Students have not interest and motivation. Language learning is considered to have much to do with students’ EQ (educational quotient) rather than their IQ (intelligence quotient), so there remains much to be done by English teachers to give the students enough courage as well as some corrections to help them keep up their interest and vigor in reading, and what’s more important, to help them stick to the right road in the hard task of reading.
Reading comprehension is about relating prior knowledge. Lack of prior knowledge is frequently the major cause of many Chinese EFL students’ poor reading comprehension. As we know, prior knowledge is important to reading comprehension. So the teachers should pay attention to the important role background knowledge plays in reading comprehension so that in their instruction of reading they might attach importance to develop students’ prior knowledge before reading, which has been proved to be so effective in improving comprehension. It is safe to say that to possess a comparatively large amount of cultural knowledge about some culture; it will be comparatively easier to learn its language. For example, jokes and humor depend on shared cultural knowledge between the writer and reader. So it is better for teachers to encourage students to read widely out of class.
Many teachers are often reluctant to embrace the use of easy high-interest materials, though the mix of difficult and boring materials can be deadly, teachers and students alike often appear to be under the spell of what might be called the maxim of reading instruction: no reading pain, no reading gain. This is unfortunate because struggling with difficult dull material is not the way to become a willing EFT reader. Nor is it, in fact, the most effect way of becoming an able reader.
3 The traditional approach and the interactive teaching approach to reading
The theory of reading has evolved two stages that include the traditional approach and the interactive approach to reading.
3. 1 The traditional approach to reading
The traditional approach to reading is commonly known as the bottom-up approach. Traditional reading as passive, bottom-up decoding process, primarily as a process of reconstructing the author’s intended meaning by recognizing the printed letters and words, and building up the meaning for a text from the smallest textual units at the bottom to the largest textual units at the top. The central notion behind the bottom-up approach is that reading is basically a matter of decoding a series of written symbols into their aural equivalents in order to get at the meaning. Camborne provides the following illustration of how the reading process is supposed to work:
Print- every letter-phonemes and graphemes- blending – pronunciation- meaning
Discriminated matched
In the top-down manner of reading , not only is the reader an active participant, making prediction and processing information, but also everything in the reader’s background knowledge plays a signification role in reading. The top-down approach agrees that the reader, rather than the text is at the heart of the reading process. And it exaggerates the reader’s role in reading process and marginalizes the necessary decoding process in reading. The shift from the bottom-up approach to the top-down approach is theoretically on extreme to another [4].
In traditional approach to reading is the leading role of teacher. In reading class, teacher teaches students, students passive to accept knowledge. Teacher teaches a lot of knowledge but student study limited knowledge. The classroom climate is an inert.
3. 2 The interactive teaching approach to reading
The accepted of reading has changed dramatically, from the bottom-up approach to the top-down approach, and then to the interactive approach. Reading is not view as a passive process, but as an active and in fact an interactive process. It is held that there is an integration of bottom-up process with top-down process in reading Grebe [5].explains that the reading process is not simply a matter of extracting information from the text. Rather, it is” one in which the reading actives a range of knowledge in the reader’s mind that he or she uses, and that, in turn, may be refined and extended by the new information supplied by the text.” According to the interactive approach to reading, reading is an interactive process. During reading, the reader constructs a personal interpretation of a text; this is interaction between the reader and the text. The reader also tries to get at the author’s original intentions; there is an interaction between the reader and author. And there is also a constant interaction between the lower-level bottom up strategies and the higher-level top-down strategies the readers employs. The interactive approach is superior to the first two approaches in that it covers both perspectives and better reflects the nature of reading and the reading process.
As we know, reading is a complex one with psychological guidance involved. Teachers should let the students get right guidance. In interactive approach the teacher’s role changed.
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