希望有人知道这篇文章的中文翻译或者能不能帮忙翻译..

希望有人知道这篇文章的中文翻译或者能不能帮忙翻译..
希望有人知道这篇文章的中文翻译或者能不能帮忙翻译..

希望有人知道这篇文章的中文翻译或者能不能帮忙翻译..
.广泛阅读能提供”可理解性输入”.

(1982)认为克拉申的关键因素之一,在语言学习”可理解性输入”,其中他列举广泛阅读.他认为,广泛的阅读会导致语言习得的文献,包括足够暴露在语言、有趣的材料,和一个轻松的学习环境.克拉申的质量别人强调语言的学习者接触是很重要的,如果他们想要从错误中吸取教训.Elley(1991)的存在的“暴露之间的鸿沟,母语学习者外语学习者和报告相关的研究表明,孩子在6 - 12岁的提供广泛的阅读资料显示快速增长的语言发展与其他团体.



2广泛阅读能提高学习者的通用语言的能力.



现在有很多的证据支持这一观点.举例来说,这本书在斐济显示洪水项目有显著的改善识别和阅读理解的词后的第一年,两年后,宽的涨幅记录在英语口语能力和写作能力.(Elley和Manghubai 1983).这个研究被Elley案情)”(从阅读能力的影响蔓延到其他语言技能的写作、演讲和控制的语法.”相似点是由主观能动性和巴(1996).中国或许是最相关的曾荫权在中学(1996)在香港联合交易所上市.



3广泛阅读能提高学生的一般知识.



虽然发展广泛系列的初中和高中英语对于中国来说,刘适合报道,一遍又一遍的关键之一,在英语课堂激励因素是渴望提高学生对世界的了解,适合个人通信,刘).这同样也适用于非英语专业学生在大学里,谁都比较小的内在学英语的兴趣.其中最流行的元素在大学英语,笔者参与,是“浓缩阅读”组成.报道说,他们喜欢的学生提供了,因为他们有趣文字,真实,“让我们了解世界.”(枪Yueguo、个人通讯.)



4泛读激发学习者的阅读


动机能来,还可以从许多别的来源:对一般的知识是一个外,但内在感兴趣的是另一回事.学生在中国非常,因此,如果文本的真实性是由一个以英语为母语的人在当代英语好,本身是一笔很大的画.

这个问题有一个很大的动力,探讨文学不能完全在这个时候.贝尔的账户的工作在也门(1998)提供了一些好钟的证据可以激发读者如何精心挑选的书,但学生们自己处在一个年长的年龄层(17 - 42).使机器相关的是一个很好的东南亚国家的案例研究刊登在贝尔和坎贝尔(1996年、1997年).



5泛读巩固和提高知识的词汇


一项由Nagy与赫尔曼(1987)宣称子女之间的成绩3和12个美国学习到3000字.显然,这些话是简单的,没有正式的教导在课堂上所学到的:他们如果非独收购、主要通过阅读.这是可能的,我们花了教学的新词汇在中国可能在一定程度上被问我们最好还是学生读!

这一情况使得广泛阅读能巩固的词汇和语言形式已经在教室里.在过去,强调传统上被放置在分级的读者,哪有控制的语法、词汇的负荷,这些有一定的优势和加固提供定期重复的语言形式.(Wodinsky和民族1988).然而,发展了“真实的”运动,特别是在英国,导致近年来强调在“真实”的真实英语写的书,而不是pre-digested、控制饮食提供传统的评分读读书计划.其他人试图到达一个妥协-真正地道英文写的书,在大约调到可能的语言水平的读者.评分,如果它发生,既是集中兴趣水平和相关的学生,而不是语言形式.方法采用这种特征的最新系列人民教育出版社和香港商业新闻.(PEPUPYE系列2002年).额外的动力去这个方法是由增加对教育政策的变化,以及在中国以外省、自治区,作为本地课程的措施使它很难调整语言水平为目标的学生数量.



6广泛阅读能提高写作


回顾》(1984),运用大量的研究表明在一个具体的学习环境来支持这个观点,但是更多的是有关在中国学习第二语言学习者.廖仲协,Susser(1989)发现广泛阅读似乎导致日本高中学生提高写作能力,Hafiz和图多尔(1989)在研究了相似的结论进行了在英国和巴基斯坦.



7广泛阅读能培养自主学习


教室是不可避免的,以较短的文本和泛读提供学习者的阅读内容,更多样的主题,在他们自己,并以他们自己的方式.这是一个非常重要的方面,泛读:学生必须从依赖教师、读书给他们机会去这么做.我们的许多学生继续从高中到正式的关于非正式学习的情况下,他们可能不得不学习广泛靠自己.广泛阅读能给他们的信心和能力去应付长篇章.

