindividualsmostneedtopractice,andofferconcreteexercisesintheformof"
guidedreading"
activitysheets.Suchpracticeexercisesmightincludeguessingwordmeaningsbyusingcontextclues,wordformationclues,orcognatepractice;
consideringsyntaxandsentencestructurebynotingthegrammaticalfunctionsofunk
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