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1、提 高 英 语 阅 读 能 力 的 策 略The Strategies of Reading AbilityContentsAbstract.1Key words.1I.Introduction1II.Strategies of reading skills22.1 Vocabulary22.2 Skills involved in reading comprehension3.Choose appropriate reading materials4.Use Your Background Knowledge6.Use advance organizers75.1 look at title
2、s.75.2 look at illustrations75.3 look at the format7.What do we read8.Principles and models for teaching Reading87.1 Bottom-up model and Top-down mode107.1.1 Bottom-up model107.1.2 Top-down model107.2 the other ways10.Conclusion11References12摘要：在整个英语学习中，英语阅读能力提高受到越来越多的人的重视。本篇文章的目标就是要为英语学习者提供一些关于英语阅读
3、能力提高方面的建议。通过总结国内外的研究成果，我们可以得出：策略的应用在阅读的提高中有着至关重要的地位。我们的目标就是要通过调查，找出来哪些策略是最常用的，哪些策略是最有用的。在提高阅读能力的策略应用上，给出一些有用的建议。关键词：建议； 阅读能力； 阅读策略； Abstract: As we considered the whole process of English learning, we can easily get that: The English reading ability is the most important part in the English learning
4、. The aim of this paper is to find out which strategy is the most frequently used in China and which are more helpful ones for second language learners. Though reviewing the major findings from researches done on EFL learners reading ability strategies in Chinese-speaking contexts and comparing them
5、 with those from the West, we can know clearly that the using of learning strategies in reading acquisition is very important for a second language learner. Finally, the paper will also draw some suggestions and implications for EFL learning and teaching in China.Key words: suggest; reading ability;
6、 reading strategiesI. IntroductionReading comprehension means extracting the required information from the text as efficiently as possible. Reading is a silent and individual activity since the writers intention was that the text should be read not heard. Some people think that reading is a “passive
7、” skill, however, nothing could be far from the truth. In reality, reading is an active information seeking process in which readers relate information in the text to what they already now.(how to be a more successful language learn. 91). The other people think that reading is an “active” skill. It
8、usually involves guessing, predicting, checking and asking oneself question. This should therefore be taken into consideration when devising reading comprehension exercises. Another important consideration is that the exercises must be clearly defined and a clear distinction made between teaching an
9、d testing should be strictly supervised. The students must be taught how to approach and consider the text in order to become independent and efficient readers . They may feel reassured and guided . Therefore , using the reading materials is one of the best ways of building up the students confidenc
10、e .(中国英语教学第26卷，第四期，55) II. Strategies of reading skillsFor most second language learners who are already literate in a previous language, reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. Some strategies are related to bottom-up procedures and
11、 others enhance the top-down processes. Following are ten such strategies, each of which can be practically applied to your classroom techniques.2.1 VocabularyAs we all know, the vocabulary learning plays a key role in the whole process of the second language learning and is extremely important to t
12、he second language learners. Vocabulary is like the bricks and tiles for the whole building of language proficiency. Without a solid mastery of vocabulary, listening, reading, translation and writing is an attic in the air. Therefore, if one cant learn English vocabulary well, it is impossible for h
13、im to obtain a good course level in English language studying.However, in our studying, the vocabulary learning takes a great amount of time and energy both of the teachers and the language learners, which was the key point in the second language learning. But some teachers and students consider voc
14、abulary mastery as a nature thing. For example, in the traditional classroom, the teacher teaches vocabulary through reading one by one, and the students are asked to follow the teacher to read and write several times. It is mechanical verbal and written repetition. The process of teaching and learn
15、ing is so similar every day that both the teacher and the students find that vocabulary learning is so boring, and is also inefficient. As a result, the results of our learning are not good. Therefore, to find an appropriate strategy becomes very important for the second language learners and also i
16、s the main point of this study.You are reading newspaper or magazine when you go to school study lots of new works and you know the passage meaning, if you dont remember the words meaning when you read. We will spend lots of time to understand. In this way, not only we dont understand the passage me
17、aning but also we dont have lot of time to do read finish in the exam. So we increase reading ability must remember vocabulary. Having made predictions based on the title, students can be asked to predict some lexical items that they think are likely to occur in the text. Then the students read the
18、text to confirm their predictions. Or you may have selected a passage that deals with a topic you know little or nothing about, good titles always contain the most important information of a written text. Predictions based on studying the title seldom go far wrong. Reading such a passage ay require
19、more advanced language skills. If you are a beginning reader, it is best to pick a passage you know something about.Vocabulary plays an important role in reading comprehension. Since one can never learn all the words of a language, it is important to be able to recognize words you have never seen be
