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签名:献。娼觚日期:∥。1年<月}7日
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签名:氓韵歹峙师签名:彳岛矽日期:矿,,年厂月f7日
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内蒙古师范大学硕士学位论文
中文摘要
随着现代社会的发展,英语作为一门语言己成为一种工具。为了能与人更好的相处,我们应该得到更多的信息,而阅读是一个最好的方法。它能给学习者提供重要和足够的语言输入。“自上而下"的阅读模式可以有效的帮助大学的学生在课堂中轻松的完成与读训练,但在初中英语中的应用研究还比较少。本篇论文是为了研究中国初中学生使用“自上而下”的阅读策略的情况和训练效果而构思的,文中的实验也是为了了解初中生使用“自上而下”阅读模式而进行的尝试研究。
1976年Goodman(古德曼)提出了“自上而下"的阅读理论。他认为阅读是“心里猜测游戏”,就是主动的“猜测一证实"的活动。它是一种阅读对象与阅读者之间相互作用的过程。《英语课程标准》指出:阅读教学的目的是培养学生阅读策略,培养语感,特别强调培养学生在阅读过程中获取和处理信息的能力。如何有效地提高学生的英语阅读理解能力、提高阅读技巧是摆在每位英晤教师面前的一项重要任务。阅读理解是中学英语教学的侧重点,是各单元教学的核心。中学英语阅读课程应当有意识地运用与阅读相关的理论来指导学生的阅读模式,帮助学生建立正确的阅读模式,以提高学生对阅读材料的正确理解。
本文将“自上而下”阅读模式运用到了初中英语阅读教学中并通过实验进行了英语阅读教学的研究:实验对象为吗海市普通中学初中二年级两个班的学生,其中一个为实验班另一个为普通班。实验将分别对这两个班的学生采用自上而下的英语阅读模式和传统的阅渎训练方式,进行对比研究。实验时间为~个完整的教学年,在实验中主要采用阅读测
,可行性
ABSTRACT
Withthedevelopmentofmodemsociety,Englishasaforeignlanguagehasbecomeat001.Inordertogetalongwellwithpeople,weshouldgetmoreinf.ormation,whilereadingisoneofthebestmethod.ItcangiVeleamerstoprovideimportantandenoughlanguageinput.¨Top’down¨readingmodelcaneff色ctivelyhelpuniVersitystudentsinarelaxedclasswithtraining,butinjuniorhi曲schoolreadingEnglishapplicationresearchalsoless.ThispaperistostudyChinesejuniormiddleschoolstudentstouse¨top—down”readingstrategies,thepaperexperimentisalsot拶ingtounderstandmiddle。schoolstudentsuse”top—down¨modeIofreading.
1976Goodman(Goodman)putforwardthetheo巧of"top—down¨reading.Hethinksthatreadingis”conjecturedthatgame¨,namely¨guess—connrmedtheinitiative¨.ItisakindofobIjectandthereadertoreadtheinteractionprocess.The‘‘Englishcurriculumstandard’’pointedout:thepu叩oseofteachingreadingistocultiVatestudents’readingstrategies,withpanicularemphasisontrainingstudents’languageintheprocessofreadinginf.omationacquisitionandprocessingcapacity.HowtoeffectiVelyimproVestudents’EngIishreadingcomprehensionandreadingsk-llsareimportantIasksforeachteacherinthemiddlesch001.Theemphasisisthecoreofteachingandleaming.ThemiddleschoolEnglishreadingcourseshouldconsciouslyandreadingrelatedthe09toguidethestudents’readingpattem,helpstudents
ABSTRACT
Withthedevelopmentofmodemsociety,Englishasaforeignlanguagehasbecomeat001.Inordertogetalongwellwithpeople,weshouldgetmoreinf.ormation,whilereadingisoneofthebestmethod.ItcangiVeleamerstoprovideimportantandenoughlanguageinput.¨Top’down¨readingmodelcaneff色ctivelyhelpuniVersitystudentsinarelaxedclasswithtraining,butinjuniorhi曲schoolreadingEnglishapplicationresearchalsoless.ThispaperistostudyChinesejuniormiddleschoolstudentstouse¨top—down”readingstrategies,thepaperexperimentisalsot拶ingtounderstandmiddle。schoolstudentsuse”top—down¨modeIofreading.
1976Goodman(Goodman)putforwardthetheo巧of"top—down¨reading.Hethinksthatreadingis”conjecturedthatgame¨,namely¨guess—connrmedtheinitiative¨.ItisakindofobIjectandthereadertoreadtheinteractionprocess.The‘‘Englishcurriculumstandard’’pointedout:thepu叩oseofteachingreadingistocultiVatestudents’readingstrategies,withpanicularemphasisontrainingstudents’languageintheprocessofreadinginf.omationacquisitionandprocessingcapacity.HowtoeffectiVelyimproVestudents’EngIishreadingcomprehensionandreadingsk-llsareimportantIasksforeachteacherinthemiddlesch001.Theemphasisisthecoreofteachingandleaming.ThemiddleschoolEnglishreadingcourseshouldconsciouslyandreadingrelatedthe09toguidethestudents’readingpattem,helpstudents
内蒙吉师范大学硕士学位论文
establishcorrectreadingschema,toimproVethestudents。readingspeed,andtostrengthenthecoITectunderstandingofthereadingmaterials.
