reading strategy 阅读策略 ppt精编版

ReadingStrategyDuanLifuReadingStrategyDuanLifu*ReadingStrategyContents1.BackgroundInformation2.FourReadingModels3.ThreeKindsofReadingStrategies4.ReadingProcess*ReadingStrategyPritchard(1990)definesastrategyasadeliberateactionthatreaderstakevoluntarilytodevelopanunderstandingofwhattheyread.Kellerman(1983)definesastrategyasa“wellorganizedapproachtoaproblem”.Olshavsky(1977)claimsthatastrategyisapurposefulmeansofcomprehendingtheauthor’smessage.1.1Whatisreadingstrategy?ReadingStrategy1.2TheimportanceofusingstrategyIfareaderknowshow,whenandwheretouseanappropriatestrategy,thiswouldhelphimtoimprovereadingcomprehension.Strategiesaidreaderstoprocessthetextactively,tomonitortheircomprehensionandtoconnectwhattheyarereadingtotheirownknowledgeandtootherpartsofthetext.ReadingStrategy2.FourReadingModelsThereadingmodelhasgonethroughthreestages.Bottom-upreadingmodelTop-downreadingmodel.Interactivereadingmodel(interactionofbottom-upreadingmodelandtop-downreadingmodel).TheschematheoryReadingStrategy2.1Thebottom-upprocessingBottom-upmodelmeansthatthereaderconstructsthetextfromsmallestunit(lettertowordstophrasestosentence,etc)andthattheprocessofconstructingthetextfromthosesmallunitsbecomessoautomaticthatreadersarenotawareofhowifoperates.(Eskey,1988)ReadingStrategyThiscanhappenifourworldknowledgeisinadequate,orifthewriter’spointofviewisverydifferentfromourown.Inthatcase,wemustscrutinizethevocabularyandsyntaxtomakesurewehavegraspedtheplainsensecorrectly.Thusbottom-upprocessingcanbeusedasacorrectiveto“tunnelvision(seeingthingsonlyfromourownlimitedpointofview)”.ReadingStrategy2.2Thetop-downprocessingThetop-downmodelisthatreadersbringagreatdealofknowledge,expectations,assumptionsandquestionstothetextand,giveabasicunderstandingofthevocabulary;theycontinuetoreadaslongasthetextconfirmstheirexpectations.(Goodman,1967)ReadingStrategyWemakeconscioususeofitwhenwetrytoseetheoverallpurposeofthetext,orgetaroughideaofthepatternofthewriter’sargument,inordertomakeareasonedguessatthenextstep(basedontheschemawehaveacquired).Wemightcomparethisapproachtoaneagle’seye.ReadingStrategy2.3Theinteractionofbottom-upandtop-downprocessingTheformerneglectsthefactthatreadingisanactivecomprehensiveprocess,whilethelaterneglectsthefastandexactrecognitionofthelowerlevelinformationsuchasletters,vocabulary,grammarforms.Readermayshiftfromonefocustoanother,adoptingatop-downapproachtopredicttheprobablemeaning,thenmovingfromthebottom-upapproachtocheckwhetherthatisreallywhatthewritersays.Itisknownasinteractivereading.ReadingStrategy2.4TheschematheorySchematheoryisoneofthemostimportanttheoriesinthestudyofreadingcomprehension.Accordingtoschematheory,allknowledgeispackagedintounits.Theseunitsareschemata.Schematheoryalsoholdstheviewthatcomprehendingatextisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext.Efficientreadingrequirestheabilitytorelatethetextualmaterialtoone’sownknowledge.Thereader’sschemataassisthimtomakeassumptionsaboutthemeaningoftheincomingtext.Meanwhile,thereadermakesconfirmations,rejectionsandmediationswithmoreinformationcomingoutfromthetext.ReadingStrategy3.Threekindsofreadingstrategies Cognitivestrategies Skimming(略读) Gettingthegistofthepassage Scanning（寻读） Locatingaparticularpieceofinformation Skipping（跳读） Skippingunimportantpartsorwordswhilereading Visualizing Usingimagestohelpwithunderstandingofnewinformationencountered Usingbackgroundknowledge Usingfamiliarknowledgeoftheworldtounderstandthereading Takingnotes Jottingdownthemainideasandimportantpointswhilereading. Transferring Usingpreviouslyacquiredknowledgetofacilitateanewlearningtask Inferring Guessingmeaningsofnewitems,predictingoutcomesorfillinginmissinginformationusingavailableinformationinthetext. Translating