然而,一个字的警告是必需的,对这个问题:大多数文本选择更为广泛的阅读倾向于虚构小说文本,是一种非常不同类型的写作,学习者必须使用在学术研究,它是值得商榷的阅读策略和方法适合小说也适合散文.我们不能假定有转学到另一个类型,因此它是强烈要求散文以及小说——事实上,宽范围的文体特征,应该尽可能广泛的阅读计划.因为这个原因,PEPUPYE系列已经暗示是否包括各种各样的类型,和健康的散文以及小说.这是要注意,这是一种最新的要求教育部教学大纲.



如何实施泛读课程



广泛的阅读可以在2个方面:



分享阅读:1班的读者


这个班的目的是使学生读者对质量的提高他们的阅读.格兰特1975年;(1984)类读者资助是一个文本,全班都读一段时间,通常是四个或五个星期,从课堂里出来;选择部分是由老师在课堂上治疗的基础,是为众多的课堂活动,包括(几乎完全口头)询问、讨论、角色扮演、大声朗读(由老师和学生)和创意写作.重要的是不要太过长的一段时间,在任何一个类读者时间太长在一本书可以把它变成一个孔,整个运动才能成为生产力.

这个班读者都不常用的许多中国人教室,但它可以起到了有益的帮助来配合富于想象力的反应.它不是直接关系到考试时,它不会有任何examination-style类型与其相关问题,老师能够使学生数量的重要信息,包括

*阅读会很有趣.

这完全是可接受性略读读——你不需要了解每一个字来抓住问题的实质.

这是好发展*的意见和个人的反应,而你正在阅读的社会、伦理和美学.



两个人阅读计划-美国国税局


如果类读者而言,以优良的品质、阅读美国国税局是关心质量、数量.目的是让国内学习者尽可能广泛地阅读,并尽可能地,作为舒心.这是怎么做的,主要取决于其资源,学校有可用的.它可以用很多不同的方式.如果:



利用学校的图书馆



学生进入图书馆每周一次,并选择他们想要读的书.在此期间,老师监视器什么样的书读,帮助他们选择,并落实个人采访的学习者,刚完成一个书——通常是找出他们的回应(在一个完美的世界,去发现他们是否已经事实上读它.)学生和老师纪录称号,阅读的日期.



形成一个类库


这种操作在一个非常类似的方式,但这一次是一个较小的图书馆的书籍,并选择提供学生一个书盒、或碗柜里.这本书是精挑细选,以便他们都适合类(其中的一个问题是,学生是学校图书馆的书,有时不恰当的选择,这样或那样的原因.)



形成了无形的图书馆


如果这个资源是有限的,这是学校有时可能会得到个别学生每买一本书,或分享的成本和交换他们买书,每星期.通过购买一本书,然后有潜在的学生,到50岁或以上,根据大小的课.



发展个人图书馆


它可能在某些领域,鼓励学生去购买自己的书籍,并建立起自己的个人或家庭!).如果这样的计划是成功的,教师必须说服了父母,这不过是一个值得的投资.



在方法切实可行的建议


经验表明,大量的特点可以协助开发成功的图.



1学生参与最大化


然而美国国税局是组织时,总是有实际的问题——整理书籍、维护清单,分享经验,个别的书,等等,经验表明,更多的学习者,越高越好.比问老师去做每一件事!


2学生演讲


每个星期,一小部分的学生应该被邀请到一个简短的陈述书,他们刚刚完成了.学生喜欢听到别人的想法,这些陈述书,个人玩一个有用的角色,帮助别人选择书时,他们很可能会喜欢.


3朗读


大声朗读是经常鄙视的“特殊技能”具有“小转移”的关键技能默读.大声朗读-特别是在精读课-很少起着非常重要的作用,但是学生喜欢这样做,它们还喜欢听老师念故事或精选的故事.(我记得大部分来自于自己的中学的时候被那些朗读给我的老师!)这可以发挥激励的作用.


4劝阻缓慢阅读


“SloMo阅读是什么发生在精读课堂,每个字有时被拆掉并重新组装起来;这是经常会在精读课,是加倍如此广泛的阅读计划.关键技能的“Infski”应作为一种重要的读者的生存策略.”Infski”并不是一个俄罗斯Psycholinguist !它代表了“推断或跳过”.