Thisarticlewilluse¨top—down¨waytojuniormiddleschoolbyreadingthroughtheteachingofEnglishreadingresearch.ExperimentalsubjectsaretwoclassesofstudentsofGradeTwoinWuHaiordina叫middlesch001.0neisexperimentalclass,andtheotherisregularclass.TheexperimentwillrespectiVelyonthetwoclassofstudentsusingatop—downEnglishreadingmodeandordina叫readingtrainingformsascomparatiVestudy.ExperimentteachingtimewilltakeawhoIeteachingterm,anditwillusepretestingandaRertestasmeasurementtocollectresearchresults.Throughtheexperiment,thestudentsinexperimentclassnotonlytheirscoreshasbeenrisenbutalsotheirleamingmotiVationhasbeeninspired,students’self二conndencehasbeenstrengthened,andlearninginteresthasbeenincreasedsignincantly.
Thispaperexplored"top—down¨readingpattemoftheoreticalresearch,and向rtherconfirmedtheteachingof“top—down¨readinginjuniorhighschool,andalsocreatedef.fectiVeEnglishreadingclassroomleaming.TheBenefitsf.orjuniormiddleschooIEnglishteachingref.ormproVidesanewidea.
KEYWORDS:JuniorEnglishreading,¨top—down¨reading,efnciency,feasibility‘▲‘・
CONTENTS
I.Introduction..。...….。。....。......。。.。......。…...。。。….......…........。l1.1Researchbackground
1.2Briefintroductionofthestudy………………………………………………….11.3Theneedforthepresentstudy………………………………………………….2Ⅱ.LiteratureReview.。....。......。.。...。….。..。…..。....。...。。.....。.。....42.1Definitionsofreading…………………………………………………………….42.2Relatedresearchesonreadingmodels……………………………………..52.2.1Relatedstudiesbyforeignresearchers………………………………..72.2.2Relatedstudiesbydomesticresearchers……………………………..72.3ThestudyonTbp—downreadingteachingatHome……………………8Ⅲ.TheoreticaIfoundationonTbp.downreadingteaching....。。..。.103.1TheDeflnitionofTIop—downreading……………………………………….1O3.2TheadvantagesofTbp—downreading………………………………………1O3.3MajorMethodsofTop—downreading……………………………・ll3.3.1Activatingbackgroundknowledge…………………………………….・113.3.2Beforereadingstrategies…………………………………………………一1l3.3.3Cultivatingability………………………………………………113.3.4Remainactiveclassroomatmosphere…………………………………l2Ⅳ.MethodoIogy………………………………………………………………”134.1ResearchQuestions………………………………………………………・13
内蒙古师范大学硕士学位论文
4.2Hypothesis…………………………………………………………l34.3Subjects……………………………………………………………134.4Instruments…………………………………………………………………………..134.5Procedures……………………………………………………………………………144.5.1Process……………………………………………………………………………144.5.2Examplesofteachingtraining…………………………………144.5.3SymbolicDescription:…………………………………………l84.5.4Experiment……………………………………………………l84.5.5DataAnalysis…………………………………………………一204.5.6Findings……………………………………………………….22V.ConcIusion。。。.。...。...。.。。…。.。......。......….。..。。.。。。。。.….....24References:…………………………………………………………………………26Appendix1.。....…..…。.....。...。。.......。.。..。。。。。..。。。.。.。..。.。.。。…28Appendix2.。...。。.。..。。.......。.。…。....。..。.。。。...。.....。。.........。。.。.30Appendix3.........….......。。.。.........….。..。。.............。。.。..。.。.。...。..3lAppendix4..。..。....…。..。..。..。。。。.。。…。。.。............。。。。.......。。...32Appendix5...。......。。。.………。。......…..…....。...。。...。.。.……...。......34Achlowledgements……。.………………………………………………………38
I.Introduction
1.1Researchbackground
Le锄ingforeignlanguagethroughlanguageVehicleismainlyabouttogainandexchangeinfo肿ation.NowadayssciencetechnologyiswelldeVeloped;readingisobvi叫slythechiefwayfromwhichwegainandexchangemessages.Readingisoneoftheimponantlinksinteachingofaforeignlanguage.WiththedeVelopmentofthemodemsociety,EnglishaSalanguagehasbecomeatoolwhichpeoplecancOmmunlcatewitheachother.Inordertogetwellknownfromothers,weshouldgetmoreinfo肿ationofwhichreadingisabestway.Itgivesleamersimportantandsumcientmaterialsforlanguageinput,anditisthefoundationtoimproVestudents’listening,speaking,writingandtranslationabilities.
Ontheotherhand,studentsmustfacealltypesoftextsintheirlifewhichthe
on
readingpartsisnotonlyimportantbuthasmorescores.Studentsmustdoexcellentreadingpanandtheycangethigherscore.SoinVariousgradesofEnglishtests,readingstandsatthetopoftheworld.Becauseofthis,someteachersandscholarsbegintoresearchnewteachingmethodsofEnglishreadinginordertoimproVestudents’readingcomprehensionleveI,anditisnecessaryforteacherstogiVetheproperwayofreadlngtotheirstudents.
12Brjefintroductionofthestudy
Thede6nedas‘‘constructingmeaningfromawrittentext,’
processofreading,is
(1996,p.141).CarrellandEsdayaIsobelieVe“readingisareceptlVelanguagep1.ocess,lnthatitstanswithalinguisticrepresentationencodedbyawriterandendswlthmeanIngwhichthereaderconstructs’,.SuchdennitionshowsanimportantandactiVeroIethatreadersplayduringtheinteractjonwiththetext.Inthelast40years,researchersfGoodmilll’1967;Slnitll,1971;Widdowson,1978,1983;DLlbin,Eskey&Grabeetal・1984)havedevelopedmodelstodescribewhathappenswhenpeopleread,amongwhlcnbottom.up,top.downandinteractiVemodelsarethethreemostimponantmodeIs・AebersoldandFieId(1997,p.18)assertintheI‘ealteachillgcontext,whichmodeltochoosedependsonthetypeoftext.reader’sbackgroundknowledge,theirlanguage
内蒙古师范大学硕士学位论文
pronciencyleVelandeVentheirculturalbeliefSaboutEnglishreading.
