共查询到19条相似文献，搜索用时 343 毫秒
1.
宋引秀 《渭南师范学院学报》2002,(Z1)
读者所拥有的词汇量、所掌握的与文章相关的文化背景知识和阅读方法是英语阅读理解中的几个主要障碍。读者要提高英语阅读能力不仅要努力提高英语水平 ,丰富语言以外的知识 ,还要加强阅读技能的培养 相似文献
2.
英语阅读技能提升的途径 总被引：1，自引：0，他引：1
所谓英语阅读技能，指的是大脑综合调动平日积累的英语单词，语法等知识，适当地结合必要的技巧，通过对某些英语语段的阅读和理解，既快又准地获取所需信息的能力。它既对阅读的速度提出了要求，又对理解的程度提出了要求；换言之，它既考察阅读者在一定时段内阅读的“量”，又考察阅读的“质”。在阅读技能的构成中。阅读速度 相似文献
3.
阅读技能是英语学习中的一项重要技能,它是指理解各种题材和体裁的书面材料的能力以及从各种材料中获取信息的能力。在各类英语考试中,阅读理解都是必考的一部分。中考是义务教育阶段的终结性考试,我们希望通过评析中考英语阅读试题命制的特点、方向,讨论其对教学的启发,以帮助广大英语教师提高教学的效率和质量。 相似文献
4.
阅读作为英语学习中的一项技能,为学生所忽视,但是在学习中又发挥着极为重要的作用.尤其作为师范学校,这项技能对学生的全面发展至关重要,所以,本文从目的、阅读材料或题材,以及导入方面时搞高英语阅读兴趣的方法进行阐述. 相似文献
5.
英语阅读理解是一个复杂的动态认知过程，阅读不仅仅是对语言文字符号的解读，而且是语言图式、内容图式、形式图式和阅读策略的综合作用。语言图式是指读者对阅读材料的语言的掌握程度；内容图式是指读者对文章所讨论的主题的了解程度；形式图式是指读者对文章体裁的理解程度。只有对这些因素加以科学地分析，并且加强对学生阅读技巧和能力的培养，才能不断地提高学生的阅读理解水平。 相似文献
6.
影响大学英语阅读速度和理解力的因素很多,笔者认为文化背景知识、阅读技能、教学方法这三个因素至关重要.读者要提高阅读能力不仅要提高英语综合水平还要积累语言以外的背景知识并注意阅读技能的学习与训练. 相似文献
7.
英语阅读理解是学生英语学习的知识、技能和智力的综合运用。它既是英语学习的目的之一,又是英语教学中的一个难点。要想提高阅读能力,就必须注重语言理解能力的培养和阅读技巧的掌握。语言能力是指拥有一定的词汇量及相关的基础知识;而阅读技巧包括掌握文章主旨,猜测生词词义,抓住细节问题进行推理的能力。语言能力的获得在于学生平时的学习和积累。那么如何提高学生的阅读理解能力呢？通过多年的英语教学．我深深感到,由于初中学生所读英语文章较少,缺乏语言能力和阅读技巧,在阅读中,容易产生畏惧心理和厌倦情绪,因此,需要培养学生阅读兴趣,不断训练,使学生自觉地、愉快地进行阅读,从而不断提高阅读能力。在具体的阅读教学中,我主要采取以下方法。一、立足课本。进行课堂教学 相似文献
8.
英语阅读能力是英语的综合能力,它有助于学生扩大词汇量,丰富语言知识,提高运用英语能力.培养学生的阅读能力,要从培养阅读习惯入手,注意扩大词汇量,并训练阅读技能. 相似文献
9.
徐敏 《中国科教创新导刊》2014,(15):38-39
时代的迅猛发展要求我们加快了解世界的步法.英语报刊是我们了解世界的一个重要窗口,它向我们提供最前沿的信息,同时也在潜移默化地培养我们学习英语的悟性与能力.但是很多读者,尤其是农村高中师生在面对英语报刊时并不知道如何充分利用这一有效的资源,从而无法激发农村高中生学习英语的兴趣与能力.因此,本文将从新课标的要求、农村高中英语教学现状、报刊阅读优点等方面分析读者如何利用英语报刊提高阅读能力. 相似文献
10.
