论提高英语泛读技巧的新方法

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1、成绩：题目（中文）： 论提高英语泛读技巧的新方法 （外文）：On New Methods of Developing Extensive毕业论文诚信声明本人郑重声明：所呈交的毕业论文：On New Methods of Developing Extensive Reading Skills加下划线是本人在指导老师的指导下，独立研究、写作的成果。论文中所引用是他人的无论以何种方式发布的文字、研究成果，均在论文中以明确方式标明。本声明的法律结果由本人独自承担。 毕业论文作者签名：年 月 日Abstract根据中文摘要的修改作相应的修改。English Extensive Reading aims

2、to help students accumulate linguistic knowledge, enhance English language sense and improve discourse analysis skills, and obtain a large amount of information through a large amount of reading. However, most Chinese students have a weaker foundation in English reading, lack of appropriate reading

3、strategies, and even use extensive reading as an intensive reading practice. Therefore, this has formed the research purpose of this paper: combing and summarizing English extensive reading skills and proposing effective ways to effectively develop these skills. Based on the research of Chinese and

4、foreign literatures, this paper explores the definition of extensive reading and proposes three ways to develop extensive reading skills.Key words: extensive reading, skills, English reading 摘要英语泛读旨在通过大量的阅读，帮助学生积累语言知识，增强英语语感并提高语篇分析能力，并获取大量信息。然而，大多数中国学生的英语阅读基础较为薄弱、缺乏相应的阅读策略，甚至将泛读当作是精读拓展练习。因此，这形成了本文的研

5、究目的：梳理归纳英语泛读技巧并提出能够有效发展这些技巧的有效方式。本文在对中外文献研究的基础上，探讨了泛读的定义并提出了发展泛读技巧的三个方式。关键词：泛读，技巧，英语阅读删减一个AcknowledgementsThanks go to the Foreign Languages School of Jiangxi Science & Technology Normal University for accepting the unusual proposal from which this paper grew.I would like to express my most sincere

6、thanks to my academic supervisor Ms. Li Wei. She has helped me in many ways during the formulation of this paper. With her patience and prudence, she bored through drafts of this paper and pointed out defects in my paper. Therefore, I owe all the merits in this paper, if any, to her, though I am ful

7、ly aware that the paper might still have some mistakes, for which I bear the whole responsibility. Thanks go finally to my good friends Wang Liming, Lu Wen and Chai Jing for their generous assistances.ContentsAbstracti摘要iiAcknowledgementsiiiContentsivChapter 1Introduction11.1 Context11.2 Significanc

8、e of the Study51.3 Shape of the Paper6Chapter 2The concept of extensive reading82.1 The definition of extensive reading82.2 The brief conclusion to several main extensive reading skills102.3 Current Situation of English Extensive Reading Course Teaching in China15Chapter 3The new methods of developi

9、ng extensive reading skills173.1 The transformation of classroom teaching content.173.1.1 Transformation of thought.173.1.2 Selection of reading materials183.1.3 Focusing on teaching skills213.2 training methods: Emphasizing the importance of practicing of skills and peer coaching223.2.1 Practicing

10、of skills223.2.2 Peer coaching233.3 Establishing a supervision system for reading after class233.3.1 Reading volume and skills243.3.2 Teachers: building reading files24Chapter 4Conclusion254.1Summary254.2Limitations26Bibliography27只需要三级标题，3.1.2.1 等级标题可删除。Chapter 1 Introduction1.1. ContextEnglish ext

11、ensive reading is an important means for us to obtain a lot of information, and it has a great impact on our life and study. Therefore, it is necessary for us to master this ability to benefit our lives. Especially as a language learner, abundant reading is so necessary. The English Major Extensive

12、Reading Program该项目应该有附加说明。来自何处或由哪里发起, which comes from the 2000 edition of English Syllabus for English Majors in Colleges and Universities, aims to help students learn to read, improve their reading comprehension and expand their knowledge by encouraging students to read a large number of English b

13、ooks. In the traditional extensive reading class, teachers and students pay more attention to knowledge than reading, exercises than reading. They focus their views on the context in the lesson, and ignore the mass reading after class. The lack of systematic teaching of reading methods and technique