Basedonthebriefcommentsaboutreadingathomeandabroad,andalsobasedonthetheo巧andtop-downmodelofEnglishreading,thethesisdoaroughanalysisontheEnglishreadingability.Inthispaper,studentshadbeentrainedbydifl'erentwaysoftheEnglishreadingteaching;onef.orregularreading,theotheristhroughtop—downapproachtoreadinginstruction.Thereadingmaterialis”PentiumEnglish・-Specialtrainingofnewjuniorhighschoolreadingcomprehensionofthedesign”.InordertoimprovetheirEn91.shreadingleVel,theteacherwouldtrainthe60students’readingthroughtheteachingofEnglishreadingeVeryday.Af!terasemesteroftraining,thetestscoresofmidtermand6nalexamswillbeanalyzed,theformoftheresultswillshowtheresultswhichbytwoclassesofhorizontalcontrast,aswe¨asdifrerentleVelsofComparisonoflongitudinalstudentachieVementoutcome.1.3Theneedforthepresentstudy
Accordingtothesyllabusin2000,thegoalofEnglishteachingatjuniormiddleschoolistodeVelopstudents’skillsoflistening,speaking,reading,andwriting.Amongtheseskills,readingisthemajorone.Itisnotonlythemostimportantlanguageskillsbutalsotheleamingskillsthatleamersshouldmaster.EnglishisleamedasaforeignlanguageinChina.AlthoughitisgiVenomcialpriority,theproblemofitstime——consunlingandlowefnciencyhasnotbeensolVed.Especiallyforjuniormiddleschoolstudents,theylacklanguageknowledge,motiVation,andreadingstrategies.TheyarestrugglinginlearningEnglishallthetime.MostofthemhaVestudiedEnglishsincetheyarepupiIsinprima巧school,buttheirEnglishreadingabilityisVerylow.Whenaskedtheca‘seoffailure,theysaythattherearetoomanyunknownwords,andthattimeissoshortthattheycan’tfinishthereadingcomprehensionpantsata11.Theseproblemshavecollectwithreadingability.Therefore,whetherintheoryorinpractice,itisVerysignincanttoseektheapproachestOimproVeVocationals【udenLs’readingability.
ThispaperdoesnotVenturetoshowaf.ullpictureofthethreemodels,theauthorattemptstoargue,asfarasteachingreadingcomprehensionskillsisconcemed,thetop—downreadingstrategiestrainingis111【)reeff.ectiVet11anthebottom—upmodelinhelpingthejuniorschoolstudentsbecometluentandefbcientreadersinEng“sh.This
I.Inn‘oduction
paperf.ocusesontheanalysisofusingthetop—downreadingmodelcanhelpstudentsle锄Englishreadingbetter.
内蒙古师范大学硕士学位论文
II.LiteratureReview
2.1De6nitionsofreading
AuthoritiesandexpertsonthedennitionsofreadinghaVedi妇’erentviews.Seliger(1972)thoughtthatcomprehensionisaninVariantconditionofreading.Read(1970),howeVer’disagreedthatreadingindispensabIyinVolVedunderstanding,Carroll(1970)expressedtheViewsimilartoSeligerwhenheidenti6edthe‘‘essentialskillsinreadingasgettingmeallingfIromaprintedorwrittenmessages”.Inhisview,‘’readingistheidentificationoflinguisticf;)rmsf.romstringsofwrittenconngurationthatrepresentthem,aseVidencedbyproducingtheconVentionalsignsf.orthesamelinguisticforminsomeothersystemofpresentation"
Ontheotherhand,readingisdennedasasequenceofcognitiVeeVents.Forexample,Harris(1966)belieVedthatreadingisthecomplexityofthereading——thinkingrelationshipandbytheprocessofreadingreaderscanleamandpracticetheaccuracyofthought,goodjudgment,andaf.eelingofValues.FromthepsycholinguisticperspectiVe,mostpsycholinguisticstressedthatreadingwasacommunicationprocessinwhichthereaderinteractedwiththeprintthroughtheuseofpastexperienceandknowledgeofthelinguisticsystem.Althoughtherearediff.erentopinionsaboutaprecisedennitionofreading,mostoftheresearchersagreedthreepointsaboutreading:
First,readingisadecodingprocess,especiallydecodingputintosound.Inthissense.readingtendstobemadeasdecodingleaderstosoundsoritisregardedasataskofidentif.yingwords.ThiskindofreadingisVisualinnatureandwhichafo门mofwordgettingbefIorecomprehensionsis.AndaIso,thisdennitiontendstoagreeonbeginninginstructionwithlettersand.words,payinglittleattentiontomeaningunt订substantialprogressindecodinghaVebeenachieVed.
TheseconddennitionisIhatreadingisanunderstandingorconlprehension1)roccss.R,“1isJel’11iti‘)n,Ihcl‘caJcl.、、ilIu+>~cr)11al‘JtugcL【hc111canillgofabookoratextfromthepointofViewofauthor’s.
