Reading Analysis语篇教学的范例——有感于《21世纪大学英语读写教程》的Reading Analysis环节

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21世纪英文版阅读教学设计及反思

21世纪英文版阅读教学设计及反思一、引言随着全球化的不断深入，英语在国际交流中的地位日益凸显。

在我国，英语教育正逐渐受到广泛关注，尤其在21世纪，英文版阅读教学已成为英语教学的重要组成部分。

阅读教学不仅能提高学生的英语语言能力，还能拓宽他们的视野，培养跨文化交际意识。

本文将探讨21世纪英文版阅读教学的设计及反思，以期为英语教学提供有益的启示。

二、21世纪英文版阅读教学的特点1.多元化教学方法21世纪的英文版阅读教学倡导采用多元化的教学方法，如任务型教学、合作学习、翻转课堂等。

这些方法有助于激发学生的学习兴趣，培养他们的主动性和创造性。

2.个性化教学策略针对学生的个体差异，教师应制定个性化的教学策略，如设定不同层次的学习目标，提供丰富多样的学习资源，实施灵活多样的评价方式等。

3.跨学科整合21世纪英文版阅读教学倡导跨学科整合，教师可将语文、数学、科学等学科内容融入阅读教学中，帮助学生形成全面的知识体系。

4.信息技术辅助教学信息技术的发展为英文版阅读教学提供了丰富的资源和便捷的手段。

教师可利用网络、多媒体等工具，提高教学效果，拓宽学生的学习渠道。

三、教学设计案例分析1.教学目标设定在教学设计中，教师首先要明确教学目标。

例如，可通过阅读英文文章，培养学生获取信息、分析问题和解决问题的能力。

2.教学内容选择教师应根据学生的年龄、兴趣和英语水平，选择合适的教学内容。

内容可包括日常生活、文化习俗、社会热点等，以激发学生的学习兴趣。

3.教学活动设计教师可设计各种形式的课堂活动，如小组讨论、角色扮演、模拟对话等，让学生在实践中提高阅读能力。

4.教学评价与反思教学评价应注重过程与结果的结合，采用多样化的评价方式，如学生自评、同伴评价、教师评价等。

评价后，教师要针对评价结果进行反思，不断调整教学策略。

四、教学反思与启示1.学生阅读兴趣的培养教师应关注学生的阅读兴趣，选取富有时代感、贴近学生生活的阅读材料，激发学生的学习热情。

浅谈语篇分析视角下的大学英语阅读教学

浅谈语篇分析视角下的大学英语阅读教学关键词：阅读教学大学英语语篇视角摘要：阅读教学是大学英语教学的重点也是难点，然而当前的阅读教学过多地停留在词、句的层面，忽视了语篇、语境的理解。

语篇分析教学为大学英语阅读教学提供了一个有效的途径。

本文以语篇分析理论为指导提出了从语篇内在结构入手，注重语篇衔接和连贯、语篇主题以及语篇体裁的角度启发和指导大学英语阅读教学.长久以来我国的外语教学过于注重词汇、语言点的讲解,忽略了对语篇的整体把握，学生无法积极有效地提高其阅读能力。

语篇分析教学改变了传统的以词汇教学和语法讲授为主的教学模式，引导学生从文章的结构层次入手,弄清文章的篇章结构,识别主题句,分析词与词之间、句子之间、段落篇章之间的衔接，以及逻辑思维的连贯,最终达到阅读的目的.以语篇分析指导大学英语教学一方面有助于学生在有限的时间内达到最大限度地获取和掌握文章所的信息，另一方面有助于培养学生理解，分析归纳和交际能力。

借助语篇分析理论教师可以引导学生通过体裁分析对语篇宏观结构和交际功能的深层理解；识别主题句来帮助学生掌握文章的脉络;；分析衔接和连贯手段来了解文章的层次。

语篇分析法把语言基础训练，语篇分析研究、以及交际能力的培养有机地结合在一起，符合大学英语阅读教学的要求。

一、语篇分析理论的和阅读教学语篇分析(discourse anａlysｉｓ）这一术语是由结构主义者哈里斯（Ha ｒｒiｓ）于1952年在《语言》上发表的一篇文章中首次提出。

