曹丽的论文综述

论 文 专 用 纸 论 文 专 用 纸 ……………………. ………………. ………………… Application of Three Reading Models in High-School Teaching I. The current situation of the application of the three reading models in high—school teaching at home and abroad Home: In China, most of the researches on the three reading models mainly concentrate on the teaching of reading in the universities and colleges, and seldom put them into the use of high—school teaching. So, some students in high—school even do not know clearly the meaning of the three models, and can not use them to guide reading and improve the reading ability. Abroad: How readers extract meaning from a text has long been a focus of attention. Various potential theories have been put forward by foreign experts. Their major achievements and findings are top-down model, bottom-up model and interactive model. Similar to the case in China, most of the foreign researches on the three reading models mainly concentrate on the teaching of reading in the universities and colleges, and seldom put them into the use of high-school teaching. Generally speaking, most of the foreign and domestic researches on the three reading models mainly concentrate on the teaching of reading in the universities and colleges, and seldom put them into the use of high—school teaching. II.Purpose of the paper Since most of the foreign and domestic researches on the three reading models mainly concentrate on the teaching of reading in the universities and colleges, and seldom put them into the use of high—school teaching. Then how is the application of the three reading models in high-school teaching? The paper tries to answer this question. A questionnaire is designed to describe teachers’ and students’ use of the three reading models, and the application of the three reading models is carried out to identify the importance of reading models in the teaching of reading. Some suggestions are proposed to help teachers design their own reading tasks and to help students improve their reading ability. III.General structure of the paper 1.Introduction Scholars abroad made many researches on people dealing with information, and raised many 装 订 线 ……………….……. …………. …………. … 第1页 论 文 专 用 纸 ……………………. ………………. ………………… different reading models. Among them, the major models are: top—down model, bottom—up model and interactive model. Since 1970, the three reading models have been acknowledged in the field of reading, and they have a direct effect on the guidance of teaching and improvement in students’ reading ability. Most of the foreign and domestic researches on the three reading models mainly concentrate on the readers in the universities and colleges, and seldom put them into the use of high –school teaching. Then, how is the application of three reading models in high—school teaching? This paper tries to answer this question. A questionnaire is designed to describe teachers’ and students’ use of the three reading models and the application of the three reading models is carried out to identify the importance of reading models in the teaching of reading. Some suggestions are proposed to help teachers design their own reading tasks and to help students improve their reading ability. 2. Literature Review 1) Reading is a psycholinguistic guessing game( Goodman, 1967), a process in which readers sample the text, make hypotheses about what is coming next, sample the text again in order to test their hypotheses, confirm(or disconfirm) them, make new hypotheses, and so forth. Reading co Reading comprehension means extracting the required information from the text as efficiently as possible. There are two broad levels in reading: I) visual signals from the eyes; II) a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey. Reading skills refer to the professional techniques that are automatic. They are applied to a text unconsciously for many reasons including expertise, repeated practice, and compliance with directions. There are mainly two reading skills: scanning and skimming. 2) Three reading models How readers extract meaning from a text has long been a focus of attention because the process of extracting meaning gives us invaluable information about readers’ cognitive processes during reading. Various potential theories have been put forward by foreign experts. The major achievements and finding are top—down model, bottom—up model and interactive model. A top—down model is a reading model that one’s background knowledge plays a more important role than the words and structures in reading comprehension. It is raised by Goodman (1967), who once said that reading was “a psycholinguistic guessing game”. Early works in second language reading assumed that reading was a decoding process of reconstructing the author’s intended meaning from the smallest units of language at the “bottom”(letters and words) to larger units at the “top”(phrases, clauses, sentences, text). Gough proposes what may be classified as a phonics—based or “bottom—up” model of the reading process which portrays processing in reading as processing in serial fashion, from letters to sounds, to words, to meaning, in the progression suggested in the accompanying figure. This was termed as code—emphasis, text—driven, 装 订 线 ……………….……. …………. …………. … 第2页 论 文 专 用 纸 ……………………. ………………. ………………… phonics—based or “bottom—up” model. Bottom—up model places primary emphasis on textual decoding, emphasizes the written or printed text, says that reading is driven by a process that results in meaning (or, in other words, reading is driven by text), and proceeds from part to whole. A comparison between top—down model and bottom—up model First, top—down model emphasizes what the reader brings to the text, such as prior knowledge and experiences; bottom-up emphasizes the written or printed text. Second, top—down model says comprehension begins in the mind of the reader, who already has some ideas about the meaning of the text; bottom –up model says comprehension begins by processing the smallest linguistic unit( phoneme), and working toward the larger units( syllables, words, phrases, sentences). Third, top—down model proceeds from the whole to the part; and bottom—up model proceeds from part to the whole. Since neither the “bottom—up” nor the “top—down” model of the reading process totally accounts for what occurs during the reading process, Rumellhart(1971) propose an interactive model in which both letter features or data—driven sensory information and non—sensory information come together at one place. Goodman,K.(1981) also explained that an interactive model is one which uses print as input and has meaning as output. But the reader provides input, too, and the reader, interacting with the text, is selective in using just as little of the cues from text as necessary to construct meaning. Both of them give the definition of the interactive model. 