所以字典应该很少被使用,和良好的大量广泛的相关阅读资料将会提供即时适当的任何关键字,可能引起读者跌倒.(这是一种策略在PEPUPYE.)事实上,一个人感到矛盾提供这些双语光泽,但研究表明这是老师和学生都想,如果它能让阅读过程简单化,更快、更激励,就这么定了.



5监控学生的阅读


教师应记录什么样的学生在读书,他们是多么的阅读.Backsliders可能需要打打气儿.又或许,我经常发现发生了,学生们可以选择一件非常不适合.当我在我曾经发现一个最低价,通常是我的学生high-achiever,似乎已经停止了在国税局的教训.我发现他选择了一种全新的查尔斯•狄更斯的小说,而完全陷入了好几周第1章!

记录学生阅读可以保存在一个文件或目录书卡片,甚至(在一个类库)在墙上的图表(由学生!)足够大名单上的所有书籍可以在阅读计划下的一面,所有学生的名字沿顶部.这个日期完成书就进入了图表上.每学期结束时,恒星会授予,如果需要,可以转换为标志,如果发现有激励.

总的来说,测试,这样,应尽量避免,戴维斯(1995)表明泛读课程应该是“无压力测试或标志”.然而,在我们的经验中,在中国,一个任务完成不可见的微量很少被看作是一个真正的任务,是可取的文本是伴随着短暂,gist-type这样或者那样的问题.值得一提的是,似乎很喜欢这些问题,学生,因此,再一次,在PEPUPYE中,我们已把他们和其他一些question-types,虽然他们中的许多人都是可选的.

短的书面工作,在适当时,也可做了——一个良好的文本常常作为一种有用的刺激,就像我们看到的年轻女子.



6老师的促销活动



这是必要的,可以采取很多方式.热情、书籍、阅读是会传染的,老师正在敦促发展这样的积极性,并展示他们的行动(见下文,第3节).在促销活动于:劲头十足的会谈

阅读aloudthe使用多媒体(录像,cd - rom、录音带、电影等)浓缩活动(轶事、戏剧、电影互访,利用访问,的确,利用任何海报,有关他们所读过.

与合适的学生颁发标志作为奖励,他们努力(努力——不是阅读成绩!)



阅读课程持续


众多的变化,其安全监督和报告部门——苏联(不间断默读)亲爱的,把一切与阅读)和力量(正面)和发烧时喜欢阅读(免费主动阅读另一个程序,我们都能从错误中吸取教训.它已经在香港,一些成功,将是值得我国的课堂教学研究.).我们要给它SSR:固态继电器提供学生一个街区的时候(通常每周两次)致力于阅读.在时间,SSR班上每个人都读一本书的选择(包括至关重要的老师).没有中断,一般情况下,没有作业,或其他相关的活动来阅读.Pilgreen(2000)表明,以便它可以有效,就必须进行一段时间至少6个月的时间,这是需要被分配的基础上至少两届15至30分钟.

SSR不是新的:就我所知,这是首次引入亨特(1970)和以来吸引了大量的研究,在母语和外语的情况.结果喜忧参半,部分原因是由于许多改编的方法了.这个研究综述邹钦华及周杰伦(2001).一个充分的描述及其支流继电器可以发现,在Pilgreen(2000).这个共识似乎是,它可以与一些语言学、或ESL课程的学生,但是那有质疑这样一个程序的价值与任何测试或监测;这尤其适用于外语的学生.这整个主题需要更多的研究.和与格特鲁德·斯坦因我离开你一个问题,而不是一个答案!



结论


来自世界各地的经验表明,广泛的阅读书目,可以发挥重要的作用,在促进语言的改善和发展.他们需要一定数量的投资在时间和资源,但所带来的好处远远大于成本.新推出的一种新的教学大纲,由于中国的重要性的广泛的阅读,我们可以期待一个全国性的改变态度,奇妙的机会阅读的进步.

1. Extensive reading can provide “comprehensible input”.
Krashen (1982) argues that one of the key elements in language learning is “comprehensible input”, among which he lists extensive reading. ...

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1. Extensive reading can provide “comprehensible input”.
Krashen (1982) argues that one of the key elements in language learning is “comprehensible input”, among which he lists extensive reading. He argues that extensive reading will lead to language acquisition, provided that the texts include adequate exposure to the language, interesting material, and a relaxed learning environment. Krashen and others emphasize that the quality of the language to which the learners are exposed is very important if they are to learn from the input. Elley (1991) notes the existence of “an exposure gap” between L1 learners and L2 learners, and reports on a number of relevant studies, showing that children between 6 and 12 years of age provided with extensive reading materials showed rapid growth in language development compared with other groups.

