共查询到19条相似文献，搜索用时 140 毫秒
1.
在学生的英语阅读过程中,背景知识起非常重要的作用。阅读理解语境下的背景知识是指为了顺利而有效地完成阅读活动而要求读者与作者共同具有的那部分和阅读文本相关的知识。本文从英语阅读教学的实践出发,对背景知识的学习策略进行探讨。 相似文献
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《校园英语(教研版)》2016,(16)
英语阅读就是读者利用相关的英语知识和非英语知识去解读包含一定英语知识和非英语知识的阅读材料。英语知识是指读者英语语音、词汇、语法以及篇章知识的总和,非英语知识是指读者英语知识以外的背景知识,即直接或间接获取的知识经验的总和。对于面临高考的高中学生来说,提高英语的阅读理解能力,对于英语学科成绩的提升,起着至关重要的作用。 相似文献
3.
阅读的过程是对语言的认知过程,阅读有助于巩固和扩大词汇、丰富语言知识、提高运用语言的能力。阅读可以训练思维能力、理解能力、概括能力与判断能力。“侧重培养阅读能力”是教学大纲规定的高中英语教学目的之一,是培养学生理解和运用英语技能的一个基本方法,又是落实交际实践性的主要途径。英语阅读就是读者利用相关的英语知识和非英语知识去解读包含一定英语知识和非英语知识的阅读材料。英语知识是指英语语音、词汇、语法以及篇章知识的总和,非英语知识是指英语知识以外的背景知识,即直接或间接获取的知识经验的总和。加强阅读训练可… 相似文献
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侯俊 《柳州职业技术学院学报》2008,8(3):141-143
图式是人脑中存储知识的框架,已有的知识被分门别类存放其间以供调用。图式理论是指导英语阅读理解的重要理论,它强调读者已有知识,即背景知识对阅读理解的主导作用。根据图式理论,阅读实质上是读者运用背景知识与作者进行“交流”的过程;教师在课堂阅读教学中的任务是激活学生的背景知识,帮助学生获得理解。 相似文献
6.
英语阅读自动化探析 总被引：1，自引：0，他引：1
陈晓春 《河南师范大学学报(哲学社会科学版)》1999,(4)
把英语阅读理解过程作为信息处理过程研究是当今研究阅读理解心理的常规方法。从信息处理角度看,英语学习者需要学习和运用语言规则,反复进行阅读练习,使阅读自动化。要实现英语阅读自动化,必须了解背景知识和处理策略等因素对阅读自动化的影响,采取丰富读者背景知识、培养熟练阅读技巧等行之有效的措施。 相似文献
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张新华 《中国教育科研与探索》2006,(3):41-42
读的过程是对语言的认知过程，阅读有助于巩固和扩大词汇、丰富语言知识、提高运用语言的能力。阅读可以训练思维能力、理解能力、概括能力与判断能力。“侧重培养阅读能力”是教学大纲规定的高中英语教学目的之一，是培养学生理解和运用英语技能的一个基本方法，又是落实交际实践性的主要途径。英语阅读就是读者利用相关的英语知识和非英语知识去解读包含一定英语知识和非英语知识的阅读材料。英语知识是指读者英语语音、词汇、语法以及篇章知识的总和；非英语知识是指读者英语知识以外的背景知识．即直接或间接获取的知识经验的总和。加强阅读训练可以为学生创造大量获取语言知识和大量运用语言的机会和条件。在课内外的阅读中既可培养学生对语篇进行分析、综合，并从中获得信息的能力，也能培养学生的审美情趣，学会欣赏英语文学作品的美，通过自然渗透陶冶学生良好的情操。 相似文献
8.