20世纪60，70年代，语篇分析作为一门的学科出现,并由此打破了以往语言学研究仅限于句子层面的界限,将语言学的研究范围深入到语篇。

Harriｓ曾指出：“语言不存在于单词或句子之中，而存在于联系着的语篇之中。

语篇是一个语言单位，强调语言的行为和活动，强调学习者运用语言进行交际的能力”。

语篇分析强调以语篇为基本单位,从语篇的整体出发,对文章进行分析、理解、评价和赏析。

语篇分析就是使读者科学地、系统地分析语言材料在文中的相对位置是如何产义的，并识别篇章中的结构模式及规定这些结构模式标记的语言手段。

基于语篇分析的21世纪大学英语基础教程的阅读教学

关键字：语篇，语篇分析，语篇模式，大学英语教学中图分类号：Ｇ６４２．４文献标志码：Ａ
一
文章编号：１６７４ — ９３２４（２０１３）０２ — ００７６ — ０３
、
语篇研究概述
习语篇时，不仅要分析语言的形式特点，还要对句子以上层
语类分析、话语结构、话语的衔接和连贯、话语的推进方式、信息流程等。英美学派是最早研究语篇分析的。语篇分析（ｄｉｓｃｏｕｓｒｅａｎａｌｙｓｉｓ）是指对比句子更长、以交际为目的的语言片段所作的语言及交际功能的分析，旨在找出带有相似语境的话语系列，并确定其分布规律。这就要求学生在学
要的作用，有助于学生理解整个语篇的框架。３．五种语篇模式。① 概括一具体模式（Ｇｅｎｅｒａｌ — Ｓｐｅ — ｃｉｉｆｃＰａｔｔｅｒｎ）。宏观结构大致有两种：Ａ概括陈述一具体陈述ｌ一具体陈述２一具体陈述３一概括陈述；Ｂ概括陈述一具体陈述一更具体陈述一概括陈述。②叙事模式（ＮａｒｒａｔｉｖｅＰａｔｔｅｎ）ｒ。拉波夫（Ｌａｂｏｖ，１９７２）根据随意会话的自然叙述顺序，提出这种预测的模式包括六个环节的叙事结构：点题（Ａｈｓｔｍｃｔ） —— 叙述者在叙述之前对故事所做的简要概括。指向（Ｏｒｉｅｎｔａｔｉｏｎ） — — 介绍故事发生的时间、

21世纪大学英语读写教程2 reading aloud 课文及翻译

"Very hesitantly I selected a tube of blue paint, and with infinite precaution made a mark about as big as a bean on the snow-white field. At that moment I heard the sound of a motorcar in the drive and threw down my brush in a panic. I was even more alarmed when I saw who stepped from the car: the wife of Sir John Lavery, the celebrated painter who lived nearby.“我迟疑不决地选了一管蓝色颜料，然后小心翼翼地在雪白的底子上的画上蚕豆般大小的一笔。

就在这时，我听到车道上传来一辆汽车的声音，于是一份耕耘，一份收获答案只是参考，请大家努力自学惊恐地丢下我的画笔。

当我看清是谁从汽车里走出来时，更是惊慌失措。

来者正是住在附近的著名画家约翰莱佛利爵士的妻子。

"'Painting!' she declared. 'What fun. But what are you waiting for Let me have the brush —the big one.' She plunged into the paints and before I knew it, she had swept several fierce strokes and slashes of blue on the absolutely terrified canvas. Anyone could see it could not hit back. I hesitated no more.I seized the largest brush and fell upon my wretched victim with wild fury. I have never felt any fear of a canvas since."‘在画画呢!’她大声说道。

英语教学中的语篇分析读后感悟

英语教学中的语篇分析读后感悟在深入研读英语教学中的语篇分析后，我深深体会到了这一领域的深度和广度，同时也感受到了其在英语教学中的重要性和必要性。

首先，我对语篇分析的本质有了更为清晰的认识。

它不仅仅是对文本表面的解读，更是对文本深层含义、结构和功能的探究。

在英语教学中，通过语篇分析，我们可以帮助学生更好地理解文章的整体结构和逻辑关系，把握作者的写作意图和情感态度，从而提高学生的阅读理解能力和写作能力。

其次，我意识到书面语和口语在语篇分析中有着密不可分的关系。

虽然它们在某些方面存在差异，但在实际交流中，它们往往相互交织、相互影响。

因此，在英语教学中，我们需要注重培养学生的口语和书面语能力，使他们能够在不同的语境中灵活运用语言，进行有效的交流。

此外，我对语篇中的微观结构也有了更为深入的了解。

词汇和语法在构成有意义的语篇中起着至关重要的作用。

它们通过衔接和连贯，使句子和段落之间形成紧密的联系，从而构成一个完整的、有意义的文本。

在英语教学中，我们需要引导学生关注这些微观结构，帮助他们掌握语言的运用规律，提高语言的准确性和地道性。

最后，我对书面语篇和口语语篇的分析方法有了更为具体的认识。

无论是分析书面语篇还是口语语篇，我们都需要关注其结构、功能、语境等方面。

在书面语篇分析中，我们需要关注其标记特征、小句的意义和分类等；在口语语篇分析中，我们需要关注其语用学理论的应用、话语分析和交际理论等。

这些方法为我们提供了有效的工具，帮助我们更深入地理解和分析不同类型的语篇。

总的来说，英语教学中的语篇分析为我提供了一个全新的视角来审视英语教学。

它让我意识到英语教学不仅仅是教授语言知识，更是培养学生综合运用语言进行交流和表达的能力。

因此，在未来的英语教学中，我将更加注重培养学生的语篇分析能力，帮助他们更好地理解和运用英语，实现有效的交流。

21世纪英文版阅读教学设计及反思

21世纪英文版阅读教学设计及反思
以下是关于21世纪英文版阅读教学设计及反思的内容：
教学设计：
1.确定教学目标：根据学生的实际水平和教学要求，确定阅读教学的目标，如提高学生的阅读理解能力、培养阅读技巧等。

