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
AcknowledgementsEnglish abstractChinese abstractContentsChapter One:IntroductionChapter Two:Assumptions About L1 Reading2.1 Mini-survey of a reading Exam2.2 Assumptions of L1 Reading2.2.1 Reading in the cognitive View2.2.2 Bottom-up2.2.3 Top-down2.2.4 Interactive2.3 Cognitive Components of ReadingChapter Three:Factors That Affect English Reading Comprehension3.1 Brief history of L2 Reading Research3.2 Reasons of Affecting Reading Comprehension Stated By students3.3 Intermediary System of Cognition Including Knowledge Structure and Ability Structure3.3.1 Knowledge Structure3.3.2 Ability Structure3.3.3 Relationship Between Knowledge Structure and Ability StructureChapter Four:Suggestions to Improve Reading Comprehension4.1 Automaticity in Word Identification4.1.1 Difference Between L1 and L2 readings4.1.2 Word Indentification Mainly Lower-level Process4.1.3 Automatic Word Recognition4.2 Making Inferences in Reading Comprehension4.2.1 Definition of Inference4.2.2 Importance of Making Inference in Reading Comprehension4.2.3 Assumptions of L1 Inferences4.2.4 Making Inference in L2 ReadingChapter Five:ConclusionReferences
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