《英语教学法教程》课件—11
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4. Reading is an active process of comprehending and the students need to be taught strategies to read more efficiently. (Clark and Silberstein 1977)
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2.Reading is a creative art, reading is interaction, reading id interpretation, reading is a social art, and reading is responding.( Eric)
3.Reading is an interactive process, involving knowledge of the world and various types of language knowledge, any of which may interact with any other to contribute to text comprehension. (Carrell et al 1988)
Aims of the Unit
To understand the meaning of reading To understand what are the components for the good reader To know the factors affecting the reading process To know three models for reading and three levels of reading To get to know the principles of reading and teaching reading stages and activities
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5. Word recognition is automatic in good readers.( Mitchell,1982)
6. Poor readers most make use of contextual redundancy to facilitate recognition.
7. A fluent reader may possess the skill of rapid, automatic word recognition, but may resort to strategies such as phonological encoding when faced with an unfamiliar word. Fluent readers typically ignore rather than guess unknown lexis ( Tlmlinson& Ellis, 1987)
1.The difference between good readers and poor readers may lie not in their ability to guess, but in their decoding skills(Paran,1996) 2. Good readers use context less than poor readers do. They
2
What is reading?
1.Reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses about what is coming next, sample the text again in order to test their hypothesesBiblioteka Baidu confirm(or disconfirm) them, make new hypotheses, and so forth.(Goodman,1967)
contents
Research findings about good readers Factors affecting reading Strategies in reading comprehension Principles in teaching reading Approaches of teaching reading Three levels of reading Objectives of teaching reading
decode faster.(Stanovich,1980) 3. Good readers may have greater awareness of context, but they
do not need to use it while they are reading.(Oakhill and Garnham,1988) 4. Good readers know the language. They can decode with occasional exceptions, both the lexical and syntactic structures they encounter in texts, and they do so for the most part, not by guessing from context or prior knowledge by the word, but by a kind of automatic identification that requires no conscious effort.(Eskey D 1988)
4
Guidelines for reading instruction Contents of teaching instruction Classroom activities Reading stages
5
Research findings about fluent/good readers
3
2.Reading is a creative art, reading is interaction, reading id interpretation, reading is a social art, and reading is responding.( Eric)
3.Reading is an interactive process, involving knowledge of the world and various types of language knowledge, any of which may interact with any other to contribute to text comprehension. (Carrell et al 1988)
Aims of the Unit
To understand the meaning of reading To understand what are the components for the good reader To know the factors affecting the reading process To know three models for reading and three levels of reading To get to know the principles of reading and teaching reading stages and activities
6
5. Word recognition is automatic in good readers.( Mitchell,1982)
6. Poor readers most make use of contextual redundancy to facilitate recognition.
7. A fluent reader may possess the skill of rapid, automatic word recognition, but may resort to strategies such as phonological encoding when faced with an unfamiliar word. Fluent readers typically ignore rather than guess unknown lexis ( Tlmlinson& Ellis, 1987)
1.The difference between good readers and poor readers may lie not in their ability to guess, but in their decoding skills(Paran,1996) 2. Good readers use context less than poor readers do. They
2
What is reading?
1.Reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses about what is coming next, sample the text again in order to test their hypothesesBiblioteka Baidu confirm(or disconfirm) them, make new hypotheses, and so forth.(Goodman,1967)
contents
Research findings about good readers Factors affecting reading Strategies in reading comprehension Principles in teaching reading Approaches of teaching reading Three levels of reading Objectives of teaching reading
decode faster.(Stanovich,1980) 3. Good readers may have greater awareness of context, but they
do not need to use it while they are reading.(Oakhill and Garnham,1988) 4. Good readers know the language. They can decode with occasional exceptions, both the lexical and syntactic structures they encounter in texts, and they do so for the most part, not by guessing from context or prior knowledge by the word, but by a kind of automatic identification that requires no conscious effort.(Eskey D 1988)
4
Guidelines for reading instruction Contents of teaching instruction Classroom activities Reading stages
5
Research findings about fluent/good readers