UsingtheirownknowledgeasbasisforunderstandingwhattheyreadinthenewlanguageReadingStrategy Analyzing Involvinganalyzingelements(words,syntax)ofthenewlanguagetodeterminelikenessanddifferencesincomprehensionwithone’snativelanguage Recombining Involvingconstructingameaningfulsentenceorlongerexperiencebyputtingtogetherknownelementsinnewway Lookingforanswersinchronologicalorderinthepassage Lookingfortheanswersaccordingtotheorderofthetimeinthepassage Readingthequestionoptionbeforereadingthepassage Readersreadthepassagewithquestionsandchoices Summarizing Makingacondensed,shorterversionoftheoriginalpassage Grouping Groupinginvolvesclassifyingorreclassifyingwhatisreadintomeaninggroups,thusreducingthenumberofunrelateditems Usinglinguisticclues Usingsuffixes,prefixesandwordordertoguessmeaning Searchingreaching LocatinginformationonpredeterminedtopicsReadingStrategy Metacognitivestrategies Advancedorganizer Organizingthoughtsandideasaspreparationforarealactivity,oftenbyskimmingthetext Evaluation Testingcomprehensionofknowledgeacquiredaftercompletionofareceptivelanguageactivitywhichisreading Overviewingandlinkingwithalreadyknownformaterials Overviewingcomprehensivelyakeyconcept,principleorsetofmaterialsinanupcominglanguageactivityandassociatingitwithwhatisalreadyknown. Payingattention Decidinginadvancetopayattentioningeneraltoalanguagelearningtaskandtoignoredistractions(bydirectedattention),and∕ortopayattentiontospecificaspectsofthelanguageortosituationaldetails(byselectiveattention) Socialstrategies Cooperatingwithpeers Workingwithotherlanguagelearnerstoimprovelanguageskills Developingcultureunderstanding Helpingthelearningtounderstandwhatisreadinthenewlanguage Askingpeersforhelp AskingpeerstoknowthedifficultwordsinreadingReadingStrategyDirectStrategiesMemory Strategy Whatthelearnerdoes Whattheteachercandotopromotethisstrategy grouping Studentscanmakeaconclusionaboutwhattheyhavereadinthepassage,andputthenewwordsandmessageindifferentgroup. Teachercanreadthepassageinadvance,thentellthestudentsabouthowmanygroupsofthepassagehave,thenstudentsfindthemout. Associating/elaborating Studentscanconnectwhattheyhaveexperiencedpastwithwhattheyhavereadinthepassage,itwillhelptheunderstanding. Teachercanusesomeexamplestorousetheexperiencethatstudentshaveandaskthemtoassociatedwiththepreviousexperience. Placingnewwordsintoacontext Studentscanpickupthenewinformationinaveryfamiliarsituation,thusitwillhelpthemtoremember. Teachercanputthenewinformationinthecircumstancewhichthestudentsfamiliarwith,thentoenhancethememory.ReadingStrategymemoryCognitive Applyingimages Studentsmayhaveapictureintheirmindaccordingtowhattheyhaveread,thinksomebeautifulsense. Beforereading,teachercanpresentthevideoorthepicturewiththemulti-media,inthiswaystudentswillhaveawholepictureinthemindandfacilitatethereading. Repeating Studentsshouldreadthekeypointsandthesentencetoconsider. Beforereading,teachercanpickupthekeypointsandsentenceforthestudentstorepeatinordertogetthemeaningexactly. Receivingandsendingmessage Whenstudentsreceivethemessagetheycanusethedictionaryandreferencesomebooksaboutword,grammar,encyclopedias.Atthesametimetheycanusesomeskillstoincreasethespeed. Teachermayintroducesomebooksthatcanfacilitatethestudents’reading,andtellsomeskillthatstudentscanuseduringthereadingwhichcanreadthepassageinaneasywaytogetthemaininformation.ReadingStrategycompensation Usinglinguisticclues Studentsshouldreadandthinkinthewaythatthetargetlanguagehave. Intheteachingprocess,nomatterabouttheteachingorthewayteacherspeak,theyshouldaccordwiththetargetlanguage. Usingotherclues