2 Extensive reading can enhance learners’ general language competence.

There is much evidence to support this view. For example, the book flood project in Fiji revealed significant improvements in word recognition and reading comprehension after the first year; after two years, wider gains were recorded in both oral skills and writing. (Elley and Manghubai 1983). The studies cited by Elley (op.cit) indicated “a spread of effect from reading competence to other language skills writing, speaking, and control over syntax.” Similar points are made by Grabe (1991) and Paran (1996). Most relevant in China perhaps is the study by Tsang (1996) in secondary schools in Hong Kong.

3 Extensive reading can enhance students’ general knowledge.

While developing the widely-used series Junior and Senior English for China, Liu Daoyi reported that time and again, one of the key motivating factors in English classrooms was the desire to increase the students’ knowledge of the world, (Liu Daoyi, personal communication). The same applies to non-English majors in College, who have comparatively little intrinsic interest in learning English. One of the most popular elements in Active English, the series this author was involved in, was the “Enrichment reading” component. Students reported that they liked the texts provided because they were interesting, authentic, and “enable us to learn about the world.” (Gu Yueguo, personal communication.)

4 Extensive reading motivates learners to read

Motivations can come from many sources: the desire for general knowledge is one f them, but the intrinsic interest of the texts is another. Students in China greatly value authenticity, so if the text is written by a native speaker in good contemporary English, that in itself can be a big draw.
The issue of motivation has a large literature which cannot be explored fully at this time. Bell’s account of work in Yemen (Bell 1998) provides some good evidence of how well-chosen books can motivate readers, though the students themselves were in an older age-group (17 – 42). .More relevant is a very good South East Asian case study reported in Bell and Campbell (1996, 1997).

5 Extensive reading consolidates and increases knowledge of vocabulary

A study by Nagy and Herman (1987) claims that children between grades 3 and 12 in the United States learn up to 3000 words a year. Clearly, these words are simply, not formally taught in class: they are learnt by acquisition, largely if not exclusively through reading. It s possible that the time we spend teaching new vocabulary in China may be to some extent better spent by simply asking our students to read!
It is also the case that extensive reading can consolidate vocabulary and language forms already treated in the classroom. In the past, the emphasis has traditionally been placed on graded readers, which have a controlled grammatical and lexical load, and these certainly have the advantage of providing regular repetition and reinforcement of language forms. (Wodinsky and Nation 1988). However, the development of the “real books” movement, particularly in the UK, has led in recent years to an increased emphasis on “real” books written in authentic English, rather than the pre-digested, controlled reading diet offered by traditional graded reading schemes. Others have attempted to arrive at a compromise – real books written in authentic English roughly tuned to the likely language level of the readers. Grading, if it occurs, is as much focused on interest levels and relevance to the students, rather than language forms. This characterizes the approach used by the latest series published by the People’s Education Press and Hong Kong Commercial Press. (PEPUPYE series 2002). An added impetus to this approach is provided by the increasing variations in educational policy across China, both within and beyond provinces and autonomous regions, as local curriculum initiatives make it increasingly difficult to adjust language levels to targeted segments of the student population.

6 Extensive reading can lead to improvements in writing

Krashen (1984) reviews a number of studies in an L1 learning environment to support this view, but more relevant in China are studies of L2 learners. Robb and Susser (1989) found that extensive reading seems to led to an improvement in Japanese high school learners writing skills, and Hafiz and Tudor (1989) reached similar conclusions in studies carried out in the UK and Pakistan.

7 Extensive reading can develop autonomous learning

The classroom focuses inevitably on shorter texts, and extensive reading provides learners with the opportunity of reading longer texts, on more varied subjects, on their own, and in their own way. This is a very important aspect of extensive reading: students do need to be liberated from dependence on the teacher, and reading gives them the opportunity to do so. Many of our students go on from Senior Middle School to formal on informal learning situations, where they may have to study extensively on their own. Extensive reading can give them the confidence and competence to cope with longer texts.
However, a word of caution is required on this issue: most texts selected for wider reading tend to be fiction; fictional texts are a very different genre from the non-fiction that learners have to use in academic study, and it is questionable how far the reading strategies and approaches appropriate for fiction are also appropriate for non-fiction. We cannot assume that there is transfer from one genre to another, and for this reason it is strongly urged that non-fiction as well as fiction – in fact, as wide a range of genres as possible – should feature in an extensive reading programme. For this reason, the PEPUPYE series already alluded to does include a wide range of genres, and a healthy infusion of non-fiction as well as fiction. It is to be noted that this is also one of the requirements of the latest Ministry of Education syllabus.

