认知理论与EFL阅读理解教学

论文摘要

众所周知阅读在英语学习中占有重要的地位,但是有人阅读能力强,有人阅读能力差,究竟什么阻碍了人们在阅读中的理解能力?我们应该从哪些方面着手培养学生的英语阅读理解能力?本文从认知理论观点探讨这些问题。本文结合教学实践,首先从一份学生阅读测试结果的调查开始,阐述了阅读能力对学生来说是至关重要的,探索了影响学生阅读的因素。从认知理论角度看,认知的媒介系统是影响学生阅读的主要因素。研究证明学生自动的词汇认知是流畅阅读的基础。完善认知的媒介系统(知识结构和能力结构)是提高阅读水平的关键。作为第二语言教师,应注重提高学生的自动的词汇识别技能和扩大词汇量,同时还应培养学生的推断能力。对英语入门的学生,他们的课文结构知识能力也是流畅阅读的关键。所以学生的语言知识能力和课文结构知识能力得到提高,从而提高了他们的英语阅读能力。

论文目录

• Acknowledgements
• English abstract
• Chinese abstract
• Contents
• Chapter One:Introduction
• Chapter Two:Assumptions About L1 Reading
• 2.1 Mini-survey of a reading Exam
• 2.2 Assumptions of L1 Reading
• 2.2.1 Reading in the cognitive View
• 2.2.2 Bottom-up
• 2.2.3 Top-down
• 2.2.4 Interactive
• 2.3 Cognitive Components of Reading
• Chapter Three:Factors That Affect English Reading Comprehension
• 3.1 Brief history of L2 Reading Research
• 3.2 Reasons of Affecting Reading Comprehension Stated By students
• 3.3 Intermediary System of Cognition Including Knowledge Structure and Ability Structure
• 3.3.1 Knowledge Structure
• 3.3.2 Ability Structure
• 3.3.3 Relationship Between Knowledge Structure and Ability Structure
• Chapter Four:Suggestions to Improve Reading Comprehension
• 4.1 Automaticity in Word Identification
• 4.1.1 Difference Between L1 and L2 readings
• 4.1.2 Word Indentification Mainly Lower-level Process
• 4.1.3 Automatic Word Recognition
• 4.2 Making Inferences in Reading Comprehension
• 4.2.1 Definition of Inference
• 4.2.2 Importance of Making Inference in Reading Comprehension
• 4.2.3 Assumptions of L1 Inferences
• 4.2.4 Making Inference in L2 Reading
• Chapter Five:Conclusion
• References