1、 Cultivating High School Students English Reading Interest and AbilitybyA thesis presented to the School of English Education ofXian International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 20, 2013Class: Advisor: ii西安外国语大学毕 业 论 文 开 题 报 告姓名 性别 班级
2、 学号毕业论文题目： 培养中学生英语阅读兴趣和能力Cultivating High School Students English Reading Interest and Ability任务起止日期： 2012 年 11 月 23 日 至 2013 年 5 月 20 日毕业论文主要内容及参考文献：阅读是获取信息、扩大知识面的重要手段，并在英语教学中占有非常重要的位置。同时，由于近年来高考试题中的阅读量在不断增加，因此培养学生的阅读兴趣和能力越来越被广大中学师生所重视，中学英语学科课程标准更是将培养学生的阅读能力作为主要的教学目标之一。但是目前，我国中学生英语阅读量严重不足。由于课业负担重，考
3、试负担重，有些学生缺乏阅读兴趣，甚至对阅读怀有恐惧心理，阅读失分率较高；有些学生仅能应付解题，完成一定的课外作业，满足于读课文等有限的语言资料，因而中学英语阅读兴趣和能力的培养可以说是任重道远。本文通过阐述阅读的重要性，分析目前中学生的阅读现状和制约中学生阅读能力的因素，然后论述在英语阅读课堂中的教学技巧和策略，同时提出怎样的教学技巧和策略可以更有效地培养学生的英语阅读兴趣、提高英语阅读能力。希望能为中学的课堂教学研究尽一份自己的绵薄之力。参考文献：Bamford, J. and Day, R. R. 1998. Top ten principles for teaching extensiv
4、e reading. In Bamford, J. and Day, R. R. (Eds.). Extensive Reading Activities for Teaching Language. pp. 7-8. Cambridge: Cambridge University Press.Nuttall, C. 2002. Teaching Reading Skills in a Foreign Language. Shanghai: Shanghai Foreign Language Education Press.Wang, Q. 2006. A Course in English
5、Language Teaching. Beijing: Higher Education Press.指导教师 (签名)年 月 日iiiAcknowledgementsI would like to express my sincere thanks to all who have helped me through various ways for my writing of this thesis.Firstly, I am deeply grateful to my supervisor, Ms Jing, for her continuous encouragement and exp
6、ert supervision. Ms Jing gave me many invaluable instructions and helped me much in every stage of my thesis writing. Secondly, I would like to express my heartfelt gratitude to Professor Hai, and teachers at the Department of English, who have instructed and helped me a lot in the past two years.Mo
7、reover, my numerous thanks go to my dear friends and my lovely classmates, who spent much time with me on my thesis. Thanks should also be given to the directors and teachers for my college. What they taught me has paved a way for my writing of the thesis. Finally, I would like to offer my sincere g
8、ratitude to those who spend their precious time in reading this thesis.iv培养中学生英语阅读兴趣和能力摘要：阅读是获取信息、扩大知识面的重要手段，并在英语教学中占有非常重要的位置。同时，由于近年来高考试题中的阅读量在不断增加，因此培养学生的阅读兴趣和能力越来越被广大中学师生所重视，中学英语学科课程标准更是将培养学生的阅读能力作为主要的教学目标之一。但是目前，我国中学生英语阅读量严重不足。由于课业负担重，考试负担重，有些学生缺乏英语阅读兴趣，甚至对阅读怀有恐惧心理，阅读失分率较高；有些学生仅能应付解题，完成一定的课外作业，满
9、足于读课文等有限的语言资料，因而中学英语阅读兴趣和能力的培养可以说是任重道远。本文通过阐述阅读的重要性，分析目前中学生的阅读现状和制约中学生阅读能力的因素，然后论述在英语阅读课堂中的教学技巧和策略，同时提出怎样的教学技巧和策略可以更有效地培养学生的英语阅读兴趣、提高英语阅读能力。希望能为中学的课堂教学研究尽一份自己的绵薄之力。关键词：英语阅读；课堂教学；培养兴趣；能力；教学技巧；策略vCultivating High School Students English Reading Interest and AbilityAbstract:Reading has always been rega
10、rded as an important method to acquire information and expand knowledge, and it occupies a very important position in the teaching of English. Meanwhile, due to the increasing amount of reading in the College Entrance Examination in recent years, cultivating students English reading interest and abi
11、lity has attracted more and more attention from all the high school teachers and students, and the high school English curriculum standards even takes it as the main teaching goal. However, high school students English reading has been a serious shortfall in our country now. Because of the heavy aca
12、demic burden and too many exams, some students are lack of interest in reading, even fear to read; some students can only cope with simple reading comprehension questions and complete homework. They are satisfied with reading the limited language materialstextbooks. Therefore, cultivating high schoo
13、l students English reading interest and ability can say a long way to go. By describing the importance of reading, analyzing the status quo of current high school students English reading and the factors restricting high school students English reading abilities, this thesis mainly discusses the str
14、ategies and skills in teaching English reading, and proposes which strategies and skills can cultivate high school students English reading interest and ability effectively. Here I humbly hope that my thesis can make a contribution for the secondary English classroom teaching.Key words: English read