20、fore by relying on some of the strategies described below:Pay attention to cognates and borrowings. Many languages are related and contain the same words, although these may be spelled somewhat differently. Words in different languages that come from a common source are called cognates. For instance
21、, English mother, Spanish madre, and German Mutter look similar because they all originated from the same Indo-European parent word. Languages also borrow words from each other, either with or without adjustments to male them conform to rules of word formation. Look for familiar elements in new word
22、s. In most languages, there are certain elements that are used for building words in fairly regular ways. If you notice how these elements are combined , it will help you recognize words you may have never seen before. Consider the probabilities. There are certain probabilities of occurrence that he
23、lp readers fill in the blanks. For instance, in the sentence They went to the box office to get some,there is a good chance that the missing word is tickets. Dont demand an exact meaning for every word. Suppose you ran into the English sentence She bought some bananas, mangoes, and chirimoyas and yo
24、u didnt know the word chirimoyas. However, you could guess that it is probably some kind of fruit. Chances are that such an approximate meaning will be good enough to allow you to continue teading. 2.2 Skills involved in reading comprehensionAs a college student in China, I have learned English for
25、about ten years. When I was a middle school student, I found that English reading was extremely difficult. How to read effectively became a key point in the English learning. In 2005, I had worked in a middle school for two months. When I was in that school, I collected a lot of useful information .
26、Based on so many researches in and abroad and my own experience, it is feasible to do a further research on the English vocabulary learning. This section attempts to clarify and illustrate some aspects of the nature of reading . If the students fail to understand the nature of reading , they will ad
27、opt inappropriate and ineffective reading strategies; if teachers fail to do so, they will be unable to help the students to develop effective reading skills .There are two broad levels in reading.A. Visual signals from the eyes;B. A cognitive task of interpreting the visual information, relating th
28、e received information with the readers own general knowledge, and reconstructing the meaning that the writer had meant to convey.In order to achieve two levels of reading, the reader needs the following skills.A. Recognising the script of a language.B. Understanding the explicitly stated informatio
29、n.C. Understanding conceptual meaning.D. Understanding the communicative value(functions)of sentences.E. Deducing the meaning of unfamiliar lexical items.F. Understanding relations within sentences and between sentences.H. Understanding references.I. Recognising indicators in discourse.J. Recongnisi
30、ng the organization of the text.K. Making inferences. (英语教学法教程王蔷 主编 ，115).Choose appropriate reading materials We read books when we were young. So we must use Chinese very practiced, this depends on the language we are studying. If we are a speaker of English and we are studying a language such as
31、Japanese and French, it will take a ling time before we can solve real reading words. And read in the foreign language every day. Ten minutes a day is a good way to start. But ,as we advance, we will find that we can increase both the quantity of pages. We read and the level of difficulty of the tex
32、ts. So we must try to increase our reading effective speed.Most language learners are first introduced to written materials through their textbooks. There materials are often specially written, adapted, and simplified. Their purpose is to introduce specific grammar points and vocabulary items. They
33、are designed to be read with attention to every grammatical and lexical detail, thereby encouraging word-for-word reading . exclusive reliance on such texts deprives learners of opportunities to practice different types of reading strategies.Although many newer language textbooks, particularly those
34、 for teaching English, French, and Spanish, include authentic reading materials and hints on strategy use , you will have to supplement texts ”Authentic” means materials that have been written by native writers for the purpose of informing or entertaining native readers, not teaching language. Such
35、materials are not graded to fit your level of proficiency, so you will have to select them carefully. Some suggestions on how to choose are offered below. There are several reasons for this.Firstly, choose appropriate reading materials. A lot will depend on who the students are. If they are all busi
36、ness people, the we may well want to concentrate on business texts. If they are science students, reading scientific texts may be a priority. But if , as is often the case , they are a mixed group with differing interest and careers, a most varied diet is appropriate .Among the things the teacher mi
37、ght want them to read are magazine articles , letters , stories ,menus, advertisements ,reports , play extracts, recipes , instructions, poems ,and reference material . Most language learners are first introduced to written materials through their textbooks. These materials are often specially written, adapted and so on. Their purpose is to introduce specific grammar points and vocabulary items. These passages are usually short, written in the same genre.
