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1、Students Shortcomings Correction in English Reading 纠正学生在英语阅读中的错误【Abstract】At present, the purpose of middle school English teaching is to improve students skills of listening, speaking, reading and writing。English reading is the comprehensive use of English language ability, which is an important c
2、riterion of measuring the students level in English.It is also a basic skill for a student .So it is very important for students to change their bad reading habits and reading speed.【Key Words】: Reading , interest, improvement ,teaching methods,【摘要】中学英语教学的主要目的是培养学生的听、说、读、写能力。英语阅读是英语语言综合运用能力的重要体现，是衡量
3、学生英语水平的重要标准.也是英语学习的一项基本技能 因此学生们应该改掉阅读中存在的坏习惯，提高阅读速度。【关键词】 阅读； 兴趣；改进；教学方法。OutlineAbstract (in English) IAbstract (in Chinese) IIContents III1. Introduction 32. Problem 43. Problem analysis 4 3.1 Analytical method 4 3.2 Questionnaire 4 3.3 Brainstorming 54. Project objective 55. Project hypothesis 56.
4、 Project rationale 5 6.1.Description of subjects 6 6.2. the principles adopted 6 6.3 Teaching Plan 67. Project design 78. Project implementation 99. Data analysis 1110. Problem unsolved 1211. Conclusion 1212.References 131. IntroductionI have been teaching the students who are in their second year o
5、f a senior middle school in my teaching Ive found there are some problems. I hope I can solve the problems 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 my work.2. ProblemThe problem I have in my teachi
6、ng is that most of my students often make some mistakes in reading. I assign them to do at school.3. Problem analysis In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were main reasons that accounted for students reluctance to reading
7、out of class.3.1 Analytical methodGood man thinks that in the reading focus on meaning without being hindered by the attention he must pay to linguistic form. In communicative teaching model, the classis students-centered, and communicative activities are performed between students and the teachers,
8、 students and students. But efficient communication still depends on successful decoding of the “meaning” of the discourses, that is, a listener must instantly make out what a speaker wants to get across. And communicative efficiency means that students should be able to efficiently in all of the fo
9、ur skills .So reading competence, which can be considered as a communication between readers and writers, should also be brought full consideration.3.2 QuestionnaireReading should be regarded as an active psycholinguistic process; a text is assumed to have its potential meaning; and its real meaning
10、 depends on the readers interaction with the text. The relationship between a writer and a reader may be represented in this simple flow chart:Writer or speaker Text or discourse (with message or meaning ) Reader or listener .This proceeding clearly shows that the purpose of reading is to try to get
11、 out of a text as much as possible the message that the writer has tried to put into it, However, we may find it vulnerable，T he result of the readers interaction will vary form one to another ,and a reader does not necessarily achieve what the writer expects .There is much that remains to be explor
12、ed with in the span between the writer and the reader: what constraints prevent the reader form sharing the message with the writer? A teachers role, I think, is to bridge the gap and help the students become efficient readers.3.3 BrainstormingSome Tangible Errors in Reading Comprehension The Chines
13、e language is totally different form the English language .The former belongs to the SinoTibetan language family and the latter to the indoEuropean language family. Therefore, When Chinese learners attempt to understand a text in English, they face linguistic problem in various respect: spelling, ge
14、nder, verb forms, tenses and word order .In addition to these, Id like to discuss some other obstacles between writers an readers.4. Project objectiveIn my project, I decide to improve my error-correction in three ways: I would first make more detailed and insightful corrections of the studentsWords
15、 such as “imaginative” and “respect able” are often misunderstood and misused by Chinese learners as in their mother tongue words have virtually no inflexions. In my classroom, however, I have found my students more liable to stumble over article and prepositions. I believe the reasons are that thes
16、e particles are never used in the Chinese language and hence difficult to handle. For example, they may find it difficult to understand these two sentences: I am never at a loss for a word, and he is never at a loss for the word. 5. Project hypothesisIt is hypothesized that students interest will be
17、 increased by better teaching methods. This hypothesis is verified by a four-week classroom teaching with specially designed activities.Among the methods of scientific investigation used are analytic method, cause analysis, questionnaire survey and brainstorming.6. Project rationaleFrom the project
18、I have learned that learners errors in writing can be reduced by varied error-correction techniques. I find my weak points. My error-correction technique is ineffective. My voice is too low. I just tell the right form. I give few analyses and seldom emphasize the common mistakes. And I dont like to
19、write the words on the blackboard, either. My students also learned a lot. Their errors in writing have reduced a lot since the project implemented. We can say they had made rapid progress. At the same time I feel that I should have done better, if I implement the project earlier and was given plent
20、y of time. In the future I will do such project as early as possible. I will implement this kind of project to improve my teaching.The start-up program for the reactor must not be commenced before completion and formal acceptance of fire precautions and associated installations by the competent auth
21、orities in question and by the insures their representative.6.1.Description of subjectsFor the Chinese students who are not used to the connecting words “of” “by” “ for” etc. this sentence is really a challenge for them. A careful analysis based on common sense and grammatical knowledge can dissolve
22、 the mystery. The key to the problem lies in the two series of related phrases:Completion of associated installations by the competent authorities in question.6.2. the principles adoptedPeer-correction offers a way out in case the student cannot discover or self-correct her or his mistake. The teach
23、er can then ask others in the class for assistance. Another student will then give the correct. Once the classmate has given the correct answer, the teacher will ask the student who made the mistake to repeat the correct form.In this way the teacher reinforces the learning of the correct form. The a
24、dvantages of the method are many. In the first place, both the student who made the mistake and the student who corrects it are actively involved in the learning in group or pair work. Finally, peer correction gives the teacher a clearer picture of the level of more than one students ability.The pre