However,asIrwin(1991)suggestedthatthewriterdidnotreallyconVeyideastothereadersbutonlystimulatedthellltoconstructideasoutoftheirownexperience.Thus,
-———————————————————————————————————————————————————————一一一一….!!:生!!!堕!竺坠∑!!!一.——
ithasIongsincebeenrecognizedthatgettingmeaningfromtheprintedpassageistoolimitedadefinitionofreading.Bringingmeaningtotheprintedpageindicatesmoreaccuratelythereciprocalprocessbetweentheprintedsymbolsandthemindofthereader.So,readingmLlstbeseenasconstructiVethlnklngprocess・
Therefore,thethirddefinitionismoresuitable,whichnarrowsthepurposeotreadingdowntogetthemeaningfromtextinwrittenform.Everydaywemayreaddia’erenttypesofthingsinnewspapers,suchasfIeaturereports,newsreports,campuslife,shortnovels,stories,advertisements,statisticsandletters.Readingsuchmaterialsisaprocessofscanningto矗ndtheinformationneeded.Infact,nomatterwhatweread,wesometimesareinterestedinthepronunciationofwhat、vereadexceptintinyminoritvofcases,morethanweareinterestedinthegrammaticalstructuresused・
Whenweread,wewanttogetthefacts,ideasandenjoyment厅omthewriting,.Whateveritis,wewanttogetthemessagethatthewriterhasexpressed,andweareinterestedinwhatthewritingmeans.As、veknow,thepu巾oseofthewriter’sproducingatextistoinform,andthereader’sroleistonndoutthispurposeandgetthetextwriter’sinf0肌ation.Hencethethirddennitiontumsouttobethemostimportantandsuitabledefinitionofreading.Itshowsthefundamentalreasonforreading.Italsoshowsthatthereader’sroIeinreadingisactiveratherthanpassiVe.Readingteachingisofcommunication,bycommunicationandforcommunication.2.2Relatedresearchesonreadingmodels
Tbp.downapproachtoreadingemphasistheroleofsearchingfor‘meaning’ratherthantheroleofccode.breaking’intheinitialteachingofreading.FrankSmith(1978)andGoodmanandGoodman(1979)areassociatedwiththetheoreticalunde印inningtoapproachesfavouring‘top.down’strategiesfordecodingbaSedonpredictionandguessing.JeniRileyde6nesthestrongpointoftheseapproachesaSfollows:‘MeaningDrovidesthedvnalllo孙I.t11ew110leactivityofrcading.giVingitpurpose’(Riley;l996,p.23).However’shejoinsothercriticsofextremef.onnsofthenlodel“1poilltingoutthat・whoIereading’or‘top.down’approachesdonothelpteacherswiththesystematlcteachingneededattheinitialstages.
ThisopinionisembodiedintheRoseReport(2006)w11ichreconlmendsthatreaderss110Llldbetau曲tinitiallybegillningbya11exclLIsi、7elysyntheIicphonicmethod・Later
内蒙古师范大学硕士学位论文
thereneedstobecarefulIyplannedworkatletterandwordleVel(‘bottom-up’approach)aswellasattentiontocontextandwholetextaspects(‘top-do、)m’approach).HerearetheViewsofsomeresearchersaboutthetop—downreadingmodel:FrankSmith,ajournalisttumedreadingresearcher:
・Readingisnotdecodingwrittenlanguagetospokenlanguage.・ReadingdoesnotinVolVetheprocessingofeachletterandeachword.・Readingisamatterofbrjngingmeaningtoprint,notextractingmeaningf.rom
print.(McCornlick,T.1988)
KennethS.Goodman,readingspeciaIislattheUniVersityofArizona:
・“…thegoalofreadingisconstructingmeaninginresponsetotext…Itrequires
interactiVeuseofgrapho-phonic,syntactic,andsemanticcuestoconstructmeaning.”(Goodman,K.1981).
・AlthoughGoodmanisoRenreferredtoaSaleadingadVocateofthetop-down
印proach,hismodeIbyhisownadmissionisinteractiVe,“…itisonewhichusesprintasinputandhasmeaningasoutput.ButthereaderproVidesinputtoo,andthereader,interactingwithtext,isselectiVeinusingjustaslittleofthecuesfromtextaSnecessarytoconstructmeaning.”(Goodman,K.1981)Herearesomefeaturesofatop・downapproachtoreading(GoVe1983):
・ReaderscancomprehendaselectioneVenthoughtheydonotrecognizeeach
word.
・Readersshouldusemeaningandgrammaticalcuestoidentifyunrecognized
words.
・ReadingformeaningistheprinlaryobjectiVeofreadingratherthanmasteryof
letters.1etter/soundrelationships.andwords.
・ReadingrequirestheuseofmeaningactiVitiesratherthanthemasteryofaseries
ofword—recognitionskills.
・Theprinlaryf.ocusofinstructionshouldbeIhereadingofsentences,paragraphs,
a11dwholeselections.6
II.LiteratureReview
2.2.1Relatedstudiesbyf-oreignresearchers
Goodman(1971)thoughtthatreadingisanactiVe—guessing-a・nddle——connnnprocess,knownasthetop—oownmodel.WhilereadingthereaderSareactiVeinchoosing,experiencing,predicting,connrminganddecidingwiththeknowledge,whichthereadersalreadyhavehadandtheinf-ormationofthevisualsenseappears,Thatisapsycholinguisticguessinggame.
D.E.Rumelhan(1980)thinksthatreadingisaninteractiVeexchangeprocess.Itconsistsofbothbottom—upmodelandtop—_downmodel.ThatistheinteractiVemodel.Butnomatterwhatmodelsthereadertakes,thereadingabilitymainlydependsontheirbackgroundknowledge.Asamatteroffact,Widdowson(1990)thinksthatboththereaders’languageknowIedgeandschematicknowIedgehaVegreatef.fectontheirunderstandingofthetext.
Rumelhart(1977)hasestablishedtheschematheoryinwhichreadingismadeupoflinguisticschemata,contentschemataandrhetoricalschemata.Accordingtotheschematheory,reading,firstofall,istoputthewordsmessagesintoone’smind.ThenreaderssearChfortheschematathatcallexplainorillustratetheinputmessagealreadystoredintheirminds.Whentheseschemataarefound,comprehensionisobtained.Othen“sethereaderscan’tunderstandwhattheyread.
