英语阅读兴趣培养与阅读能力 英语专业毕业论文.doc
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1、Students Reading Interest & Their Reading Ability 2004春英语本科 Li San1. Introduction I have been teaching the students who are in their second year of a junior middle school. In my teaching Ive found there are some problems. Now Ill finish my study in Gansu TV University . I hope I can solve the proble
2、ms that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice which I learned from Gansu TV University. The purpose of learning a language is usually for communication, and communication involves all four skills: speaking, listening, rea
3、ding and writing. Most of information we have got is from reading, but our students have much difficulty in reading .so how to improve the reading ability of the students (especially Junior Middle School students) is a troublesome problem for teachers. I have taken some measures to deal with the pro
4、blem, from increasing students interest in English study to teaching them how to remember more words, from reading for gist, from reading to locate specific information, from inferring writers attitude. And now they have achieved remarkable success with my instruction and my help together with their
5、 own diligence. 2. Problem identification As we all know, the purpose of learning a knowledge is usually for communication. Communication involves all four skills :speaking ,listening, reading and writing ,When a person is in front of you ,of course ,you communicate by speaking ,listening to his res
6、ponse and replying appropriately ,then you may get information from each other. However we get information mainly through reading because anyone cant always stand in front of you. But how to express your own ideas or understand others thoughts correctly ,its a big problem for students, especially fo
7、r Junior School students ,because if they want to fight a beautiful fight in their English exam ,they must pass a sever test -winning a high score ,but some of them have to admit that there is a long distance between their aims and their present reading situation. 2.1 Problem analysis For the studen
8、ts reading situation, it is hard to say. Some students are afraid to read because they have too many new words which they dont know. Second, some students recognise every word but still fail to grasp its meaning. They have not adequate knowledge of grammar. They cant find the whole stand of a senten
9、ce but alone. Some students own few reading strategies. Some students dont have a mount of background knowledge, so they cant understand the whole passage. Worst of all, some students dont have automatic decoding skill (i.e. quick recognition of vocabulary and grammar).They often mix up the differen
10、t meanings of a word. 2.1.1 Analytic method I was led to a series of questions through thorough thinking. Why so many of my students usually had problems in their reading but they did not do the same thing, and still a few others read quite well? Why is it the case? Is it whether they think English
11、is important? Do they all like English? Did they practice reading English very hard after class? Just did their English teacher in school give them formal instructions and enough time to practice? And is the time they took for learning English long enough to avoid such problems? If all answers to th
12、e questions above are positive, that probably means my teaching activities were poorly designed and the problem was actually caused by myself, not by my students. 2.1.2 Questionnaire survey I made a pilot investigation in order to know clearly the situation. For this reason, I designed a questionnai
13、re (See Appendix 1) to find out the true causes of the problem. Which are not easily observed. I intended to get more detailed and more exact opinions from all students in Class 4 and Class 5 through the questionnaire. And I tried to make it as scientific and effective as possible. At first I asked
14、twelve students who were at different English levels to try out the questionnaire. Then I modified some of the items involving attitude, motivation and self-concepts. After that I distributed the questionnaire to my students and gave them ten minuets to fill it out. One hundred and twenty students r
15、eturned their questionnaires. The return rate is about 100%. When all these data was collected, I made some statistical evaluation. Table I . Survey Result on English Teaching 1. English reading is a. Very difficult 52 b. A little difficult 48 c. Easy 15 d. Very easy 5 2. Im eager to a. read English
16、 article well 120 3. Have you tried reading in English actively a. Yes 62 b. No 40 c. Want to try but didnt yet 18 Its easy to discover that the students are eager to read English very well. The vital point is how to improve their reading skill. This should be analyzed further. 2.1.3 Brainstorming a
17、ctivation When I was engaged in the problem analysis, I often consulted my thesis supervisor Mr. Zhang and frequently talked to my colleagues Wang, Wu and Xie about all the problems I encountered. They gave me a lot of instruction and suggestions so that I considered the problem more completely and
18、thoroughly. 2.1.4 Cause analysis Under this situation, I asked myself a series of questions and tried to provide some answers to them partially by the data gained above and partially by my observation. Why did some of my students often make various mistakes in reading? In order to know this issue mo
19、re clearly, I designed cause exploration as follows. A: The teachers side Is it because the teaching conducting is poorly designed? Is it because of the poor model of the teacher? So the students reading situation is necessary to be changed, but the situation is just like a disease, it has its deep
20、root. At first, it is heavily influenced by the old teaching pattern -the Grammar Translation method. We spend too much time on grammar point being taught by that lesson in this way. Its a language teaching method based on the study of texts in the target language, which have to be explained and stu
21、died in the mother tongue and then translated. The students taught by that method maybe only pay attention to the sentences logically and theoretical yet they dare not chuck away the important information. Its too slow and a waste of time in reading. B. The students side Some students have pool voca
22、bulary. Some students do not know the importance of the usage of their own practice. Most students have too poor background knowledge about English culture. C. The class size There are more than 50 students in my two of classes. It is really difficult to control them in such a large class. In class,
23、 I have not enough time to provide the students to practice reading. On the other hand there are few opportunity for a face-to-face guiding between my students and I, of all the causes, I believe that the teacher is mainly responsible for the failure. I made a questionnaire among the students so as
24、to know what they think about the problem. But how to put the solution of the problem into daily teaching; how to raise the students interest in English study .how to develop students inferential ability, it is very important and necessary. As a Junior School English teacher ,I have taken some measu
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