张金辉 《读与写:教育教学刊》2015,(8)
阅读的过程是对语言的认知过程,阅读有助于巩固和扩大词汇、丰富语言知识、提高运用语言的能力。阅读可以训练思维能力、理解能力、概括能力与判断能力。＂侧重培养阅读能力＂是教学大纲规定的高中英语教学目的之一,是培养学生理解和运用英语技能的一个基本方法,又是落实交际实践性的主要途径。英语阅读就是读者利用相关的英语知识和非英语知识去解读包含一定英语知识和非英语知识的阅读材料。英语知识是指读者英语语音、词汇、语法以及篇章知识的总和非英语知识是指读者英语知识以外的背景知识,即直接或间接获取的知识经验的总和。加强阅读训练可以为学生创造大量获取语言知识和大量运用语言的机会和条件。在课内外的阅读中既可培养学生对语篇进行分析、综合并从中获得信息的能力,也能培养学生的审美情趣,学会欣赏英语文学作品的美,通过自然渗透,陶冶学生良好的情操。笔者结合自身教学实践,谈谈自己的几点浅见！ 相似文献
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在英语阅读过程中,首先要理解原文。要做到这一点,除了语言本身的问题之外,还存在背景知识的问题,因为有时背景知识对原文的理解起着关键性的作用。也就是说读者对所阅读的原文有陌生的词汇或语法结构方面的障碍,并不一定影响读者对原文的理解,而缺乏相关的背景知识则会给理解带来诸多困难,甚至闹出笑话,更谈不到达到阅读之目的了。 相似文献
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张彩凤 《华夏少年(简快作文 )》2008,(3)
现行英语阅读教材容量大,题材广,为学生提供了大量具有各种背景知识的题材。在英语阅读的过程中,学生会碰到许多由于背景知识缺乏或由于中西方文化差异而产生的理解障碍。它影响着学生阅读的速度和理解的效果。因此,背景知识在阅读理解中起着重要的作用。Nunan(1991)曾引 相似文献
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通过文化遗产、社会历史、地理环境、传统意识、宗教信仰五方面对比,分析了中外语言的文化背景知识的差异,提出在英语阅读教学中,要结合英文内容所涉及的他国文化背景知识,理解文句的深层含义,借以提高英文阅读的质量。 相似文献
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This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated
on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and
morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters
and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL
readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north
of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1
components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported
by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence
of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more
than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition
but not for EFL reading comprehension. 相似文献
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D. Jake Follmer Shin-Yi Fang Roy B. Clariana Bonnie J. F. Meyer Ping Li 《Reading and writing》2018,31(1):185-214
The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers’ comprehension and knowledge structure established after reading. In Study 1, ratings of situational interest, select reading background variables, and select measures of readers’ knowledge structure accounted for significant variance in comprehension. In Study 2, the knowledge structure metrics of primacy, recency, and node degree as well as several text ratings were found to be comparable across text presentation formats. Participants who read the text sentence-by-sentence obtained higher scores on measures of comprehension and provided higher ratings of situational interest than those who received the whole paragraph text at once. Knowledge structure measures for the sentence-by-sentence and paragraph formats were similar (68% overlap). We discuss implications for future research examining factors that underlie the successful comprehension of science texts. 相似文献
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Connectives (e.g., although, meanwhile) carry abstract meanings and often signal key relationships between text ideas. This study explored whether understanding of connectives represents a unique domain of vocabulary knowledge that provides special leverage for reading comprehension, and whether the contribution of knowledge of connectives to reading comprehension differs for students from distinct language backgrounds. Understanding of connectives, word reading efficiency and breadth of vocabulary knowledge of 75 English language learners (ELLs) and 75 English‐only (EO) fifth graders were assessed. Hierarchical multiple regression techniques revealed that understanding of connectives explained a sizeable and significant portion of unique variance in comprehension beyond that explained by breadth of vocabulary knowledge when controlling for word reading efficiency. The magnitude of this relationship was larger for EO students than for ELLs. Findings indicate that connectives play an important role in comprehension, but that the strength of their influence varies by readers’ linguistic background. 相似文献
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Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Scientific Studies of Reading》2013,17(3):203-219
ABSTRACTUsing classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6–8 years). Although L2 readers scored lower on oral language skills and reading comprehension, the prediction of reading comprehension was similar for L1 and L2 readers. Classical regression identified decoding, vocabulary, and morphosyntactic knowledge as unique predictors with no interaction with language background. Quantile regression demonstrated that the prediction of reading comprehension differed across ability levels; decoding and morphosyntactic knowledge were consistently unique predictors, but vocabulary was uniquely related only for poor comprehenders and working memory only for good comprehenders. In both types of analysis, language background did not explain unique variance, indicating that individual differences in the predictor variables explained the L1–L2 performance gap in early reading comprehension across the ability range. 相似文献
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Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
17.
阅读能力是一个综合概念,它主要是指运用语言知识、语言能力和阅读技巧以一定速度进行成功阅读的能力。一直以来,阅读理解是大学英语的一大难题,阅读教学中的“相互作用”可以避免传统教学的不足,帮助提高学生阅读理解能力。 相似文献
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曾东兰 《黔东南民族师专学报》2006,24(5):83-85
阅读能力是一个综合概念，它主要是指运用语言知识、语言能力和阅读技巧以一定速度进行成功阅读的能力。一直以来，阅读理解是大学英语的一大难题，阅读教学中的“相互作用”可以避免传统教学的不足，帮助提高学生阅读理解能力。 相似文献
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Reading comprehension is undoubtedly one of the most important abilities for English learners. This paper firstly makes a brief introduction to the reading theory and cultural background knowledge. Then using schema theory and typical examples,the paper demonstrates the role of cultural background knowledge in reading comprehension. The application of cultural background knowledge in reading practice is proposed as the keys to the improvement of reading comprehension ability. 相似文献