2.选择教学内容：选择适合学生水平和兴趣的阅读材料，可以是课文、故事、新闻等。

3.设计教学活动：根据教学内容和目标，设计丰富多彩的教学活动，如阅读理解练习、小组讨论、角色扮演等，以吸引学生的兴趣，提高他们的参与度。

4.制定教学策略：采用适当的教学策略，如启发式教学、问题导向式教学等，以引导学生思考和理解阅读
材料。

5.设计评估方式：制定评估学生阅读水平和教学效果的方式，如阅读测试、口头报告等。

教学反思：
1.反思教学效果：评估教学目标的达成情况，以及学生的学习效果，以便调整教学策略。

2.反思教学过程：反思教学活动的设计和实施情况，寻找可以改进的地方。

3.反思学生反馈：收集学生对教学的意见和建议，以便改进教学。

4.反思教学资源：评估教学资源的有效性和适用性，寻找更适合的教学资源。

通过不断的教学设计和反思，教师可以不断提高自己的教学水平，使学生更好地掌握阅读技能。

用文学赏析的方法学习《21世纪大学英语》

ｐｅｏａｔ（手龙１这些语言点都是需要积累和记忆的。ｔｒｄｃｌｙ翼，
是ｌｈ－ｅｒｄ，调对思想内涵有很大的影响，般说来写文章ｉｔａｅ基ｇｈｔ一
有三种常见的目的，即ｉｏｍｔｎａｉｅｐｒｕｓｅａｔｌｎｎｒａｉｒｃ，ｅｓａｉｒｃｅ — ｆｏｔｌｖｉ，ｅ
最低层次。这包括：１１１语言点：语的基础．，英
基本的语言点仍是大学英语学习的重点之一。着材料的难随
度加大．汇量也随之增多，多新鲜词涌人了学生的脑海，要词许需
第一，想内涵的把握。是英语学习的第二阶段，于提高思这属
阶段。整体基调：篇文章都有一个整体基调，能是ｓｒｕ，可能每可ｅｏｓｉ也
记忆的东西也就多了。以２１世纪大学英语第三册ＵｉｅｔＡｎｔＴｘｌ，
为例，中出现了新的短语如ｐｐｙｌｅ成熟的恋情）ａｅａ其ｕｐｏ｛ｖ、，ｋｍ
ｐｓａｓ（非礼举动）ｇｕｄｕｎｕｈｐｎｉ削足够的铅ａｓｔｂ做；ｒｎｐｅｏｇｅｃｓ（ｏｌ笔）还有新的单词如ｂｌｉｃ（腹灰雀）ｐｐｉ（Ｔ辣椒），ｕｌｎｈ红ｆ，ａｒａｅ笼ｋｄ￣￣，
国与西欧国家的不同文化现象，读者以愉快的心情获得了知识。使总体上把握：思想内涵，往往体现在文章的标题和主题句上，

语篇分析法在英语阅读教学中的应用实践

语篇分析法在英语阅读教学中的应用实践随着社会发展与经济全球化的不断加快，英语作为世界性语言成为世界运转的关键，拥有者取得更大的空间和发展自身的机会。

因此，英语阅读能力的提高对当代学子来说尤为重要。

了解文章，获取信息，理解文章，掌握文章中的表达方式，掌握篇章结构，分析文章话题以及探究文章表达思想等，都是英语阅读能力的关键。

语篇分析法一直以来都是英语阅读教学中不可或缺的一个重要教学策略。

首先，在英语阅读教学中，要利用语篇分析法激发学生学习兴趣，提高学生的学习积极性，并且激发学生的学习能力。

其中，在学习的过程中，教师可以多次用不同的角度、不同的观点来分析文章，引导学生主动去识别不同的句式，学会把握文章的细节，进而把握文章的主旨，从而培养学生的阅读习惯，帮助学生对英语阅读有效的学习。

其次，在英语阅读教学中，应该利用语篇分析法帮助学生理解文章，让学生明白文章中的不同表达，尤其是复杂的文章，要求学生学会用自己的理解去解读文章。

如果学生能够用不同的观点去分析文章，那么他们就可以深入理解文章，进一步培养对英语阅读的兴趣，并且在阅读中学会总结，从而使学生更加深入的理解文章。

此外，在英语阅读教学中，还可以利用语篇分析的方法提高学生的英语阅读水平，在课堂上，教师可以指导学生用语篇分析的方法来分析文章，让学生学会思考语篇结构，学会审视文章，发现文章中的功能句，以及深入分析文章中的上下文结构，既让学生体会语篇分析的方法，又让学生学会正确的语篇分析流程，达到有效的英语阅读学习。

