交互式教学法在大学英语阅读课堂的运用(英文)

Abstract: This paper makes a summary research on English reading teaching model by some scholars. It analyzes the similarities and differences between interactive teaching and traditional teaching from the angle of concept, meaning and feature of interactive teaching approach. The author also attempts to adopt interactive teaching approach in college reading class to change college English teaching. This paper is conceived for teachers to know their roles cleanly, and improve students’ abilities in reading class.

Key words: Interactive teaching approach; Teaching of reading; College English

摘  要：本文总结了前人对英语阅读教学模式的研究，从交互式教学法的概念、意义、特点入手，探讨和分析了交互式教学法与传统教学法的异同，并试图将交互式教学法运用到大学英语阅读教学中，力图促进大学英语教学。本研究有助于教师更加明确其在英语阅读课堂中的角色，有助于学生增强英语阅读能力。
 
关键词：交互式教学法；阅读教学；大学英语
 
Introduction
Traditionally, English teaching in Chinese college emphasizes language instruction rather than reading instruction. Traditionally, teachers seldom teach students how to read on reading class in college. They think that comprehension will develop naturally as long as the students know the meaning of the words in the text. In such classes teacher always engaged in explaining word and analyzing sentence. Since the policy of opening to outside world and china’s entry of WTO were put into effect in china, English as a tool of communication has been playing a more significant part in acquiring cultural, scientific and technical knowledge, for collecting worldwide information and carrying out international exchange and cooperation. In college, many students take part in CET. Reading has considerable proportion.

1 Literature review   
Not like some very basic factors in linguistics or pedagogy which usually have clear concepts or definitions, reading, a common linguistic phenomenon existing in most languages, have not yet got a very authoritative definition.
    What do we mean when we refer to “reading”?  Although the question seems to be simple, there isn’t a complete agreement on its answer. Different people use the term reading in different ways, and much confusion can arise from consequent misunderstanding.
1. 1 Definition of reading
At the first step, let’s see some simple definitions of reading conceived in the minds of different people:
    Reading means pronouncing words for some teachers and students alike. It is a definition of reading for the early reading stage. In a great many classrooms the reading lesson is used as an opportunity to teach pronunciation, to encourage fluent and expressive speaking and so on. For early readers reading aloud is of course an important aid. But the early stage does not last long. Once we have passed the early reading stage, reading aloud is not common outside the classroom. Most of our reading is done silently, unless there are some special circumstances.
    Reading is a psychological process of acquiring information from the written or printed materials. It involves not only the surface meaning the understanding of what one reads not only the surface meaning of words and sentences, but also the implied meaning and the relationships between sentences in the context. In this process, basic skills are needed.”[1]
    We read because we want to get something from the writing: facts, ideas and enjoyment. Whatever it is, we want to get the message that the writer has expressed, and we are interested in what the writing means. As we know, the writer’s purpose of producing a text is to inform, and the reader’s role is to find out this purpose and get the text producer’s information. Hence this definition turns out to be the most important and suitable definition of reading for us. It indicates the fundamental reason for reading. It also indicates that the reader’s role in reading is active rather than passive. Reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation decoded by a writer and end s with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought. Further, proficient readers are both effect and effective. They are effective in constructing a meaning that they can assimilate or accommodate and the author. And readers are efficient in using the least amount of effort to archive effectiveness. To accomplish this efficiency readers maintain constant focus on constructing the meaning throughout the process, always seeking the most direct path to meaning , always using strategies for reducing uncertainty, always being selective about the use of the available and drawing deeply on prior conceptual and linguistic competence. Efficient readers minimize dependence on visual detail. Any reader’s proficiency is variable depending on the semantic background brought by the reader to any give reading task.   Reading is a complex, active thinking for psychological activities. The reader is the basis of known information; knowledge and experience for information, which is forecasted and confirmed the thinking process, but also readers through interaction with the author text Language communication active. 转贴于 酷文网-论文下载中心 http://www.coolwen.net