Whenthestudentsreadthematerial,theyshouldmakefulluseoftheavailablesources,forexampletheadversativeconjunctions,thenumber,thecapitalnumber,theitalicstyle,boldfontsandthepictureinthepassage. Duringtheprocessofteachingandpracticing,teachershouldtellthestudentssometechniquesthatstudentsmayusewhentheyarereading,suchastheadversativeconjunctions,thenumber,thecapitalnumber,theitalicstyle,boldfontsandthepictureinwhichtheycangetsomeinformationaboutthepassage.ReadingStrategyIndirectStrategiesMetacognitive Strategy Whatthelearnerdoes Whattheteachercandotopromotethisstrategy Centeringyourlearning Studentsshouldconcentratewhattheyarereading,donotputtheirattentionsthatisirrelevantwiththereading. Teachershouldpayattentiontotheenvironment,trytoreducethefactorsthatcanattractthestudents’attention. Settinggoalsandobjectives Beforethereading,studentsshouldhaveagoalintheirmindaboutwhattheywillgetafterreading,forexample,thespeed,thevocabulary. Beforethereading,teachershouldmakeaplanabouttowhichdegreethestudentsshouldreach,andwhatextentsshouldbemastered. Evaluating Studentsshouldasksomequestionsafterthereadingtoseeiftheyhavereachthegoals.Thequestionscancomefromtheexerciseandthemselves. Afterreadingthematerials,teachershouldcheckifthestudentshavegetthekeypoints,forexample,teachermayputforwardsomequestionsaccordingtodifferentstudents,becausetheymayhavedifferences.ReadingStrategyAffective Strategy Whatthelearnerdoes Whattheteachercandotopromotethisstrategy Lowinganxiety Ifthestudentsareverynervous,theymayhaveadeepbreathingbeforereading,thismayrelievestress. Inthissituation,teachercanthinkoutsomewaystohelpthepersontorelax. Takingriskswisely Whenstudentsdosomeexercisetheyshouldchoosethequestionwhichisalittlehigherthanthepresentlevel,thistheycangotitwiththeendeavor. Teachersshouldfigureoutthecurrentlevelofthestudents,andthenprovidesthequestionswhichisalittlehigherthanthepresentlevel,likeascaffoldthehelpthemratherthanthetaskstudentscannotreachiteventhoughtheyhavetried. Rewardingyourself Ifthestudentsreachwhattheyhaveset,theycangivethemselvessomerewarding,forexampletorelaxforsometimestodothethingstheyprefer,becausestudentsshouldalternateworkwithrest. Atthesametime,teachersshouldgivethestudentssomerewardingnomatterinmaterialormental.Forexamplethetoprizethestudentsinfrontoftheclassandsomebookstorewardthem.ReadingStrategyAffective Takingyouremotiontemperature Studentswithastrongfeeling,positiveattitude,andhighmotivationwilldobetterinthereading.Theycanusealearningdiarytowritedownsomeexcitingexperienceanddiscussingthepleasurethingswhichhappenduringtheprocessofreading,andmakeachecklistwithallthethings,whenonethinghasbeenfinished,studentsmaydrawasmilefaceonit,andkeepgoing,thismaykeepstudentsinagoodmood,thusitcanleadaneffectivewaytolearnit. Teachershouldencouragethestudentsduringtheprocessofreadingratherthancriticizing,andmakesomeplanswhichcanbedividedintoseveralsmallerpartsforthestudent,becausewhenthestudentsfinishasmallpart,itwillgivethestudentsconfidenceandhighattitudetolearnit.Atthesametime,teachershouldbuildtheatmospherewhichcanfacilitatethereadingprocess.ReadingStrategySocial Strategy Whatthelearnerdoes Whattheteachercandotopromotethisstrategy Developingcultureunderstandings Inthesparetime,studentsshouldreadthebooksaboutthecultureaboutdifferentcountries,thiscanprovidesthestudentsanewvisiontoknowsomething. Teachersshouldreadthebooks,andthenrecommendthebookwhichcanhelpthestudentswiththeirreading,becausestudentsdomothavemuchtime,inthisway,itcansavethetime. Cooperatingwithpeers Communicationisimportantduringtheprocessoflearning.Studentsmayhavedifferentopinionstowardsonething,whenthetalkedeach,theymayhaveawidertrainofthought. Teachersshouldencouragethestudentstotalkamongthestudents,inthiswaytheymaysharedifferentleaningways,andstudentscanabsorbdifferentthinkingstylesandlearningexperience. Askingpeersforhelp