最后，在英语阅读教学中，应该多利用语篇分析法给学生实际操作的机会，让学生在课堂上读文章，分析文章的主旨，掌握文章的重点等，通过不断的实践，逐渐提高学生的阅读水平，让学生充分了解文章，从而提升学生的英语水平。

综上所述，语篇分析法在英语阅读教学中以其独特的特点具有极大的价值，在英语阅读教学中应该多利用语篇分析法去指导学生，通过实践提高学生的英语阅读能力，使学生掌握正确的语篇分析方法，从而达到学生掌握文章表达思想并且提高英语阅读学习的目的。

英语教学中的语篇分析读后感悟

英语教学中的语篇分析读后感悟Reflections on Text Analysis in English Language Teaching.Teaching English, especially at the higher levels, is not just about vocabulary and grammar. It's aboutinstilling in students a deep understanding of the language, its nuances, and how it is used in real-world contexts.This is where the importance of text or discourse analysis comes into play. Recently, I had the opportunity to delve deeper into this aspect of English teaching, and the experience was both eye-opening and thought-provoking.Understanding the Big Picture.Discourse analysis goes beyond the sentence level to look at how language is used to convey meaning in a larger context. It involves examining the relationships between sentences, paragraphs, and even entire texts to understand how they work together to create meaning. This approach iscrucial in English teaching because it helps students appreciate the role of context in communication. By analyzing texts, students learn to identify themes, arguments, and the author's intended message, rather than just focusing on individual words or sentences.Bridging the Gap between Theory and Practice.One of the most challenging aspects of introducing discourse analysis in the classroom is bridging the gap between theory and practical application. Theory can often be abstract and difficult to grasp, especially for younger students. However, by using real-world examples and hands-on activities, I found that students were more engaged and able to make connections between what they were learning and how it could be applied in real life.Encouraging Critical Thinking.Discourse analysis also encourages critical thinking. By analyzing texts, students are forced to question assumptions, challenge existing ideas, and form their ownopinions. This process not only improves their language skills but also their ability to think critically about the world around them. It helps them develop a more nuanced understanding of issues and perspectives, which is invaluable in today's interconnected world.Challenges and Solutions.However, there are also challenges in implementing discourse analysis in the classroom. One major hurdle is the time it takes to analyze texts in depth. With limited class time, it can be difficult to balance between covering the basics and delving into more advanced concepts. To overcome this, I found that it was essential to carefully select texts that were both engaging and代表性 of the concepts we were trying to teach. This way, students could gain a comprehensive understanding without feeling overwhelmed.Another challenge is ensuring that all students are engaged and participating in the analysis. Sometimes, students can feel left out or intimidated by the complexityof the texts being analyzed. To address this, I tried to create a safe and inclusive learning environment where students felt comfortable sharing their ideas and asking questions. I also encouraged them to work in groups, which not only made the task more manageable but also fostered collaboration and peer learning.The Way Forward.In conclusion, discourse analysis is a crucial component of English language teaching that helps students develop a deeper understanding of the language and its uses. By bridging the gap between theory and practice, encouraging critical thinking, and addressing thechallenges that arise, we can ensure that our students not only excel in their language skills but also becomeinformed and responsible global citizens. As teachers, itis our responsibility to continue exploring and innovatingin order to provide our students with the best possible education that equips them for the future.。

21世纪大学英语读写教程2reading aloud

Unit 1“Very hesitantly I selected a tube of blue paint,and with infinite precaution made a mark about as big as a bean on the snow-white field.at that moment I heard the sound of a motorcar in the drive and threw down my brush in a panic. I was even more alarmed when I saw who stepped from the car,the wife of Sir John Lavery,the celebrated painter who lived nearby.”“Painting!’she declared.’what fun.But what are you waiting for?’Let me have the brush-the big one.’She plunged into the paints and before I knew it,she had swept several fierce strokes and slashes of blue on the absolutely terrified canvas.Anyone could see it could not hit back.I hesitated no more.I seized the largest brush and fell upon my wretched victim with wild fury.I have never felt any fear of a canvas since.”Unit 2This belief in hard work is the first of three main factors contributing to Asian students’outstanding performance.It springs from Asians’common heritage of Confucianism, the philosophy of the 5th-century-BC Chinese sage whose teachings have had a profound influence on Chinese society.One of Confucius’s primary teachings is that through effort,people can perfect themselves.Confucianism provides another important ingredient in the Asians’success as well.In Confucian philosophy,the family plays a central role-an orientation that leads people to work for the honor of the family,not just for themselves.One can never repay one’s parents,and there’s a sense of obligation or even guilt that is as strong a force among Asians as Protestant philosophy is among those in the West.Unit 3The first cultural translator I ever met was an installation engineer,George by name,who worked for an American company where I was the director of international operations.The company had just started a joint venture with a Japanese firm,and the American management needed someone to train the Japanese employees in its unique technology.George’s solid understanding of the equipment,its installation and use made him the best-qualified employee for the job,so everyone was happy when George accepted a two-year contract for temporary transfer to Japan.From the start,George was well accepted by all the Japanese employees.Japanese managers often distrust anyone sent to represent US owners,but George was so naturally nonassertive that no one could see him as a threat to their careers.So they felt comfortable asking his advise on a wide range of matters,including the odd behavior of their partners across the ocean.Engineers throughout the company appreciated George’s expertise and his friendly and capable help,and they got into the habit of turning to him whenever they had a problem-any problem.And the secretaries in the office were eager to help this nice bachelor learn Japanese.Unit 4Failure is never pleasant.It hurts adults and children alike.But it can make a positive contribution to your life once you learn to use it.Step one is to ask“Why did I fail?”Resist the natural impulse to blame someone else.Ask yourself what you did wrong,how you can improve.If someone else can help,don’t be shy about inquiring.Success,which encourages repetition of old behavior,is not nearly as good a teacher as failure.You can learn from a disastrous party how to give a good one,from an ill-chosen first house what to look for in a second.Even a failure that seems total can prompt fresh thinking,a change of direction.Unit 8When you’re eating among other people,you don’t raise your voice;it’s just one example of the unwritten rules we live by.When you consider it,you recognize that those rules probably govern our lives on a more absolute basis than the ones you could find if you looked in the law books.The customs that govern us are what make a civilization.There would be chaos without them,and yet it’s not at all clear why-even in our disintegrating society-we obey them.How many times have you stopped at a red light late at night?You can see in all directions;there’s no one else around-no headlights,no police cruise idling behind you.You’re tired and in a hurry.But you wait for the light to change.Is it for safety’s sake?No;you can see that there would be no accident if you drove on.Is it to avoid getting arrested?No;you are alone;there’s no one to catch you.Still,you sit and wait.。