14、s leads to the small reading capacity, slow reading ability and narrow knowledge. Therefore, the reform of the extensive reading curriculum should fully emphasize the importance of a large number of readings, recommend reading materials suitable for students, teach reading techniques, guide and supe

15、rvise students to read a lot after class, and incorporate students self-reading after class into the curriculum evaluation system.Regarding the importance of extensive reading, scholars at home and abroad have long had a consensus. Krashen 引用须标注时间年份thinks that reading is th修改此处。e only ways to develo

16、p writing style, build enough vocabulary, improve grammar ability and correct spelling (克拉生, 2012). Nuttall标注时间年份。 believes that the best way to learn a foreign language is to stay in the local, besides, read widely the target language（Nuttall, 2002）. Many scholars in China also pointed out that the

17、 benefits of reading a lot of English are good, such as Wang Shouren (王守仁，2002), Tao Jie（陶洁，2002） 同上。think that reading is the basics or key points of listening, writing, speaking. Liu Chengpei（刘承沛，2003）and Mei Renyi（梅任毅，2003）all advocated that students read a large number of English novels at the b

18、asic stage.The main focus of domestic researches-as the most important source of students extensive reading skillsis English extensive reading course. 修改标点符号。There are three directions：a) The 大写头字母。curriculum reform:In order to improve the teaching effect of the extensive reading course, domestic sc

19、holars have carried out various reform attempts on the teaching of the course. Yu Huifang (余慧芳, 2017) and Ma Bingyu注明年份。(马丙玉, 2010) discussed how to use the task-based teaching mode to improve the effect of extensive reading teaching; Ding Meiq同上。i（丁美其，2016） tried the experiential teaching mode; Xu

20、Wei同上。 （徐昀, 2012）applied the graphic theory to the pan In the curriculum design of the course to improve the teaching effect; Xu Hao, Ban Rongxue and other改为others， 同时注明年份s attempts to promote the effect of extensive reading teaching with the reading and writing combination teaching mode(徐浩, 高彩凤 ,20

21、07).There are also many scholars who are concerned about the teaching reforms in the extensive reading classroom. For example, Xue Wei注明年份。 advocates that the extensive reading class should be changed to three lessons, and the classroom teaching content includes stylistic analysis, overall content u

22、nderstanding, difficult sentence analysis and a week of extracurricular reading review ( 薛维, 2007) . Zheng Hairong同上。 proposed to reform the classroom teaching model, supplemented by students practice-oriented teacher explanations, more on cultural background knowledge, less on the details of new wo

23、rds, and enhanced extracurricular reading ( 郑海荣, 2012). Chen Lei同上。 believes that it is necessary to select appropriate teaching materials, stimulate students interest, reform teaching modes, innovate assessment methods and update teaching methods (陈蕾, 2014). Zhang Qian同上 proposed to promote learnin

24、g, to promote education, and to use the specific teaching methods such as calligraphy, demonstration, brainstorming and classroom debate. ZhaiZhichun修改格式，注明年份。 proposed a three-step task teaching method, such as simulation teaching and introduction of important passages(张倩, 2014). Wu Hualan 注明年份anal

25、yzed the problems existing in the extensive reading teaching, and proposed to change the students extensive learning methods, update the teaching content, increase the extracurricular reading materials, focus on classroom teaching, increase the extensive reading outside the classroom, and change the

26、 teacher-centered extensive reading, teaching mode and other measures (吴华兰, 2015). Zhang Lijuan标注时间。 proposed to solve the problems in extensive reading teaching by clarifying teaching objectives, updating teaching materials, and adopting diverse teaching methods (张丽娟, 2013) b) Reading materials大写首字

27、母。:Regarding the choice of reading materials, scholars think teachers and students should consider “student-centered” to choose reading materials.c) The curriculum evaluation system:Chen Maoqing attempts to 修改此处，并注明时间introduce peer review methods in the reading activities of English second-year exte

28、nsive reading courses to deepen students understanding of famous works and improve students writing level（陈茂庆，2013）.A large number of foreign extensive reading studies involve the influence of extensive reading teaching on reading interest and learning motivation. Studies have confirmed that extensi