阅读是英语学习的一项重要技能,它既能提高读者的英语水平,又能帮助读者从阅读最中获取更多信息和知识。阅读也是一种复杂的心理活动,除了需要读者的英语水平外,更多需要读者的认知能力来处理在阅读过程中所获得的信息。通过从认知角度分析读者的阅读过程中的认知过程可知,认知图式和语境知识两个认知-机制对阅读的影响,并提出对阅读教学的启示。 相似文献
11.
在英语阅读过程中，读者应当摒弃一些贯用而不太合理的阅读方式，寻找到省时，省力并能准确领会文章的适合于自己的阅读方式，这就要求读者掌握一定的的阅读技巧，以提高自己的阅读能力。 相似文献
12.
Reading,syntactic, and working memory skills of bilingual Portuguese-English Canadian children 总被引：1，自引：0，他引：1
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing. 相似文献
13.
庞艳宏 《遵义师范学院学报》2012,14(1):121-122,126
现代阅读理论认为,阅读是读者与作者进行思维交流的过程。因此,高中英语阅读课的教学除了要继续加强学生对语法、语义的理解外,还应有意识地运用相关的阅读理论来指导学生进行阅读,建立正确的阅读图式,从而提高学生的阅读理解能力。作者阐述了图式理论在高中英语阅读教学中的应用。 相似文献
14.
邢淑香 《河北能源职业技术学院学报》2005,5(2):90-91
阅读能力是英语综合技能的一个重要方面,它标志着一个人的英语水平。在阅读中掌握一定的阅读技巧能提高阅读速度和理解程度。在阅读中我们要注意文章的主题段、主题句和关键词等。 相似文献
15.
Nathlie A. Badian 《Reading and writing》1993,5(1):87-100
This study examined differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. It also investigated which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Subjects were 170 school referrals of average intelligence, aged 6 to 10 years. The strongest differentiators of adequate and poor readers, with IQ and reading experience controlled, were phonemic awareness, naming speed for letters and pictured objects, and visual symbol processing. Letter naming speed made the largest independent contribution to word recognition, phonemic awareness to pseudoword reading, and object naming speed to reading comprehension. Confrontation picture naming accounted for minimal variance in reading skills, when IQ was controlled. It was concluded that tasks of naming speed, phonemic awareness, and visual symbol processing are valuable components of a diagnostic battery when testing children with possible reading disability. 相似文献
16.
The dissociation between phonological and orthographic processes in word reading was investigated in a study involving 147 children in grade 3. The criterion measure was a timed word reading test. Two tasks assessed phonological skills and two tasks assessed orthographical skills. Orthographic ability accounted for variance in word reading even after phonological ability had been controlled. Poor readers differed from skilled readers in the way phonological and orthographic factors were balanced. The relationship between the two factors was fairly strong among poor readers, whereas the correlation was low for more skilled readers. Furthermore, phonological factors played a much stronger role in explaining the variance in word reading among poor readers, while on the other hand, orthographic factors were more powerful among skilled readers. 相似文献
17.
Whereas many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in a morphemic orthography such as Chinese. The aim of this study was to examine the relationships among reading ability, phonological, semantic and syntactic skills in Chinese. The participants were 196 grade 1 to grade 4 Chinese children in Hong Kong. A word recognition task in Chinese was developed and children who scored in the lowest quartile were classified as poor readers. The children were administered phonological tasks (tone and rhyming discrimination), semantic tasks (choosing similar words and sentences meanings), a syntactic task (oral cloze), and a working memory task. The results showed that word recognition was highly correlated with phonological skills and semantic processing, and was only moderately related to syntactic knowledge and working memory. Poor readers showed a significant lag in the development of these skills with the most significant problems at the phonological and semantic levels. Phonological skills are important to the acquisition of reading skills in both Chinese and English. 相似文献
18.
白鸥 《教学研究(河北)》1998,(2)
阐述了英语阅读习惯和阅读能力培养的重要性,介绍如何养成良好阅读习惯、提高阅读能力的有效方法和技巧。为奠定扎实的语言基础,获取广博的知识具有指导作用。 相似文献
19.
英语阅读教学是高职院校的英语教学中的重要构成部分。作者根据高职院校的英语阅读教学中存在的一些问题,提出了自己的一些建议。因为英语教师只有采用正确有效的教学方法,才能真正提高高职学生的阅读能力。 相似文献