21世纪大学英语读写教程2作文答案

21世纪大学英语读写教程2作文答案I'm sorry, but I cannot provide a specific essay on the "21st Century College English Reading and Writing Course 2" as it is copyrighted material. However, I can provide you with a general outline and tips on how to write an essay based on this textbook.1. Introduction: Begin by introducing the topic of the essay and providing some background information on the "21st Century College English Reading and Writing Course2." You can also include a thesis statement that outlines the main points you will be discussing in the essay.2. Body paragraphs: In the body of the essay, you can discuss specific topics, themes, or concepts covered in the textbook. You can analyze readings, writing exercises, and other materials provided in the course. Make sure to provide examples and evidence to support your points.3. Conclusion: Finally, wrap up your essay by summarizing the main points you have discussed and reiterating your thesis statement. You can also make recommendations for further study or discuss the implications of the course material.In conclusion, writing an essay based on the "21st Century College English Reading and Writing Course 2" can be achallenging but rewarding task. By following the tips outlined above, you can create a well-structured and insightful piece of writing that showcases your understanding of the course material. Good luck!。

21世纪大学英语读写教程2

21世纪大学英语读写教程2《21世纪大学英语读写教程2》: 提升学习者的英语读写能力引言21世纪大学英语读写教程2是为提高学习者的英语读写能力而编写的一本教材。

本教程旨在培养学习者对英语文章的理解和分析能力，同时提供给学习者大量的写作实践机会。

通过阅读和写作的综合训练，学习者将能够更好地应对大学学习和未来的职业发展。

第一部分: 阅读理解阅读理解是提高英语能力的关键，而这本教程的第一部分就专注于培养学习者的阅读理解能力。

该部分内容涵盖了多种文体，包括新闻报道、科学研究等。

每个单元都提供了一篇文章，紧接着是相关的问题和练习，以帮助学习者更好地理解文章的主旨和细节。

此外，为了拓展学习者的词汇量，每个单元还提供了一些生词和短语的解释。

第二部分: 写作练习该教程的第二部分旨在提高学习者的写作能力。

每个单元都包含一个写作任务，通过给予学习者具体的主题和指导，以写作段落或文章的形式回答问题或表达观点。

通过实践写作，学习者将逐渐掌握论述和组织思想的技巧。

此外，在每个单元的末尾，还有一些写作激励练习，学习者可以根据个人兴趣和经验展开写作。

第三部分: 提高读写技巧除了阅读和写作能力，该教程还注重提高学习者的读写技巧。

每个单元都提供了一些技巧和策略，如如何快速阅读和理解文章、如何提高写作的逻辑性和连贯性等。

此外，教材还介绍了一些常见的语法和词汇错误，并提供了一些实用的修正方法。

第四部分: 拓展知识领域为了帮助学习者拓展知识领域，教材的最后一部分提供了一些额外的阅读材料。

这些材料涉及多个领域，如历史、文化、科技等。

通过阅读这些文章，学习者不仅可以提高英语阅读能力，还可以了解到一些新的知识和信息。

结语《21世纪大学英语读写教程2》是一本全面提高学习者英语读写能力的教材。

通过该教程的学习，学习者将能够提高阅读理解能力、写作表达能力，并掌握一些重要的读写技巧。

同时，通过阅读额外的材料，学习者还可以培养对各个领域的兴趣，并拓展自己的知识面。

英语教学中的语篇分析读后感

英语教学中的语篇分析读后感英语作文1After reading about discourse analysis in English teaching, I was deeply enlightened and gained numerous valuable insights. The knowledge presented in the materials has truly transformed my perspective on teaching English.One particular case that stood out to me was the analysis of a complex narrative text. By carefully dissecting the structure, the use of transition words, and the overall organization of the story, I grasped a clear understanding of how to guide students to navigate through such intricate pieces. It became evident that pointing out the connections between paragraphs and highlighting the key themes helped students build a coherent mental map of the text.Another aspect that struck me was the newfound appreciation for certain analytical methods. The emphasis on identifying the author's purpose and the intended audience allowed for a more profound interpretation of the text. For instance, when analyzing a persuasive essay, understanding these elements enabled me to explain to students how the writer crafts arguments to sway the readers' opinions.In conclusion, this reading has not only enhanced my understanding of the subject matter but also equipped me with practical tools andstrategies to better assist students in their comprehension of English texts.I am now more confident in guiding them to unlock the hidden meanings and logical flow within various types of discourse.2After reading about discourse analysis in English teaching, I was deeply enlightened. It has become apparent to me that discourse analysis is not merely an academic concept but a powerful tool that can significantly enhance the quality of English teaching and students' language acquisition.I realized that discourse analysis plays a crucial role in improving students' comprehensive language application abilities. By analyzing the structure, context, and language features of a text, students can better understand the logic and coherence of the language, thereby improving their reading comprehension skills. For instance, when studying a narrative text, through discourse analysis, students can grasp the development of the plot and the characters' emotions more accurately, which enriches their understanding of the story.In my own teaching practice, I have made initial attempts to apply discourse analysis. I found that it helps