英语泛读教程教学指导书docx.docx
- 文档编号:7944925
- 上传时间:2023-01-27
- 格式:DOCX
- 页数:57
- 大小:75.12KB
英语泛读教程教学指导书docx.docx
《英语泛读教程教学指导书docx.docx》由会员分享,可在线阅读,更多相关《英语泛读教程教学指导书docx.docx(57页珍藏版)》请在冰豆网上搜索。
英语泛读教程教学指导书docx
英语泛读教程教学指导书
TeachingGuideforExtensiveReading
1・Coursenumber:
00731071
2.Coursename:
ExtensiveReading
3>Coursecategory:
Specializedrequiredcourse
4.Credit/classhour:
2credits/32classhours
5.Teachingmaterial:
ExtensiveReading(英语泛读教程)
6.FormofExam:
written
7>Bibliography:
1刘乃银ExtensiveReading(5^语泛读教程)高等教育出版社北京2005」
221stCentury
3NewsWeek
4TheNewYorkTimes
5张林《大学英语泛读教程》高等教育出版社
6《新编英语泛读教程》上海外语教育出版社1997.8
7陆佑珊《研究生英语泛读教程》(教师参考书)屮国人民大学出版社
&TeachingTarget&Syllabus(教学目标和大纲)
ThiscourseisapracticalspecializedrequiredcoursedesignedforEnglishmajors.ReadinghasbeentheskillmostemphasizedintraditionalFLteaching,andeventodayisthemainstayofEFLinstructioninmanycountries.InJapan,forexample,Englishinstructionattheuniversitylevelisusuallythe"'intensivereadingprocedure/whichimpliesclosestudyofshortpassages,includingsyntactic,semantic,andlexicalanalysesandtranslationintotheLItostudymeaning.
Today,FL/ESL/EFLreadinginstructionismovingincreasingly,fromteachingtextstoteachingreaders.Specifically,wenowteachlearnersreadingskills/strategiesforunderstandingsuchelementsascontent,textualfeatures,rhetoricalelements,andculturalbackground・"Skillsbuilding11emphasizesskills/strategiesfortextcomprehension.
Anextensivereadingprogramwasestablishedforelementarylevellanguagelearners.ResearchevidencefortheuseofsuchprogramsinEFL/ESLcontextsispresented,emphasizingthebenefitsofthistypeofinputforstudents1Englishlanguagelearningandskillsdevelopment.Practicaladviceisthenofferedtoteachersworldwideonwaystoencouragelearnerstoengageinafocusedandmotivatingreadingprogramwiththepotentialtoleadstudentsalongapathtoindependenceandresourcefulnessintheirreadingandlanguagelearning.
OurworkingdefinitionofHextensivereading11asalanguageteaching/leamingprocedureisthatitisreading(a)oflargequantitiesofmaterialorlongtexts;(b)forglobalorgeneralunderstanding;(c)withtheintentionofobtainingpleasurefromthetext.Further,because(d)readingisindividualized,withstudentschoosingthebookstheywanttoread,(e)thebooksarenotdiscussedinclass.
Largequantitiesareessentialforthisproceduretobe”extensive."
TheRoleofExtensiveReadinginLanguageLearning
(1).Itcanprovidecomprehensibleinput*
Inhis1982book,Krashenarguesthatextensivereadingwillleadtolanguageacquisition,providedthatcertainpreconditionsaremet.Theseincludeadequateexposuretothelanguage,interestingmaterial,andarelaxed,tension-freelearningenvironment.ElleyandManghubai(1983:
55)warnthatexposuretothesecondlanguageisnormally"planned,restricted,gradualandlargelyartificial.HThereadingprogramprovidedinYemen,andthechoiceofgradedreadersinparticular,wasintendedtoofferconditionsinkeepingwithKrashen'smodel.
(2).Itcanenhancelearners1generallanguagecompetence
Grabe(1991:
391)andParan(1996:
30)haveemphasizedtheimportanceofextensivereadinginprovidinglearnerswithpracticeinautomaticityofwordrecognitionanddecodingthesymbolsontheprintedpage(oftencalledbottom・upprocessing).ThebookfloodprojectinFiji(Elley&Manghubai:
opcit.),inwhichFijianschoolchildrenwereprovidedwithhigh-intereststorybooks,revealedsignificantposttreatmentgainsinwordrecognitionandreadingcomprehensionafterthefirstyear,andwidergainsinoralandwrittenskillsaftertwoyears.
(3).Itincreasesthestudents1exposuretothelanguage
Thequalityofexposuretolanguagethatlearnersreceiveisseenasimportanttotheirpotentialtoacquirenewformsfromtheinput.Elleyviewsprovisionoflargequantitiesofreadingmaterialtochildrenasfundamentaltoreducingthe'exposuregap*betweenLIlearnersandL2learners.Hereviewsanumberofstudieswithchildrenbetweensixandtwelveyearsofage,inwhichsubjectsshowedrapidgrowthinlanguagedevelopmentcomparedwithlearnersinregularlanguageprograms.Therewasa"spreadofeffectfromreadingcompetencetootherlanguageskills-writing,speakingandcontroloversyntax/(Elley1991:
404).