29、ve reading teaching promotes reading interest and motivation.For the selection and reading of extensive reading materials, research generally believes that allowing students to choose interesting and simple reading materials can help improve their reading ability; Bskey (2005) suggests that reading

30、materials should be consistent with Krashens “ i+1 theory. In addition, foreign countries have developed relatively simple readers. For example, the Oxford Bookworm Series is divided into six levels according to the vocabulary and difficulty level (Nation, 1999), providing a systematic material for

31、the implementation of extensive reading. In addition, some studies also focus on the specific implementation process of extensive reading teaching. Compare the differences between the extensive reading method and other teaching methods in improving a certain skill; study the role orientation of teac

32、hers in the process of extensive reading; and the differences in the use of different teaching methods in the extensive reading teaching. For example, Beniko Mason (2004, 2007) compared the difference between pan-reading and traditional teaching methods; Pilgreen (2003) believes that teachers should

33、 be role models for students to read; Fisher, Flood, Lapp & Frey (2004) emphasize the important role of teachers reading. John Macalister (2008) explores the possibility of incorporating extensive reading into the classroom system.1.2. Significance of the StudyExtensive reading plays an important ro

34、le in in life and learning.表达不准确，修改。 Especially when large amounts of literature应为复数。s are written in English nowadays, we must master the skills of English extensive reading. And in terms of different reading materials, reading time, reading purposes, we can independently choose different reading s

35、kills. In addition, all the practical suggestions are helpful to improve the teaching efficiency of English teachers. This paper will enrich the method of developing English extensive reading skills and provide reference for researchers in this field.1.3. Shape of the PaperThis paper is composed of

36、four chapters. To be specific, it is organized as follows:Chapter One is the introduction of the paper, in which the author 使用the paper， 或 the authorstate the context, the significance of the study and the shape of the paper.In Chapter Two加In., the author 不应出现第一人称，应使用第三人称。同上。will clarify the definit

37、ion of English extensive reading, and briefly summarize several major English extensive reading skills. Then the author will conclude the current situation of English Extensive Reading Course Teaching in ChinaIn Chapter Three加in， the writer 同上。will discuss ways to improve English extensive reading s

38、kills in three aspects. First, change the content of the teaching, starting with the English extensive reading course, the main source of developing extensive reading skills. Improve the teaching content in three aspects: strengthen students understanding of the importance of extensive reading, sele

39、ct the reading materials, and focus on the teaching of English extensive reading skills. Second, the way of learning, the combination of theory and practice and the way of communication with peers. Third, improve the supervision system for post-class supervision and extensive reading.In Chapter Four

40、加 in, 修改此处。the author will review the main points of this paper and draw the conclusions of the paper.Chapter 2 The concept of extensive readingSome students think extensive reading means reading a lot, but ignore two important requirements for extensive reading: speed and quality. Extensive reading

41、 is not reading in an infinite amount of time. Extensive reading is not an invalid reading that can be forgotten after reading. People must be able to obtain valid information from extensive reading. 2.1The Definition of Extensive Reading修改单词黏连。该小节之前应该由本章节的概述。参照chapter 3.Many students do not how to

42、choose reading skills when reading English materials or literary works, then often read from the beginning to the end, and read one word by one word, as a result it leads to slow reading speed or they loss the interest of reading. This has produced two types of reading courses: intensive reading and

43、 extensive reading. Intensive reading requires students to analyze grammar of one sentence, at the same time, learning new vocabulary and sentence patterns. But this does not meet the need for a large amount of reading in a short period of time, so the extensive reading course should teach students

44、how to read quickly and what skills to use.The linguist Harold Palmer (1917) firstly use the term extensive reading in foreign language teaching. As far as he concerned, extensive reading is reading one book after another quickly, the readers attentions should be placed on the content of the article

45、, not the language itself. The Longman Dictionary of Language Teaching defines as follows: extensive reading is to build good reading habits, gain knowledge of vocabulary and language structures. At the same time it should develop a wide range of reading interests. Professor Li Tianzi (2007) thought

46、 that one should read a great deal of materials matching his language skills. “Extensive” refers to the amount of reading, which includes not only the amount of reading texts, but also the different styles. Professor Zhang Yanqiu (1997) also considered that extensive reading aims to develop independ