2.2.2Relatedstudiesbydomesticresearchers
HuChundong(1998)pointedoutthatreadingabilityisakindofspeechab订ityofpeopleandthespeechabilityref色rstotheabilitythatanindiVidualusesalanguage——abilityoflisting,speaking,reading,andwriting,Generally,Englishreadingabilitybelongstothecategoryofspeechcomprehensionability.HediVidesreadingabilityintotheabilitytounder踺andtheworksofspeech,theabilitytounderstandthecountofthe、vorksofspeech,theabilityofcommunicationideaandtheskillsofreading.TheyarethepillarsoftheEnglishreadingabilityaSawhole.
DuXue7engf19961PointedoutthatEnglishreadingisacomprehensiVeab订ityandhediscussedmanyrelationsbetweenreadingandunderstanding,readingandVocabulary,readingandgrammar,readingandbackgroundknowledge,readingspeed,readinginterestetc.HealsodiscussedmanyreadingskillsinEnglishreading.Heclaimedthatonecan’tunderstandthesimplereadingmaterialswithoutlargeVocabuIary,withoutknowingthedif艳rencesbet、、.censynon)’nls。、、’ithoutbasicgramlllarkno、、7ledge.especiallyaboLItVerbs7
---—_--——————●———-_———-—_-—_———————_--__—————————————————————————————————————————一。一!!:兰!堡!型竺竺坠竺坐一一——
intheearlystagesofreadingisthemosteffectiVeandemcientway”(1999,p.254).However’withthelearnerSwhohavealreadyhadcertainproficiency’“pre’reamng,schemabu订dingtasksdesignedtohelpthemapplywhattheyalreadyknowaboutasubjectcanhelpsignificantlyinreadingcomprehension”(1999,p.268).
Thus.consideredthestudents’cognitivematurityandtheleVelofpronciency,thetop。do、Vnstrate舀est豫iningseemstobemoresuitableandef琵ctiVethanthebottom。uponesincateringfortheneedsoftheChineseuniversityEFLlearnersinteachingreadingskills.Inthesecondplace,duetotheinfluenceoftraditionalgrammartranslationapproachinChineseEFLteaching,foralongtime,readingstrategiestraininghasemphasizedonthebottom.upmodel.Theassunlptionbehindbottom-upapproachgoeswellwiththebelief.SofgrammartranslationmethodinthattheyallconsiderEnglishleamingaLsconstructingawaIlinwhichbricks(thesmallestlinguisticunit)arethemostimportantcomponents(Nunan,1998,p.101).WiththebeliefthatnewwordsshouldbesolVedasthenrststepofreadingcomprehension,inmostChineseEFLreadingclasses,eVenattheuniVersityleVel,teachinglanguagepoints,explainingdi踞cultsyntacticstructures,translatingthetextf.romEnglishintoChineseaccountformostoftheclasstime.Asuccessfultranslationbetweenthetwolanguagesisconsideredasthecompleteunderstandingofthetext.Duetothis,ChineseEFLstudentsrelytoomuchonthedictionarytounderstandthereadingmaterials,andalmostignorethecontextuaIandstructuralknowledge,whichcanf.acilitatethemtoinfbrmcaningoftheunf.amiliarwords.Thus,theirreadingis“pepperedwithf.requentIycstoppedwords,thatbreaktheirconcentrationandcomprehension’’(Anders&Bos,1986;CitedinJohnson&Steele,l996,p.350).Bearingtheinefnciencyofbottom。upreadingskilIs,wearethinkingtheintroductionoftop—downstrategiessuchaspredlctlng,Internngandf-0cusingonmeaningratherthanWordsmayhelptheChineseuniVersityEFLleamerstobecomemoreefncientandnuentreaders.9。
内蒙古师范大学硕士学位论文
Ⅲ.TheoreticaIfoundationon1'op—downreadingteaching
3.1TheDeflnitionof7rop—downreading
Inl976,AmericanpsychologistGoodmhoe(Goodman),pointedoutthatthereaderisliterallyinfbnnation,butguess,FilteringandVerifytheiralreadyacquiredknowledge,andtoreVise,thentheysuspecttorealizeaccurateunderstanding.Thispattemiscalled”top—down¨mode,itisreadnowthepositiVeinfluenceofthereaders.Top-downreadingpattemmeansthatthereadershouldusebasicknowledge,IanguageW6rdsofknowledge,andunderstandingtounderstandthethemeofthewholetext.GuessnotunderstandthepaSsage,andthencaremllystudywhathemeans.ItsuggestedthetextbeginswiththemindreaderdriVerprocessorclosedthetextinanassumption.Readers’identi6cationisusedinlettersandwordstheyassumethemeaningofthetext.
3.2TheadVantagesof7rop—downreading
Manystudents,especiallythosewithlowleVelofEnglish,leamingapproachemphasizes”part”,suchastheglossaryandthegrammarstructure,thisprocessisregardedas”bottom-up”readingmethods.AppIication”bottom—up¨modelofreadingisbeganinwordsandphrasesandgrammar,andmakethemtointeract,andfinallytounderstandthewholetext.”Bottom—up”readingpatterninlanguageteachingproblemsIiesinit’snotf.ocusonproVidinganopportunityf.orreaders.Cecilia(2004)more,
Thispattemistoreadf如mthewordasthegeneralideaofthetextmessagestodecodeprocess.Readersandthecontactisunilateral,hecanonlythroughsuchaswordorphrasetounderstand,sothereaderwilloftenpassiVeposition,it’seasytofIaceaonlyknowthemeaningoftheworddidnotknowordon’tfullyunderstandthewholetextcarelessness.Forexample,“theprice”referstoareagreement”,”iftheliteraImeaningtotranslatebecamea¨seeeyetoeye:fromdi仟erentmeanings.