3. A description and the application of the three reading models in high-school teaching This part is about the description and the application of the three reading models in high—school teaching. It consists of a questionnaire to teachers, a questionnaire to students, and the application of the three reading models in high—school teaching. According to the questionnaire, it seems that many teachers and students are inclined to use the interactive model while few of them use the top—down model and bottom—up model. The following is a description of the application of the three reading models in high school teaching. In the application of top—down reading model, we can see that one’s background knowledge plays a more important role than new words and new structures in reading comprehension. For example, we all have experiences of reading something, which does not contain any new words or new structures, but we still find it difficult to understand its meaning. In other cases, we may read an article based on our knowledge about the topic without too much difficulty. Therefore, it is believed that in the teaching of reading, the teacher should teach the background knowledge first so that students equipped with such knowledge would be able to guess meaning from the printed page. In the application of the bottom—up reading model, we can see that reading teaching is based on 装 订 线 ……………….……. …………. ………… 第 3 页 论 文 专 用 纸 ……………………. ………………. ………………… the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. It emphasizes a single—direction, part-to-whole processing of a text. However, it gives little emphasis to the influences of the reader’s world knowledge, contextual information, and other higher-order processing strategies. In the application of the interactive reading model, we can see that the model stressed both what is on the written page and what a reader brings to it using both top-down and bottom-up skills. It involves two aspects of interaction: the interaction between reader and text, and the interaction of the component skills that work together simultaneously in the process. 4.Suggestions Teachers should not only master the theory very well, but also put them into practice. During the process of teaching, teachers can teach students new words, phrases and new structures as well as the cultural and social background. That is the stages in which bottom-up model and top—down model are integrated to help students in their reading comprehension and in increasing their language efficiency in general. The three stages are pre-reading, while-reading and post-reading. By pre—reading activities, we mean activities that students do before they read the text in detail Such activities could be pooling existing knowledge about the topic, predicting the contents of the whole text, skimming or scanning the text or part of the text for certain purpose. The purpose of the pre—reading is to facilitate while—reading activities. Harmer (2000) calls this stage of reading lead—in, where the students and teacher prepare themselves for the tasks and familiarize themselves with the topic of the reading exercises. One of the major reasons for this is to create expectations and arouse the students’ interest in the subject matter of the text. There some pre-reading activities in details: predicting, setting the scene, skimming, and scanning. In the while-reading activities, different texts offer opportunities for different kinds of exploitation. Yet a reading passage in a traditional reading comprehension book has generally been exploited by means of asking multiple choice questions, T/F questions, open questions, paraphrase, and translation. In the while—reading activities, different ways of exploiting different texts are focused on the process of understanding rather than the results of reading. Having looked at the pre and while reading activities, a number of possible post reading tasks are considered. It is in this area, perhaps, that teachers have to be most inventive or imaginative. They have to design tasks which are relevant to the text being studied and appropriate to the students’ level. At the post reading stage, teachers often rely upon reading aloud, asking comprehension questions or asking students to paraphrase sentences of the text. Sometimes, sentence by sentence is conducted. However, these activities are inadequate to fulfill the functions of post reading tasks. Post-reading tasks should provide the students with opportunities to relate what they have read to 装 订 线 ……………….……. …………. ………… 第 4 页 论 文 专 用 纸 ……………………. ………………. ………………… what they already know or what they fell. In addition, post-reading tasks should enable students to produce language based on what they have learned. 5.Conclusion The study of reading models holds considerable promise. In the past few decades, most of the foreign and domestic researches on the three reading models mainly concentrate on the teaching of reading in the universities and colleges, and seldom put them into the use of high-school teaching. The purpose of the study is to investigate the use of three reading models in Middle 1.School in Gaomi city. The paper designs a questionnaire and carries out the application of the three models in high—school teaching, since teaching of reading should focus on developing students’ reading skills and strategies, which can be achieved through pre, while and post reading activities. Some suggestions are proposed to help teachers design their own reading tasks and to help students improve their reading ability. However, the study suffered from the following constraints for various reasons. For instance, much of the research has relied on the data got from the learners’ responses to the items in the questionnaire. And since the subjects involved in the experiment are in a small number, it cannot reflect the whole situation, so we cannot say the three reading models will be always effective to every one. We hope this study can be of some help to teachers in designing their own reading tasks and help students in improving their reading ability. Bibliography: 1.Anderson N.J. 1999. Exploring second Language Reading: issues and strategie. Cambridge University Press. 2. BeverleyL.Zakaluk.1996. A Theoretical Overview of the Reading Process: Factors Which Influence Performance And Implication For Instruction .Unpublished PH.D thesis 3.Carrell，P.L et al (Eds).1998. Interactive Approach to Second Language Reading. Cambridge University Press. 4.Christine Nuttall.2002. Teaching Reading Skill in a Foreign Language. Shanghai Foreign Language Education Press. 5.Cunningsuorth, A.1984. Evaluation and Selecting ELT Materials. Cambridge University Press. 6.Dechant, Emerald.1991. 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