47、ent reading habits, enhance language, help students expand their knowledge, vocabulary, sense, improve reading comprehension. The main purpose of extensive reading is to provide students with rich and appropriate language input. The input of this language should cover various genres and have differe

48、nt depths. In the extensive reading class, students can review the language skills they have learned in intensive reading. More importantly, a large amount of reading can not only review the language knowledge they have learned before, but also enhance the sense of language and stimulate interest. T

49、herefore, the extensive reading course is very important for basic learning.The purpose of extensive reading is to apply the knowledge and skills learned by oneself to reading comprehension. The reading comprehension here can be applied to an article or a discourse, quickly grasping each others inte

50、ntions and improving communication. That is, understanding ability and communication ability. Extensive reading has two Features: Need to read a lot of materials. This process is boring and therefore requires will power. Therefore, extensive reading requires many range of non-intellectual factors, s

51、uch as interest, emotion, will, motivation from form to content, based on the first feature. The second feature is the many reading skills to choose.2.2 The Brief Introduction to Several Main Extensive Reading Skillsa) Prediction The reader guesses the main content of the book or the article based o

52、n the picture and the title of the article. Sometimes it may not easy to predict the main content of this article. Then people have to go on reading the first paragraph to find the thesis statement of this article. Often the thesis statement covers the authors point of view or attitude, and also cov

53、ers the development of the article in this sentence.b) SkimmingSkimming this skill requires a quick reading of the entire article. The purpose of reading is to capture the main ideas of the article and some important details that explain the problem. In other words, the skimming technique emphasizes

54、 understanding the meaning of the article and completing the reading at a faster rate.When reading some articles, especially when reading an extensive reading article, the key problem we have to solve is the contradiction between the understanding of the article and the speed of reading. We all know

55、 that if you want a higher level of reading comprehension in reading, then you must slow down the reading speed, which means you need to sacrifice reading speed in exchange for a higher level of reading comprehension. To speed up reading, it is bound to affect the degree of reading comprehension of

56、the article. Solving this contradiction, it also solves the problem of requiring both a higher level of reading comprehension and a reading speed when reading.So what is the standard for reading comprehension and reading speed in skimming? First of all, it should be clear that skimming this techniqu

57、e does not require excessive reading comprehension. It only requires understanding the general meaning of the article and some important details, and it should be done at a faster reading speed. Then you can quantify the two indicators of reading comprehension and reading speed. According to the rel

58、evant data, in general, the skimming requirement is 50% to 60%, and the reading speed is about 2 times the general reading speed.So how should students master this technique and improve their reading skills?First of all, they should clearly define what they should focus on. The article is made up of

59、 paragraphs. Read at a slower rate while reading the first two or two paragraphs of the article. This is because, in general, the author always explains the purpose of the article in the first two paragraphs of the article, what the article should explain, and so on. From these two paragraphs, the r

60、eader can basically see the authors writing purpose, the problem to be explained, the writing style, the creative tone and the thoughts and feelings, etc., so that the focus of reading can be judged, thus laying down the skimming basis.Second, you should know what you can omit when reading. From the

61、 reading of the first two paragraphs of the article, we have a general understanding of the purpose of writing and the problems to be explained. Therefore, when reading the following paragraphs, we should pay attention to distinguish between what is the key content and what is the non-key content. W

62、hen reading key content, the speed should be slowed down appropriately. When reading non-key content, the speed can be accelerated, and it will pass.c) ScanningThe purpose of scanning is to find a particular piece of information or material. It is often used to find a word, phrase, number, or articl

63、e fragment. Scanning is usually used when you need to find the source of the required information quickly.d) SkippingThe normal state of reading is from front to back, step by step, step by step. However, in order to quickly obtain information in the reading, it is possible to insert the reading irr

64、egularly or backward. Disordered reading helps to use the readers thinking ability to adjust or change the direction and angle of thinking. Random insertion reading is called wedge reading. Wedges originally refer to rafts, wood chips, etc. that fill the space of the device to make it strong. Just o

65、pen a page of a book and start reading forward or backward reading from here. Some people suggest that reading can be a taste, that is, to taste a small piece of meat in Dingzhong, it is not difficult to infer the meat taste of the whole tripod, and then decide whether to continue. Reading from back to front is called reverse reading