15、ing; classroom teaching; cultivate interest; ability; teaching skills; strategyviTable of Contents1. Introduction .12. The importance of cultivating high school students English reading interest and ability.13. The problems of high school students English reading .43.1 Incorrect reading techniques .
16、43.1.1 Reading word by word.43.1.2 Psychological translation and structure analysis.53.1.3 Reread the sentence from bottom to up.53.1.4 Referring too much to dictionary .53.2 Inadequate guidance from the teacher.64. Principles and models for teaching reading .84.1 Principles.84.2 Bottom-up model .94
17、.3 Top-down model .104.4 Interactive model.105. The ways to cultivate high school students English reading interest and ability .115.1 Teachers instructive strategies .115.1.1 Strategy of cooperation .115.1.2 Strategy of role exchange.135.1.3 Strategy of picture application .135.2 Students general E
18、nglish reading skills .135.2.1 Predicting .145.2.2 Skimming .155.2.3 Scanning.155.2.4 Guessing skill .166. Conclusion.17References .1911. IntroductionEnglish reading has always been considered as one of the most important parts of English learning. Actually, reading is a process of mentally interpre
19、ting written symbols. It involves a series of factors that a reader brings to a text. These factors include reading ability to monitor their own comprehension, decode unknown words and fix-up strategies. Reading ability includes understanding ability and reading speed. Understanding consists of the
20、understanding of the surface structure and the deep meaning that author expresses. Whether reading ability is good or not depends on reading speed as well as understanding level. Reading speed and reading comprehension are two elements that can not be separated. Poor reading comprehension surely res
21、ults in slowdown reading speed. Neglect of reading speed must have bad effect on reading comprehension. As reading is a part of academic literacy, English teachers usually have high expectations of a students ability to cope with the demand of reading in English. Most students wish to read more book
22、s. Reading is a way for students to possess more knowledge and pass many kinds of examinations. However, it is also an activity that many students dont like very much. To succeed at schools, students need to possess a range of strategies and skills to support self-directed learning. Traditionally, m
23、any of these strategies and skills, some of which are highly generic, are not explicitly taught to students in the expectation that students either already have these skills, or will naturally acquire and develop these skills in their course of study. In order to improve the students ability we may
24、have to answer the follow questions: what are the English reading habits of students? Which strategies and skills we should use in English reading?2. The importance of cultivating high school students English 2reading interest and abilityAs reading is very much a part of our daily life, we hardly co
25、nsider the processes involved and we rarely ask the question: what is reading? According to Day and Bamford (1998:12), reading is the construction of meaning from a printed or written message. In other words, reading comprehension involves extracting the relevant information from the text as efficie
26、ntly as possible, connecting the information from the written message with ones own knowledge to arrive at an understanding. Reading is a silent and individual activity since the writers intention was for the text to be read rather than heard. There are two broad levels in the act of reading: i) a r
27、ecognition task of perceiving visual signals from the printed page through the eyes; ii) a cognitive task of interpreting the visual information, relating the received information with the readers own general knowledge, and reconstructing the meaning that the writer had meant to convey.Reading has a
28、lways been regarded as an important method to acquire information and expand knowledge, and it occupies a very important position in the teaching of English. In recent years, reading comprehension takes up more than 30% in the college entrance examination paper, and the high school English curriculu
29、m standards even takes it as the main teaching goal. This further requires that we must pay attention to cultivate students reading comprehension ability in English teaching. However, high school students English reading has been a serious shortfall in our country now. Because of the heavy academic
