阅读图式三分理论在音体美专业大学英语精读教学中的运用

5353Vol.5,No.320109EDUCATIONALSTUDYSep.,20105543002007G642.4AK128201003-0071-06.20033[1]2010-04-231966-[2][3][4]2007201071085329101928217271413842007SPSS15.015044.0341.0031.0014.2942.9640.0035.0015.4241.6739.0030.0013.3816002007learner-centered[5]2060[6]722010533R.EllisAcommon-senseviewisthatapersonsbehaviourisgovernedbycertainneedsandinterestswhichinfluencehowheactuallyperforms(RodEllis[7]),andSLAresearchalsoviewsmotivationasakeyfactorinL2learning.(RodEllis[8]).Little[9];Cotterall[10]4~53%~5%Hudson,T.[11]IsLearningEnglishEasyorNot?1PHONETICS2GRAMMAS+V+PS+VS+V+O32010753AAEnglishiswidelyusedintheworldnowadays.MoreandmorepeoplelearnEnglish.KidsinGradeThreebegintolearnEnglishinprimaryschoolsinChina.SoEnglishisimportantforusuniversitystudentstolearnwell.LearningEnglishisnoteasyforme.ItsajoketolearnEnglishwellinsixweeks.LearningEnglishneedsgreateffortandtakesmuchtime.()ItisnoteasytolearnEnglishandhowcanwelearnEnglishwellbutEnglishisoneofthese(veryimportantlanguages).IsiteasyordifficulttolearnEnglish?LearnEnglishinsixweeks,oryourmoneybackOfcourse,itneverhappensquitelikethat.IsiteasyordifficulttolearnEnglish?Theonlylanguagethatseemseasytolearnisthemothertongue.Justimaginehowmuchpracticethatgets.SoitishardtosaythatlearningEnglishiseasy,becauseagoodcommandofEnglishdependsuponalotofpractice.Practicemakesperfect.[12]ThomasBloorandMerielBloor[13]7420105351Thereareaboutfifteenhundredlanguagesintheworld.2Butonlyafewofthemareveryimportant.3Englishisoneofthem.4Many,manypeopleuseit,notonlyinEnglandandtheU.S.A.,butalsoinotherpartsoftheworld.5About200000,000speakitastheirownlanguage.6Itisdifficulttosayhowmanypeoplearelearningitasaforeignlanguage.7Manymillionsaretryingtodoso.1ThereGivenInformationGINewInformation,NIbutTextualThemeonlyafewofthemTopicalTheme3EnglishGI456it3English7so6learningitasaforeignlanguageBASICSENTENCEPATERNS,[1][J]20038.[2][J]20033.[3][J]20041.[4][J]20052.[5]---[M],1994:176.[6].2002:30.[7]RodEllis,UnderstandingSecondLanguageAcquisition[M],Oxford:OxfordUniversityPress,1985:116.[]R,TSyfSL201078odEllishetudoecondanguage653Acquisition[M],Oxford:OxfordUniversityPress,1994:508.[9]Little,D.LearningasDialogue:TheDependenceofLearnerAutonomyofTeacherAutonomy[J].System,1995.23(2):175-181.[10]Cotterall,S.DevelopingaCourseStrategyforLearnerAutonomy[J].ELTJournal,1995.49(3):219-227.[11][M],1990:154.[12][J]20037.[13]ThomasBloorandMerielBloor,TheFunctionalAnalysisofEnglish:AHallidayanApproach[M],Beijing:ForeignLanguageTeachingandResearchPress,200172-106.TheApplicationoftheEnglishReadingSchemaTheoryontheTeachingofCollegeEnglishIntensiveReadingintheMajorsofMusic,PhysicalEducationandArtsZHANGFeng-xiang(EnglishDepartment,TongrenCollege,Tongren,554300Guizhou)Abstract:TheanalysisresultofNCEE(NationalCollegeEntranceExamination)dataofthesubjectEnglishamongthefreshmenwhosemajorsaremusic,physicaleducationandartsfromalocalcollegeintheeastofGuizhouprovinceshowsthestudentslowEnglishproficiency.Basedonlearner-centeredteachingideologyandreadingschematheory,theexperimentadoptsappropriateteachingmaterialstoundertaketheteachingreformandresearchaccordingtothelearningconditionsandlearnersfeaturesofthreemajors.Theexperimentresultrevealslearnersself-learningawarenesshasbeenstrengthenedandtheEnglishlearningabilityhasbeenimprovedamongthosemajorsbymeansofpracticingthegroupactivitiesintheteachingofcollegeEnglishintensivereadingcourse.KeyWords:readingschematheory,teachingofintensivereading,groupactivities-----------------------------------------------------------------------------------2929201081672010