(4).Itcanincreaseknowledgeofvocabulary
Nagy&Herman(1987)claimedthatchildrenbetweengradesthreeandtwelve(USgradelevels)learnupto3000wordsayear.Itisthoughtthatonlyasmallpercentageofsuchlearningisduetodirectvocabularyinstruction,theremainderbeingduetoacquisitionofwordsfromreading・Thissuggeststhattraditionalapproachestotheteachingofvocabulary,inwhichthenumberofnewwordstaughtineachclasswascarefullycontrolled(wordsoftenbeingpresentedinrelatedsets),ismuchlesseffectiveinpromotingvocabularygrowththansimplygettingstudentstospendtimeonsilentreadingofinterestingbooks.
(5).Itcanleadtoimprovementinwriting
Stotsky(1983)andKrashen(1984)reviewedanumberofLIstudiesthatappeartoshowthepositiveeffectofreadingonsubjects1writingskills,indicatingthatstudentswhoare
prolificreadersintheirpre-collegeyearsbecomebetterwriterswhentheyentercollege.L2studiesbyHafiz&Tudor(1989)intheUKandPakistan,andRobb&Susser(1989)inJapan,revealedmoresignificantimprovementinsubjects1writtenworkthaninotherlanguageskills.Theseresultsagainsupportthecaseforaninput-based,acquisition-orientedreadingprogrambasedonextensivereadingasaneffectivemeansoffosteringimprovementsinstudentswriting.
(6).Itcanmotivatelearnerstoread
Readingmaterialselectedforextensivereadingprogramsshouldaddressstudents1needs,tastesandinterests,soastoenergizeandmotivatethemtoreadthebooks.IntheYemen,thiswasachievedthroughtheuseoffamiliarmaterialandpopulartitlesreflectingthelocalculture(e.g..AladdinandHisLamp).Bell&Campbell(1996,1997)exploretheissueinaSouthEastAsiancontext,presentingvariouswaystomotivatelearnerstoreadandexplainingtheroleofextensivereadingandregularuseoflibrariesinadvancingthereadinghabit.
(7).Itcanconsolidatepreviouslylearnedlanguage
Extensivereadingofhigh-interestmaterialforbothchildrenandadultsoffersthepotentialforreinforcingandrecombininglanguagelearnedintheclassroom.Gradedreadershaveacontrolledgrammaticalandlexicalload,andprovideregularandsufficientrepetitionofnewlanguageforms(Wodinsky&Nation1988).Therefore,studentsautomaticallyreceivethenecessaryreinforcementandrecyclingoflanguagerequiredtoensurethatnewinputisretainedandmadeavailableforspokenandwrittenproduction.
(8).Ithelpstobuildconfidencewithextendedtexts
Muchclassroomreadingworkhastraditionallyfocusedontheexploitationofshortstexts,eitherforpresentinglexicalandgrammaticalpointsorforprovidingstudentswithlimitedpracticeinvariousreadingskillsandstrategies-However,alargenumberofstudentsintheEFL/ESLworldrequirereadingforacademicpurposes,andthereforeneedtraininginstudyskillsandstrategiesforreadinglongertextsandbooks-Kembo(1993)pointstothevalueofextensivereadingindevelopingstudents9confidenceandabilityinfacingtheselongertexts.
(9).Itencouragestheexploitationoftextualredundancy
Insightsfromcognitivepsychologyhaveinformedourunderstandingofthewaythebrainfunctionsinreading.Itisnowgenerallyunderstoodthatslow,word-by-wordreading,whichiscommoninclassrooms,impedescomprehensionbytransferringanexcessofvisualsignalstothebrain.Thisleadstooverloadbecauseonlyafractionofthesesignalsneedtobeprocessedforthereadertosuccessfullyinterpretthemessage.Kalb(1986)referstoredundancyasanimportantmeansofprocessing,andtoextensivereadingasthemeansofrecognizinganddealingwithredundantelementsintexts.
(10).Itfacilitatesthedevelopmentofpredictionskills
Oneofthecurrentlyacceptedperspectivesonthereadingprocessisthatitinvolvestheexploitationofbackgroundknowledge.Suchknowledgeisseenasprovidingaplatformforreaderstopredictthecontentofatextonthebasisofapre-existingschema.Whenstudentsread,theseschemasareactivatedandhelpthereadertodecodeandinterpretthemessagebeyondtheprintedwords.Theseprocessespresupposethatreaderspredict,sample,hypothesizeandreorganizetheirunderstandingofthemessageasitunfoldswhilereading(Nunan1991:
65-66).
(1)MaximizeLearnerInvolvement
Anumberoflogisticalhurdleshavetobeovercomeinordertomakeanextensivereadingprogrameffective.Booksneedtobetransported,displayedandcollectedattheendofeachreadingsession.Considerablepaperworkisrequiredtodocumentthecardfilesystem,readingrecords,inventories,bookreportsandinmaintainingandupdatinglistsoftitles.Studentsshouldthereforebeencouragedtotakeanactiveroleinthemanagementandadministrationofthereadingprogram.IntheYemenprogram,studentsgainedastrongsenseofownershipthroughrunningthereadingresourcesinanefficient,coordinatedandorganizedmanne匚
(2)TheReaderInterview
RegularconferencingbetweenteacherandstudentplayedakeyroleinmotivatingstudentsintheYementoreadthebooks.Thisenabledeffectivemonitoringofindividualprogressandprovidedopportunitiesfortheteachertoencouragestudentstoreadwidely,showinterestinthebooksbeingread,andtoguidestudentsintheirchoiceoftitles.Bydemonstratingcommitmentintheirownreading,teacherscanfosterpositiveattitudestoreading,inwhichitisnolongerviewedastedious,demanding,hardwork,butasapleasurablepartoftheirlearning・
(3)ReadAlo
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 英语 泛读 教程 教学 指导书 docx