”Top—down”modclofreadinga11d”bottom—up”readingpattern、、’asopposite.Bottom-upwaypayattentiontotheword,andthetop—downwaymaketheunderstandingtostanfromt11ebackgroundoft11ewholeIextmeaning.Dif亿rentfromthereadertoreadignorethetraditional、’ie、Vs,lhiskindofmethodemphasizereadingwhenactivepanicipationofthereaders.First.t11euseofVisualaspectsofreaderscant.nd
.infomlationtoimprovelanguage,thetextinf.omation.SecondIy,readerscanusetheexperienceandknowledgeoflanguagetoVerif.ythatthetemporaryhypothesis.Finally,thereadertoreadagainaftertheassumptionsdoneconnrmorcorrected.3.3MajorMethodsof7rop—downreading3.3.1ActivatingbackgroundknowledgeBackgroundknowledgeref.erstothereadefsabouttheworld,includingknowledgeoflanguageknowledgeandnon-linguisticknowledge.BackgroundknowledgeinreadingcomprehensioninplaysaVeryimportantrole,ifthereisanarticleisjustthereadersarefamiliarwiththecontents,althou曲manyofthewords,readerscanunderstandthemeaningofthis,ConVersely,ifthecontentofthereaderisjustsomethingcompletelyunfamiliarwords,evenifnotmany’alsohardtounderstandthemeaning.Theteachercanguidestudentstounderstandtheheadings,ortothestudentraisessomequestionstoactivatestudents。backgroundknowledge,ordirectlytoproVidestudentswiththerelevantbackground,orcontacttheirstudentshavemasteredtheknowledgeitself.3.3.2BeforereadingstrategiesDifferentarticlescanusedif&rentmethods,suchasreading,readingorjumpforreading.Theteachershouldteachstudentshowtocatchthekeywordsandsentences,seizethepu叩ose,signincance,themainthemetoimproVestudents’understandingofthereadingspeedandtheaccuracyofunderstanding,conscioustrainingthestudentstoreadthewhoIelaw.Theteachershouldteachstudentstolearntousesummarizationandthroughcontextistounderstand.Forexample,whentheteacherspeaksSEFClAOlympicGames”close”thisclass,theteacherinthestudentcanreadbeforesomeproblems,suchaS“HowoRenaretheOlympicsheld?…‘What’stheOlympicmottO?Whatdoseitmean?’’AndthenIetstudentstrytoreadthroughthemethodto6ndtheanswerandknowaboutthecontent.3.3.3CultivatingabilityT.eachersshoLlldhell)snldentstoanalj,zetext.tocLllti、,ates“ldents’abililyIoimproveitsqualitystepbystep.Englishteachingshouldf.ollowtheprinciplesofintegrity,ratherthanthroughtheseparatetreatmenteachisolatedpieces.Theteachercanaskastudenttoreadfromthewhole,thenanaIyzedcarefuJly.Theteachershouldallowstudentsto丘ndeverypassage,accordingtolhepLIrposeofthearticleisdiVidedinto
se、,eralpurposeotherpal‘ts,andcallquickl)seizcda九icles,LllldcrsIalldthe111ainideasof
.11
————————————————————————————————————————————————————一一一内蒙古师范大学硕士学位论文
..
clues.
Eachoneisdif氨:rent,socanusedif琵rentwaysaresummarized.Forexample,summarizesVerbscanclearlyshowthedeVelopmentprocessofevents,Summarizecharacterscanhighlightlhemaincharacter.Allofthese’canhelptoimprovestudents・readingskillsinpractice.
3.3.4RemainactiVeclassroomatmosphere
ReadthecontentwiIlcombinewithlearnersinreallife.Letthestudentsinclassf.reelycanactiVeclas§roomatmosphere.Sometemporaryrandomeventscanalsohelptoregulateatmosphereinclass.Beforelearningapassage,theteachergivetherelatedquestionsfirst,thenletthestudentreplied,letstudentsopentheirbooks,studentswinsuddenlyenlighted,thewholereadingclassesw订lbeveryactive.Forexample,ifweleamsomethingaboutholidayaRerastoryabout”travelin∥,theteachercan.askclaSsmatesomeproblemsbef.ore,suchas”WherehaSyourvirtue?-t.・BytrainorByplane?””Howto?””Howlongwillittaketogetthere?”Theseproblemscanstimulatestudents’interest,sotheclaSsroomisactive.
2.
Ⅳ.MethodoIogy
4.1ResearchQuestions
Thepu印oseofthispaperistoexpound”top-down¨waytoEnglishreadingteaching,especiallytheimpactofjuniormiddleschool’sEnglishreading.IⅥanyinvestigationsonthismodelofreadingstrategyuseshowsthat,theef.fectwayoftrainingstudentsusetop-down、VaytoreadcanhelpthemunderstandthepassageswelI.Therefore,itisgreatnecessarytoidentifythecognitionandunderstandingofstudentsaboutthewholepassagecanbedeVelopedwelliftheteachersusepropertrainingwayoftop-downreading.
4.2Hypothesis
IfIusetop.downreadingmodelstrategytoo唱anizestudentstoIeamEnglishreading,anddeveloptheirschemataunderstandingatsametime,theEnglishreadingabilityofjuniorhighschool’sstudentswillbeimproVed.4.3Subjects
Theparticipantsinthispaperare60middleschoolstudentsofGradeEightfIromWuHaiNo.Eightmiddleschool-Theyare30studentsinClass7and30studentsinClass8.Theiraverageageisl6。IntheexploratorystudyalltheparticipantsarediVidedinto3groups,good,ordinaryorpoorleamersgrouprespectivelyaccordingtotheirperfbmancesineVerydayEnglishclassesandthescoresinthelaSttwoEnglishtests.Goodleamergroupwere20subjectswhosescoreswerehi曲erandpoorleamersgroupwerelosubjectswithpwerscores.Theother30studentswereappliedasordina巧groupfortheirscoreswereiqthemiddleofallthesubjects.