students to have a more systematic understanding of grammar and vocabulary. Instead of memorizing grammar rules and vocabulary in isolation, they can understand how these elements function in a specific context. This has greatly enhanced their ability to use language accurately and appropriately.In conclusion, discourse analysis is an indispensable part of English teaching. It opens up new horizons for both teachers and students, enabling us to explore the beauty and complexity of the English language in a more profound way.3After reading about discourse analysis in English teaching, I have gained profound insights and numerous thoughts. The book has truly opened my eyes to the importance and complexity of this aspect in the field of language education.I realized that the current methods of discourse analysis in English teaching have certain limitations. For instance, in some cases, teachers overly focus on the grammatical structures and vocabulary within the text, neglecting the overall context and the cultural background it represents. This leads to students having a fragmented understanding of the language and failing to grasp the true meaning and purpose of the discourse.However, the reading also sparked my thinking on how to improve these shortcomings. We could combine various teaching methods to enhance the effect of discourse analysis. For example, using multimedia resources such as videos and audio clips to provide a more vivid context for students, or organizing group discussions to encourage them to explore and analyze the discourse from different perspectives.In conclusion, I am filled with anticipation for the optimization ofdiscourse analysis methods in English teaching. I believe that with continuous exploration and innovation, we can help students better master the English language and improve their comprehensive language skills.4After reading about discourse analysis in English teaching, I have gained profound insights. I have come to realize that the way of discourse analysis can significantly influence students' interest in learning English.For instance, when the analysis is presented in an engaging and interactive manner, such as through stories, videos, or real-life examples, it can capture students' attention and ignite their enthusiasm. I have witnessed how a teacher used a popular English movie scene to analyze the discourse, and the students were completely immersed in the class, actively participating and eager to learn more.However, on the contrary, I have also observed cases where improper discourse analysis led to students' loss of interest. When the teaching approach was too theoretical and dry, filled with complex grammar explanations and mechanical analysis, students appeared bored and disinterested. They struggled to connect with the content and found the learning process monotonous.In conclusion, effective discourse analysis in English teaching is crucial for stimulating students' interest. It should be creative, relevant, and tailored to the students' needs and interests. Only by doing so can we trulyenhance the quality and effectiveness of English teaching and help students develop a genuine love for the language.5After reading about discourse analysis in English teaching, I was deeply impressed by its significant value in cultivating students' critical thinking.The analysis of discourse allows students to go beyond the surface meaning of the text. For instance, when reading a news article, they can explore not only the stated facts but also the underlying intentions and possible biases. This helps them develop the ability to question and evaluate the information presented.Take a class discussion on a literary work as an example. Through discourse analysis, students were guided to notice the author's choice of words, sentence structures, and the overall organization of the text. They started to think about why certain themes were emphasized and how different elements contributed to the overall message. This process encouraged them to form their own opinions and defend them based on the textual evidence.In another case, when analyzing a scientific report, students were asked to identify the assumptions made and the possible limitations of the research. This kind of exercise pushed them to think critically and not accept everything at face value.In conclusion, discourse analysis in English teaching is not just about understanding the text but also about nurturing students' ability to think independently and critically. It equips them with essential skills to navigate the complex world of information and make informed judgments.。