30、burden and too many exams, some students are lack of interest in reading, even fear to read; some students can only cope with simple reading comprehension questions and complete homework. They are satisfied with reading the limited language materialstextbooks. A lot of readings appear in an examinat
31、ion. But all these readings must be done in limited time. So students are asked to read them correctly and with a certain speed. To do this, they should change their bad reading habit and raise their reading efficiency. Therefore, cultivating high school students English reading interest and ability
32、 can say a long way to go.31. Reading in different ways for different purposesThink about the things you often read: statistics, label on medicine bottle, letter, notice, application form, street map, etc. Why did you read each one? What did you want to get from it? Was it only information? What abo
33、ut the letter from home? And the detective novel? You will find that you had a variety of reasons for reading, and if you ask other people this question, you would find different reasons again.Now think about the way you read each item. How did the various reasons influence this? Do you read a piece
34、 of notice the same way as a poem? How about a street map or a letter? Reading these is very unlike reading a book.The way you tackled each text was strongly influenced by your purpose in reading. Quickly scanning a page to find someones telephone number is very different from perusing a legal docum
35、ent. You probably noticed big differences in the speed you used. Did you also find that in some cases you read silently while in others you read aloud? What were the reasons that led you to articulate what you read? For most of us, reading aloud is uncommon out side the classroom.2. Reading for mean
36、ingWhatever your reasons for reading (excluding any reading for language learning), it is not very likely that you were interested in the pronunciation of what you read, and even less likely that you were interested in the grammatical structures used. You read because you wanted to get something fro
37、m the writing. We will call this the message: it might have been facts, but could just as well have been enjoyment, ideas, and feelings (from a family letter, for instance). (Nuttall, C. 2002:3).3. Why do people read in foreign language?Perhaps the advantages of knowing a foreign language are clear
38、to your students - better jobs, access to literature or whatever. Reading is usually recognized as a necessary part of these activities. However, if the only foreign language items you have read recently were directly concerned with your teaching, it may be that you and your students too, do not rea
39、lly need to read that language except for classroom purposes.If this is the case, we must not be surprised if students motivation is low. This 4is a major problem for many language teachers: the motivation of needing to read is powerful. However, you can also motivate students by making their foreig
40、n language reading interesting in itself. The language is alive - its users have the same variety of purposes for reading as anybody has when reading their mother tongue - and this fact can be used by teachers to increase motivation.4. Getting a message from a textWe shall assume, therefore, that re
41、ading has one overriding purpose: to get meaning from a text. Other ways of looking at reading will not concern us. Our business is with the ways a reader gets a message from a text. So we will begin by establishing what we mean by a message.3. The problems of high school students English reading No
42、wadays, in most senior high school, although reading is regarded as an important subject, the teaching effect is not satisfying. One reason is that some students do not know about the correct reading techniques. Another reason is that some teachers neglect to guide the students how to read and what to read. Teaching does not satisfy the need of learning. 3.1 Incorrect reading techniquesAs we all know, reading process is individual. Different readers have different study habits and interests, so they will meet with