How to implement an extensive reading programme

Extensive reading can be approached on two fronts:

1 Shared reading: the class reader

The aim of the class reader is to enable the learners to improve the quality of their reading. (Grant 1975; Grant 1984) The class reader is a text that all the class read for a period, typically four or five weeks, both in class and out; selected parts are treated by the teacher in class, and it is the basis for numerous classroom activities, including (almost entirely oral) questioning, discussion, role-play, reading aloud (by both teacher and students) and creative writing. It is important not to spend too long a period on any one class reader; spending too long on one book can turn it into a bore, and the whole exercise can then become counter-productive.
The class reader has not been a common feature of many Chinese classrooms, but it can play a valuable part in helping to orchestrate imaginative response. As it is not directly related to examinations, it does not have to have any examination-style question types associated with it, and the teacher can send the students a number of crucial messages, including
* Reading can be fun.
* It is entirely acceptable to skim read – you don’t have to understand every single word to get the gist.
* It is good to develop opinions and personal responses while you are reading, both social, ethical and aesthetic.

2 The Individual Reading Scheme - The IRS

If the class reader is concerned with the quality of reading, the IRS is concerned with both quality and quantity. The aim of the IRS is to get the learners to read as widely as possible, and as much as possible, as enjoyably as possible. How this is done depends very much on the resources that a school has available. It can approached in a number if different ways:

Using the school library

Students go into the library once a week, and select the books they want to read. During this period, the teacher monitors what books they are reading, helps them to choose, and carries out personal interviews with learners who have just completed a book – usually to find out their response to it (and in a perfect world to find out if they have in fact read it.) Students and teacher keep a record of titles read, with dates.

Forming a class library

This operates in a very similar way, but this time the library is a smaller selection of books, and is available to the class in a book box, or cupboard. The books are carefully selected so that they are suitable for the class (one of the problems with a school library is that students sometimes select books that are inappropriate for one reason or another.)

Forming an invisible library

If the resources of the school are limited, it is sometimes possible to get individual students to each buy one book, or share in the cost of buying books, and exchange them every week. By purchasing one book, a learner then has access, potentially, to 50 or more, depending on the size of the class.

Developing personal libraries

It may be possible in some areas to encourage the learners to purchase their own books, and build up their own individual (or family!) libraries. If such schemes are to be successful, teachers have to persuade parents that such purchases are a worth-while investment.

Practical suggestions on approaches

Experience suggests that a number of features can assist in developing a successful IRS.

1 Maximizing learner involvement

However the IRS is organized, there are always practical problems – organizing books, maintaining lists, sharing experiences of individual books, and so forth, and experience suggests that the more learners are involved, the better. Much better than asking the teacher to do everything!

2 Learners’ presentations

Every week, a small number of learners should be invited to give a short presentation on the book they have just completed. Learners love to hear what others think of individual books, and these presentations play a useful role in helping others to choose books they are likely to enjoy.

3 Reading aloud

Reading aloud is often disparaged as “a special skill” which has “little transfer” to the key skill of silent reading. Reading aloud – especially in the intensive reading lesson – seldom plays a major role, but students like doing it; and they also like to listen while the teacher reads specially selected stories or extracts from stories aloud. (The books I remember most from my own secondary school days were those read aloud to me by my teachers!) This can play a powerful motivating role.

4 Discouraging slow-motion reading

“SloMo” reading is what takes place in the intensive reading classroom, where every word is sometimes taken apart and put together again; this is frequently counter-productive in the intensive reading lesson, and is doubly so in an extensive reading programme. The crucial skills of “Infski” should be developed as an important reader’s survival strategy. “Infski” is not a Russian Psycholinguist! It stands for “Infer or Skip”.
So dictionaries should very seldom be used, and good extensive reading materials will typically provide instant glosses of any key words that may cause readers to stumble. (This is a strategy employed in PEPUPYE.) Actually, one feels ambivalent about providing these bilingual glosses, but research suggests that this is what both students and teachers wanted, and if it makes the reading process easier, and quicker, and more motivating, so be it.

5 Monitoring the students’ reading

Teachers should keep track of what the students are reading – and how much they are reading. Backsliders may need a pep talk! Or maybe, as I have frequently found happened, the students may have chosen something highly unsuitable. When I was teaching in Dar-es-Salaam I once found that one of my students, normally a high-achiever, seemed to have ground to a halt in the IRS lesson. I found that he had chosen an original version of a Charles Dickens novel, and had got totally bogged down in chapter 1 for weeks on end!
Records of students reading can be kept in a book or on catalogue file cards, or even (in the case of a class library) on a wall chart (done by students!) big enough to list all the books available on the reading scheme down the side,