25、sident said at a press conference dominated by questions on yesterdays election results that he could not explain why the Republicans had suffered such a widespread defeat, which in the end would deprive the Republican Party of long-held superiority in the House. Its not easy for a Chinese student t
26、o smooth out the complicated structure of this long sentence at first sight. In order to decode these graphic signs, a grammatical analysis is necessary, but the students can do this before or after class. Only when the student fail to present an acceptable explanation should the teacher do the job
27、for them.6.3 Teaching PlanWhen the reader reconstructs meaning form the text, he has unavoidably to use the graphic symbols, syntactic structures and semantic system of the language. The teachers task is to point out possible difficulties for the students and guide them to attack the problem.Meaning
28、 “between the lines” And moreover, Chinese readers often get lost while reading paragraphs with implied meanings “between the lines”. Suppose the students are asked to read the following paragraph:“If you are interested in buying a pair of contact lenses, be prepared to pay $200 or more. Generally t
29、here are three main reasons why people want contact lenses. You may be need them because the cornea of your eye is misshapen and ordinary glasses are not satisfactory. If so, youll be in the group that comprises 1 to 2 percent of contact lens wearers. But you may want them for a sport, avocation, or
30、 vocation. Perhaps youre a baseball player, a boxer, a swimmer, an aviator, an actor, or perhaps youre engaged in an industry where flying particles may endanger your eyes. If you get your contact lenses for one of these reasons, you are in the same group with about 20 percent of the users. But if f
31、or some reasons, you fell that glasses are handicapping our appearance and you would rather have invisible glasses, youll have lots of company. About 79 percent of users hope to improve their looks.”7.Project design I designed an adequate amount of activities (Cover three weeks of teaching) to test
32、the hypothesis. If error correction exercises are better designed, then the learners errors in writing will be reduced accordingly.In my project, I decide to improve my error-correction in three ways: I would first make more detailed and insightful corrections of the studentsErrors, and then ask the
33、m to rewrite their work, incorporating the corrections; next I would ask students to check their work in pairs or groups; and lastly, I would pick up some typical errors from the students writing work, carry out and error-analysis and design relevant remedial exercise.I have designed some activities
34、 to be tried out in three weeks.Activity 1Writing: For use with Senior English for Beijing, Book6.Purpose: to practice several small pieces of writingInstructions: Students listen to the teachers explanations carefully and then finish the writing individually.Procedures: The teacher explains the sit
35、uations and the steps to do this kind of writing. After they finish the work, check by them and hand in the papers.For students: You are going to finish several pieces of writing. First, you should listen to the teacher carefully; then you follow the steps and do the writing work. Finally, you check
36、 your writing carefully. Pay more attention to tenses and collocations.Writing exercises: to see the Appendix.I set up control and target groups. The implementation of the project takes three weeks. In each week both groups are required to write several short composition in accordance with the requi
37、rements of the book. However for the target group, the above three suggested error-correction techniques would be employed in turns to assess their compositions, while everything remains the same with the control group. After that, both groups are asked to do a writing task again and I then compare
38、the students performance. The results obtained from the comparison should show whether the students in the target group make fewer errors than the control group. This will show whether the students errors in writing can be reduced by varied errors-correction techniques.The students are then asked to
39、 make a decision, which of the flowing can represent the writers intention A or B.A. To give the reasons for people wearing contact lenses B. To say that man is sometimes vain.In accordance with my experience, many readers will prefer A because they can easily find enough evidence to support that de
40、cision. If we take the paragraph into further consideration however, we find that they have failed to notice the relationship between the users, that is, the writer never fails to mention the percentage of users when giving each reason. The majority of wearers seem to feel that contact lenses are mo
41、re attractive than glasses. Although the writer purposely establishes his contextual relationship within the paragraph, it may still be difficult for the students to work out what he really means to transfer.Besides pronouns, almost all other parts of speech can be used as reference words. Usually t
42、hese words follow closely the parts they refer to, but sometimes they appear far form the mentioned parts. Students should be able to identify the conference, and, if necessary, they should be asked to search the adjacent text until they found the required referents. Here are some examples:A he gave
43、 her a letter. This gave her food for thought.What made her think: the letter, or the fact that he gave it?B They all said the same.C Perforated ceilings and plenums above it are equipped to make every room wellventilated the pronoun “same” refers to what?D Therefore, confidences result in dishonor,
44、 and they are dangerous for the person to whom they are made as they are for the person who makes them.8.Project implementationMy students are third-year students. They are facing graduation. It took three weeks for me to implement my project. For each week I am schedule-led to do these:Teaching not
45、es: Students handouts:.My students handouts include: 1) Writing exercises 2) HomeworkDiary keeping: Students responses and my own observation. To see I have also bought four folders in four different colors for file keeping purposes.1) The previous interview I did with my students for the cause anal
46、ysis of my initial problem.From the interview I know that I should give more practice and emphasizing. I should speak loudly and write down the important points on the blackboard. I pay more attention to this kind of problems. And find that the students can go with me easily. From the post-trial int
47、erview, the students say they are quite satisfied with what I have done for them.2) Classroom observations I took in my diary.My students became more active than before. They are willing to correct their mistakes. They even feel the correction work is very interesting. It is easy for them to correct
48、 their mistakes, and reduce the errors in writing.3) The comparison of the final writing work between the control and the target group.Look at the students writing work and exercises between the controls the target group. The target group is much better than the control group. They made fewer mistakes than the control group. They also made fewer mistakes than