4.4Instn”11ents
TheinstrumentusedinthissurVeywasEngIishreadingtests.TheywilIbeusedinbeforeandaRertheexperiment.AttheendofthesemesteLthescoresofthethreegroupswillbeconductedagaintosee、Vhetherthereexistsanysignincantdif琵rencebetweenthestudents.
内蒙古9币范大学硕士学位论文
4.5Procedures
4.5.1Process
Inthispaper,thestudentsofthedifferentcIasseswhichf.romClass7andClass8hadbeentrainedbydif五erentwaysoftheEngIishreadingteaching,onef.0rregularreading,theoIheristhroughtop-downapproachtoreadinginstruction.Thereadingmate“alis”PentiumEn91.sh--Specialtrainingofnewjuniorhighschoolreadingcomprehensionofthedcsign”.InordertoimproVetheirEnglishreadinglevel,Theteacherwouldtrainthe60students’readingthroughtheteachingofEnglishreadingeVeryday,ARerasemesteroftraining,thetestscoresofmidtermand6nalexamshadbeeninlproVedinthef.ormwouldshowtheresultswhichbytwoclassesofhorizontalcont“lst,aswellasdiff.erentleVelsofComparisonoflongitudinalstudentachievementoutcome.
4.5.2ExampIesofteachingtraining
Tbp。downreadingmodelofteachingreadingisbasedonthetheoryinwhichreadingisregardedasaprediction—checkprocess,“apsycholinguisticguessingg蛐e”(Goodman,l970).InthisModel,notonlylinguiSticl(nowledgebutalsobackgroundknowledgeisinVolVedinreading.Theref.ore,itisbelievedthattheteachershouldteachthebackgroundknowledgenrst,sothatstudentsequippedwithsuchknowledgewillbeabletoguessmeaningf.romthepassage.Examplcl:
TheBeijing2008olymlpicgnmes
ThiSyenr,in2008,thjscentennialdrenmhnscor住etrHe.“’jI,enregettingrecI曲。forsevenyenrs・AndWee哟oyandcheer和rSixteend‘t3)s.”thechnlrman可chineseolympic。Mr.LiHQitoldHs.Inl908。thereporter西TianjinYoHmWrol£nnnrticlenndnskedt|treeqHestions:¨》henchiHesecoHtdtnkepnrtino睁mpics?whenc阳nesecott|dgetngoldmet划?w11cltc…nesecotl|dlloldtltcO咖叫cs?NoWtheqHestionshavet|lenllswers.Chinescsportplctyersgotthejfirstgo|dmednlinl984andnoWchinesepeople|tnssucces对Hllylletdtheolympics。one|l睫ndredyenrs:drenmoIjC|linesellnsconletrHe.AndotlrcoHntrygot5lgoldme(|clls.2i4
silvermedalS.28bron乙emednlsdHriHgthe01),mpicS.“’,7reareproHdwegetthe.住rstptnceandgobeyondAmericninnmoHnt以gotdmednls,“nchinesestHdentSntdproudly.”
“whatwiltbethenextoneh仉ndredyenrs’drenmo嗲chinese拿”thereporter口sked.DI纾.erentpeoplehnvedi8电rentidens.SomethinkC|linesecanholdtheolymplcsngnin-sHch髓theoldchairmnn对otympicsoncesnid,“chinacnnho|dtheo◇rnpicsngnin。’’BHtthegovernmentthjnksmorenboHtchinesepeople,soourcoHntry’sdrenmWlllbehoWtomakeoHrcoHnt哆strongernndmakepeople’sl毋betler.Mnnyexpertssnid.‘1Theolympicgnmewnsover'mesp碱t可。玲mpicSwillbe如rever讯cltinn.
ChooSelhecorrectQnsWerSaccordingtolhepnssnge.
1.HoWlongdidollrChinesepeopleprepnre如rlheolympicGnme?A.etghtyenrsB.SevenWeeksc.sevenyenrSD.sixteendcIys2.TheChlnesesportplc【yerjfirstgolnmednlinplympicGnme?A.1984B.i996c.1908D.20083.otlrcountrygot}nednlsin10lnl.
A.5iB.2iC.28D.1004.H,egotthe彝rstplnceinnmount可。inBe珏ingolympicgames.A.goldmednlsB.silvermedals
C.bronZemedntsD.nttmednls
whQlwiilprobnblybethenexlonehandI‘edyenrs?dream可chinQ彳.而gofD砌emoD门
B.HoWto}nnkeotlrcountrystrongernndmnkepeople’sl啦betler.C.1bhotdnnotherolymptcGnmeS.
DjHoM,|ohccome(1memherojwTO
ThetitIeofthepassage:theBe.jing2008OlympicGame
Theteachingaims:Readthepassagebystudents’own,andthenanswerthequestlons.
Theprocedureoftheteaching:
内蒙古师范大学硕士学位论文
1.Pre・readingactiVities
Predictthecontentofthepassagebasedonthetitle.AskstudentstoguesswhatthepassagewilltellusaccordingtotheTitle.
ThetopicofOlympicwashotatthattime,sothestudentswereVeryinterestedinit.Theanswerswouldbewrittenontheblackboard:
・ThetimeOfholdingthe0lympicGames.