大学英语阅读教学中语篇分析的探讨

大学英语阅读教学中语篇分析的探讨现代大学英语阅读教学正由从词到句的操练教学逐步转向新的模式——语篇教学。

根据阅读整体教学理论,结合阅读教学模式,针对目前英语语篇阅读教学中存在的主要问题,分析了基于语篇分析的整体阅读教学模式,旨在倡导基于语篇的教学方法,提高学生的语篇意识,以期他们实现对阅读材料有整体和立体化理解。

标签：语篇分析;阅读教学模式;阅读理解能力阅读理解是学习知识和发展智力的前提和基础,同时也是人类信息传递的主要途径。

如何提高阅读能力是当前大学英语教学的重要任务之一。

在英语阅读教学中,我们首先要认识和了解阅读过程,才能有效培养和提高学习者的阅理解能力。

认知心理学认为,读者在阅读中进行交际沟通的过程是一种积极的而非消极的过程。

语言习得理论研究和教学实践都表明,现代大学英语阅读教学正在由从词到句的操练的教学模式逐步转向一种新模式——语篇教学。

许多教师也意识到:在语言教学中必须对语篇加以考虑,因为语言能力本身没有交际价值,只有将其应用于交际,形成了语篇,才能产生交际价值和交际能力。

如何应用语篇教学策略,提高阅读教学效率就是本文主要讨论的问题。

一、目前英语语篇阅读教学中存在的主要问题长期以来,由于受传统教学模式的影响,在翻译法理论指导下以语法为主的英语阅读教学模式过分注重词汇、句子层面的教学,而忽视语篇、语义教学。

其主要教学方法为讲解词汇和语法、分析结构、翻译句子、课堂提问以及课堂练习等,结果是将课文分解得支离破碎,严重忽视了语义的整体理解。

这一模式引导学生停留在字、词和句上,从而忽略了文章内容、结构和背景等整体因素,造成思维断层。

这使得阅读速度缓慢,单位时间获取的信息量少,对课文理解片面,阻碍了与外界信息的传递,使得学生习惯精读阅读策略。

这种只利用纯语言知识的策略极易导致读者阅读视幅过窄、反复回读、逐词逐句地阅读文章,甚至养成了一种阅读坏习惯——出声阅读,从而大大影响了阅读速度和效率。

在阅读教学中,学生或许能较轻易地完成一些客观理解题,而面对主观量解题(如推理、判断、结论等理解题)就会感到束手无策,成功率也较低。

浅谈阅读策略在大学英语教学中的应用——以21世纪大学英语教材为例

摘要：大学英语四级考试中，阅读作为分值最高的题型已被广泛重视。但由于英语是第二语言，外语学习者在阅读过程中很容易产生理解不当或是错误，使得这一题型得分率普遍不高。因此，高学生的阅读理解能力应是英语教学当中的当务提之急。本文以２世纪大学英语教程为例，１简要分析了英语精读课堂上的有效的阅读策略，借此抛砖引玉，引起更多英语教育者对英语阅读策略训练的不断探索与研究，高学生的整体阅读水平，高四级阅读题目的得分率。提提
ｉｓｓｅｈｔＷｉｓｏ ’ ｐｃｕｅｏｅｏｉｒｔｏａｔｌｎｉｔｄｔａｎｔｎｓｉｔｒ－ｎｆｈｓｆｓｆＣｈｒｗｅｌｉ－ｗａｈｒｆａｐｏｅｓｏａ，ｏｎａｔｕ，ｎｈｕｄｂｓｔｅｗｏｋｏｒｆｓｉｎｌｎｔａｍａｅｒａｄｓｏｌｅ
订版）一单元ＵｉＯｅｎｔｈｒｈｌＨｓｔｒｉ第ｎｎｓｎｕｃｉ— ｉＯｈｆｔＷｉｏＣｌｅＬｅ中，ｌ段（ａｅ）第１ｐｇ４：
Ｅｔｅｗｒａｏｙｕ，ａｄｏｏｈｊｄｅｎｒｓｅｅｎｎｍｏｓｎｓｍｅｆｔｅｕｇｓｉ
关键词：语；英阅读；堂；课策略
建国以来，育部历次颁布的大学英语教学大纲始教终把阅读理解能力的培养摆在重要位置。著名学者
ｋａｈｎ外语学习的主要成功因素之一归纳为大剂量、ｒｓｅ把

语篇分析在大学英语阅读教学中的运用

语篇分析在大学英语阅读教学中的运用【摘要】: 在大学英语阅读教学中，语篇分析发挥着越来越重要的作用，文章从语篇、语篇分析与语篇教学法的概念入手，谈谈自己在大学英语阅读教学中语篇分析的运用。

【关键词】:语篇；语篇分析；语篇教学法；大学英语阅读教学；运用阅读理解是大学英语教学的主要任务。

近年来,随着外语教学理论研究的不断深入,篇章语言学作为一门独立的学科,越来越受到外语教师的重视，而篇章教学作为教学的主要手段在很大程度上依赖于语篇分析,语篇分析已成为英语阅读教学中一种重要的教学手段。

