王蔷-如何教阅读

新课程英语阅读教学探究北京师范大学外文学院外语教育与教师教育研究所王蔷Whatisreading?Readingistounderstandeverywordofthetext.Readingistoextractinformationfromthetext.Readingistolearnnewwordsandnewstructures.Readingistoconstructmeaningbasedonthegiventextandbasedonone’sownknowledgeandexperience.Doyouagreewiththefollowing?Readinghasonlyonepurpose,i.e.togetinformation.Readingisasilentactivity.Readingalouddoesnothelpmuchwithcomprehension.Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.Whenweread,oureyesareconstantlymovingfromlettertoletter,wordtowordandsentencetosentence.Readingisanindividualactivity.Weneedtoknowallthewordsinordertounderstandatext.Wereadeverythingwiththesamespeed.Whenreadinginaforeignlanguage,wementallytranslateeverythinginordertounderstand.Itishelpfultouseadictionarytocheckandnotedownthemeaningofallthenewwordswhilereading.Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.Possessingalargeamountofvocabularyisthekeyforreadingcomprehension.Readingcanbestbeimprovedbybeingengagedinreadingandreadingmore.Whatdowereadinreallife?CalendarsWeatherforecastAddressesPamphletsProductlabelsWashinginstructionsShortstoriesNovelsPlaysPoemsHandbooksClothessizelabelsChildren’sscribblingInformallettersBusinesslettersRulesandregulationsE-mailsFaxmessagesPostcardsGreetingcardsStorecataloguesStreetsignsWhatdowereadinreallife?ComicbooksNewspapersDiplomasApplicationformsMagazinesRadio/TVguidesAdvertisementsPostersTravelguidesCookbooksRepairmanualsMemosTimeschedulesJournalarticlesSonglyricsFilmsubtitlesDiagramsFlowchartsNametagsHowdoweread?ReadingAloudSilentReadingWithsoundSlowShareinformationPronunciation&intonationTogetherEasyWithoutsoundCanbeadjustedGetinformationskimming,scanning,Predicting,etc.IndividualNotsoeasy•Manner•Speed•Purpose•Skills•Activitytype•ManagementThreemodelsofteachingreadingTheBottom-upModelTheTop-downModelTheInteractiveModelSkillsinvolvedinreadingcomprehensionskimmingScanningPredictingGuessingmeaningfromthecontextUnderstandingdetailsUnderstandingtextorganizationsDistinguishingmainideasfromsupportingdetailsSkillsinvolvedinreadingcomprehensionDistinguishingfactsfromopinionsUnderstandingthecommunicativevalueUnderstandingrelationswithinsentencesUnderstandingrelationsbetweensentencesUnderstandingreferenceRecognisingdiscoursemarkersMakinginferencesEvaluatingtheauthor’sattitudeandopinionsPrinciplesforteachingreadingKeywordsandbackgroundknowledgeaboutthetopiccanbetaughtoractivatedbeforereading.Tasksshouldbeclearlygiveninadvanceandtheyshouldprovideapurposewhichmotivatesstudents.Tasksshouldhelpdevelopstudents’readingskillsratherthantesttheirreadingcomprehension.Theteachershouldhelpthestudentsnotmerelycopewithoneparticulartextbutdeveloptheirreadingstrategiesandreadingabilityingeneralsothattheywillbeenabledtotackleothertexts.Theteachershouldhelpstudentstoreadontheirown.Weshouldaimatgraduallywithdrawingourguidanceasourstudentsprogresssothattheyeventuallybecomeindependentreaders.TheroleofvocabularyinreadingAccordingtoDayandPamford(1998),efficientreadingbeginswithalightening-likeautomaticrecognitionofwords.Thisinitialprocessofaccurate,rapidandautomaticrecognitionofvocabularyfreesthemindtouseotherresourcesonemayhave,suchasone’sreasoningabilities,one’sworldknowledge,one’sknowledgeaboutthetopic,etc.toconstructmeaning.Inotherwords,withouttheabilitytorapidlyrecognisethewordsfirstcomingintotheeyes,nootherresourcescanbeputtousetoaidcomprehensionasourmindswillbefullyoccupiedbythetaskoffiguringoutwhatallthesewordsmeanorbusycheckingthemoutfromadictionaryonebyoneinsteadofmakingsenseofthecontexttheyprovide.SightvocabularySuchwordsthatoneisabletorecognizeareoftenreferredtoassightvocabulary(一见即会的词汇).Inotherwords,yoursightvocabularywillbethosewordsthatyoucanrecognisewithbothsoundsandmeaningswithoutspecialeffortfromyourbrain.Howtodevelopsightvocabulary?Thebestandeasiestwaytodevelopvocabularyistoreadagreatdeal.Beginningreaderssimplyhavetoencounterrepeatedlywordstheyhavejustlearnedbecauseonlywhenanindividualwordismetandunderstoodagainandagainindifferentcontextscanitbecomeapartofthelearner’ssightvocabulary.“Familiaritybreedsautomaticity”(DayandBamford:1998:16).ImportantnotesaboutsightvocabularyTherearetwopointsthatneedtobenotedregardingsightvocabulary.First,thisautomatic,rapid,andaccurateprocessofwordrecognitionshouldnotbeconfusedwiththestrategyofslow,letterbyletter,orsyllablebysyllablesoundingoutofwords.Secondly,possessingalargesightvocabularyisanecessarybutnotsufficientconditionforeffectivereadingcomprehension(Stanovich,1992).Fluentreadingdependsonanadequatesightvocabulary,ageneralknowledgeaboutthetargetlanguage,someknowledgeaboutthetopic,wideknowledgeabouttheworldandenoughknowledgeabouttexttypes.ThreestagesofteachingreadingPre-readingWhile-readingPost-readingPre-readingBypre-readingactivities,wemeantasks/activitiesthatstudentsdobeforetheyreadthetextindetail.Suchactivitiescouldbepoolingtogethertheexistingknowledgeaboutthetopic,predictingthecontentsofthe