Ifthestudentsencountersomequestionstheycanaskthepeerforhelp.Maybethepeershavethesamequestionsbefore,theknowhowtoexplainit,andsolveitinaneasyway. Teachersshouldletthestudentstoaskthequestionseachother.Inthisway,teacherscanknowifthestudentsmastertheknowledgecorrectly,atthesametimehowthesituationoftheotherstudents’learning.ReadingStrategy4.1Before-readingStrategies(1)DecidingthereadingpurposeGenerallyspeaking,therearemainlythreereadingpurposes:Forpleasure:ignorethemostsignificantlearningprocess–thinking.Forinformation:thecontentisoftheutmostimportancewhiledifficultlanguagepointsaredeliberatelyavoidedForlanguage:morelikelytoobstructedbytrifleachievement.ReadingStrategy(2)SelectingreadingmaterialReadersshouldselectsuitablematerialssothattheydonothaverelyondictionaryexcessively.Ifthereadersusedictionarytoofrequently,thereadingconsistencywillbebrokenup.Generallyspeaking,ifthenewwordsaccountforlessthan5%ofthetotal,theunderstandingwillnotbecompromised.(3)MakereadingplansYoushouldworkoutadetailedplanbeforereading.Itincludesthetimetheyspendreadingeverydayandthechoiceofpropermaterialsforintensiveandextensivereading.Besidestheyshouldconsideraboutreadingstrategiesandthenpredictingreadingresults.ReadingStrategy4.2DuringreadingstrategiesDuringreadingstrategiesrefertothetechniquesandmethodsappliedbyreadersduringthereadingprocess,whichplayanirreplaceableroleinreading.(1)PredictionPredictingfromthetitleandtopicsentencePredictingwithbackgroundknowledgePredictingfromsinglewordsPredictingfrompriorplotReadingStrategy(2)Skimming:itreferstoreadingquicklytograspthemainideaorthethemeofthepassage.Readerscanquicklyidentifythegenreandthemostimportantinformationwiththehelpofstrategies,suchashighlightingmainsentences,emphasizingkeywordsandphrases,andskippingoverminorinformationanddetails.(3)Scanning:itisastrategywhichreaderapplytolocatesomespecificinformationquickly.Scanningrequiresreaderstofindanswerswithquestionintheirmind.ReadingStrategy(4)Keywordreading:itonlyfocusesonthecentralpartofsentencesandsomeclosely-relatedadjectivesandadverbs.Itisusuallyusetograspmainideasanddetailsofapassage.Thereadingspeedcantremendouslyimprovedinthisway,buttheaccuracyofunderstandingisalsoreduced,rangingfrom50%to70%.(5)SensegroupreadingReadingbysensegroupmeansthatreadersreadthewholepassageaccordingtotheconstitutedmeaningphrases.Readingbysensegroupsnotonlyimprovesreadingspeedandefficiency,butalsodeepenstheunderstandingofreadingmaterial.ReadingStrategy(6)Makingnotes:Duringreadingprocess,readersshouldwritedownsomeimportantinformationtoenhancetheunderstandingofthewholepassageanddetails.Goodreadingnotesshouldbeshort,exact,selectiveandsystematic,clarifythewritingpurposeandthewayinformationisorganized.(7)Understandingthemaincontent:inreading,readersnotonlypassivelyreceivenewknowledge,butalsothinkdeeplyandcritically.Itincludes:SummarizingthemainideaIndentifyingreferencesDistinguishinggeneralizationsfromspecificsInferringReadingStrategy(8)GuessingwordmeaningGuessingbydefinitionGuessingbysynonymandantonym（同义词、反义词）GuessingbyexampleGuessingbyrestatementGuessingbycauseandeffectGuessingbyexplanationGuessingbycommonsenseandexperienceGuessingbylogicalreasoningGuessingbyaffixReadingStrategy4.3AfterreadingstrategiesAfterreadingstrategiesaretechniquesappliedbyreadersafterthereadingprocesstomakeconclusion.Readersneedtodiscovertheirmistakesandcorrectthem.Theyalsoneedtoevaluatethemselvesproperlytodeveloptheiradvantages.ImprovingreadingspeedPacingyourselfSelf-evaluatingGettingridofthebadhabitsReadingStrategyWorkcited1.张东昌，潘巍巍.EmpiricalResearchesonReadingStrategiesinEnglish(2010).对外经济贸易大学出版社2.王笃勤.英语阅读教学(2011).外语教育与研究出版社3.佟敏强(2009).大学英语阅读教学理论与实践.外语教育出版公司.4.周绵绵，余笑，叶长彬(2011).英语学习策略.科学出版社.****