因此,我们可以在教学中充分利用语篇分析的各种理论,改善过去重视词句教学而轻视篇章解读的状况,以便改进教学方法,提高教学效果。

一、语篇、语篇分析与语篇教学法的概念语篇又称为篇章、文章、话语等。

黄国文教授认为：”语篇通常指一系列连续的话段或句子构成的语言整体...... 语篇无论以何种形式出现，都必须合乎语法，并且语义连贯，包括与外界在语义上和语用上(semantically and pragmatically)的连贯，也包括语篇内部在语言上的连贯。

”决定语篇的不是形式，而更多的是意义，是形式和意义的统一体。

形式和意义都必须有相应的完整性，但各自又有一定的独立性和依赖性。

因此，在教学中，一定要注重篇章的整体理解。

而我们教材中的语言材料都是具有典型性的语篇,这就为我们进行语篇教学创造了良好的前提条件。

语篇分析以篇章为基本单位,从篇章的整体出发,先分析理解篇章结构,尔后分析句子与句子之间,段落与段落之间的衔接及逻辑思维的连贯,从而使学生具有通览全篇的能力,掌握文本的主题,同时掌握句子在表达篇章整体意义上所起的作用,最终达到”先见林后见树,既见林又见树”的阅读教学目的。

语篇分析的目的，在于既要让学生领悟作者所传达的思想要点，又要使他们掌握语言的表达方式，扩充词汇量，认知各种语言现象，进而从语篇上让学生尽量多地获取文章所传达的信息。

语篇分析在大学英语阅读课中的运用

语篇分析在大学英语阅读课中的运用作者：周杰来源：《校园英语·上旬》2015年第05期【摘要】本文试图从大学英语阅读课的现状入手，就语篇分析的概念与具体运用帮助学生理清阅读文本的结构、理顺文本的重要性。

【关键词】阅读教学语篇分析可行性【Abstract】Discourse Analysis in reading class in university English teaching is a very important practical plate.This paper attempts to start from the university English reading course present situation，the concept of discourse analysis and the specific application to help students sort out the reading of the text structure，straighten out the importance of the text，but，more important is to read the text content and message reaches deeper，more fully understand.On discourse analysis in university English reading and its significance in the teaching of the feasibility to do some research.【Keywords】the teaching of reading； discourse analysis； The feasibility一、语篇分析理论近些年来，语言学领域从社会学的角度出发，将语言分为三大功能：概念功能、交际功能和语篇功能。

21世纪大学英语读写教程第二册教学反思

21世纪大学英语读写教程第二册教学反思背景21世纪大学英语读写教程（第二册）是中国大学英语教学中广泛使用的教材，适用于英语专业和非英语专业的本科生。

该教材旨在提高学生的英语阅读和写作能力，同时增强其跨文化交流能力和自主学习能力。

我们在教学中运用了该教材，并在教学中进行了反思和改进，本文将对此进行探讨。

教学模式我们采用了以教师讲解+学生自主学习的教学模式。

首先，教师讲解了教材中的重点内容，强调了英语阅读和写作技能的培养和实践。

然后，学生根据教材中的指导进行自主学习和实践，完成阅读和写作任务。

这样的教学模式有助于学生掌握自主学习的能力，同时也有利于教师更好地了解学生的学习进展和问题。

教学内容教学内容主要围绕课文和选读文章展开。

我们注意到，对于英语非母语学生来说，阅读和写作是相对困难的技能。

因此，我们在教学中注重了课文和选读文章的语法、词汇、句型和逻辑分析，以及文章结构和意图的理解。

同时，我们还引导学生对文本进行评价和探讨，以加深其对英语阅读和写作的理解和认识。

反思与改进通过教学中的反思和评估，我们认为教学中还存在了以下问题：1.缺乏交互式教学。

虽然我们倡导学生自主学习能力的培养，但我们也注意到，学生之间缺乏交流和讨论，缺乏对英语实践的锻炼和反思。

因此，在教学中我们应该加强学生之间的交互式教学，例如学生间组织小组讨论，进行英语写作比赛等。

2.缺乏多元化教学。

尽管我们在教学内容上尽量注重多元化和跨学科性，但教学方式和评价标准过于固定化。

因此，在教学中我们应该注重多种教学实践的运用，例如互联网教学、虚拟实验室等。

3.评价体系过于单一。

虽然教材中提供了评价标准，但过于单一，只注重文本的语言规范和内容表达，缺乏创新和探究精神的评价。

因此，在教学中我们应该尝试更多样化、创新性的评价方式，例如学生自我评价、同学互评等。

总结教学不是一成不变的，需要不断反思和改进。

21世纪大学英语读写教程（第二册）尽管已经成为英语教学中的标准教材之一，但教学中仍然需要更多的自主学习、交互式教学、多元化教学和创新性评价的运用，以更好地培养学生的英语阅读和写作技能，提高其跨文化交流能力和自主学习能力。