・ThecityofholdingtheOlympicGame:Be.jing
・Themedalsofthe0lympicGames
・ThemascotsoftheOlympicGames
・AnathleteLiuXiang
2.Sett.ngthescene
Letthestudentstof-am订iarwiththeculturalandsocialbackgroundknowledgereleVanttothereadingtext.Theteacherwillshowthesimpleprocessofapplyingfor0lympicGamesbypictures.Atthesametime,theteacherintroducedthatitwaSalongtimef.orChinesepeopletowaittoholdit.
3.ReadbythemselVesandfinishthequestionsbytheirown4.Checktheanswersandmakeaconclusion
Secondly'predictingwillgetthereader’smindclosertothethemeofthetext.Therearethfeewaysofpredictiflg,predictingbasedonthetitle,predict“19basedonVocabularyandpredictingbasedontheT/Fquestions
HaVingmadepredictionsbasedonthetitle,studentscanbeaskedtopredictsomeIexicalitemsthattheythinkarelikelytooccurinthetext.Thenthestudentsreadthetexttoconfinntheirpredictions.
Example2:Predictingbasedonthetitle
Mrknf,wtlll
soccer:thentostpopHlnrsport
HnveyouhndyoHrbreal‘j■st?
1.Pre—readingactiVities
Ifthestudentsarenotgoodatpredicting.theteachercanhelpthembyaskingcenalnquestlons:6
1陀xtl:WhoisMrknowall?
WhydopeoplethinkheisMrknowall?
DopeopleloVeMrKnowall?
7rext2:WhywebeIieVesocceristhemostpopularsport?
WhatistheW6rldCup?
Text3:Eatingbreak凰tisimportantornot?
Whatistheresultifthepersondoesnoteattherightbreakf.ast?
2.Settingthescene
Theteachershouldshowsomepicturesofinf.onnationinthesetexts,inordertostimulatetheknowledgeinstudents’brain.0nthisstep,studentscoulddiscussingroupsandgettheinclusionwhichtheyshoul‘jaskonetotenwhatw订lhappeninthestory.
3.Finishingreading
AfterreadingthesepaSsages,studentsshouldgiVethefeedbackhowtheyunderstandthem.AndtheyshouldretellinChineseifnecessary.
Example3:PredictingbasedonVocabulary
Inthis‘
predictionactiVity,theteacherproVidesstudentswi£hthelistofwords,
andasksthestudentstopredictwhatkindsofstorywouldhappeninLheLext,andtoreadthetextandcon6n11theirpredictions.
Thelistofthewords:doexercisebaSeballcheerup
thehighjumpthelongjumpmountain
weekendprettywellhour
1.Pre—readingactiVities
Usethesewordslomakeupsentencesingr‘uIps.TheteachershoLlldenc()LIragestudentstovvlritedowntheirsentencesonthepaper,themorethebetter.Thenthesessentenceswillbeshowntothewholeclass.
2.Settingthescene
Displayacanoonofalittlegirlwhoisen.joyingherspecialday,letthestudenttellastoryaccordingtothecartoonandlhesentenceswhichtheymakeupbef.ore.3.
内蒙古师范大学硕士学位论文
Readthepassagebelowandchecktheirpredictionrightorwrong.
AnnlikessportsverymHch.s|tegoescyctingtwiceaWeekandQ8engoesmoHntninclimbingonSundcIys。
shespendsh征ljanhoHrdoingexerciseinthegymeveryday.ShelenrnsbnseballonSntHrdt哆s,nndnoWsheplaySitpret◇Well.
She话alsogoodntjHmping.ThereisgongingtobeaSchoolsportsmeetnextM,eekend。ShehgongingtotnkepnrtinthehighjHmpandthetongjHmp.Herclnssm口tesnregoingtocheerheron.TheyaresHrethntshewlllWin.Example4:PredictingbasedontheT/Fquestions.
T宅achergiVessomesentencesbef.orereading,letthestudentspredict.TheyshouldchooseTorFbef.orereading.ARerreadingthepassage,theyshouldcheckthemwhichisrightandwhichiswrong.
1.Pre・readingactiVities
Readthesentencesabouttheintemetonthistable.andchooseTorFon“Beforereading”column.
TheinternetBeforeAfter
readingreading
TheinternetispopuIaL
Theinternetcannotdoshopping.
Wecanuseinterne“o6ndjobs.
Wecanenjoysongs,moViesandgamesontheinternet.
Themoreweuse.t.thebetterwefeeI.
2.Stirupthebackgroundknowledge
Makestudentsintotwogroups.Oneofthegroupshouldwritedo、VntheadVantagesoft11einternetoneby011eontheblackboard,t11cothernlenlbcrsi11groupt、、oshouldwritedownthedisadVantages.
3.Readthearticlebelo、V,and6nishchoosingTorFin‘‘ARerreading’’column.
TheiftterHetis’妒oHde(“11.ItmnkesoHrlU’ellicer,easicrn|tdmoreinteresti|tg.Tlleinternetcnnhelpustodonlotofthings。Forexnntple。’’,ecnndosome
shoppingw“hoHtlenvingoHrhoHses,wecnnstHdyonHleinternetnndwecnn“setheinternetto扣ndjobs.1甲henwewnnttovisilnHe'妒ptnce,theinternetcnnhelp淞Fndtheway.ontheinternet,WecQnn|soenjoyntnnyintereStingsongs,moviesnndgames。BHtwes|tonldn’tspendtoomHchtimeontheinternet,toontHchtimeoH“isbnd加roHrhenllh.
4.Makeaconclusionofpredicting.
ChecktheanswerSofthetable,andconnrmhowmanysentencestheydoa“ghtprediction,andtelltheotherhowheorshedidit.
4.5.3SymboIicDescription:
AS:aVeragescOresOfthecIass.
^c、sumtotaloftheclass’scores
numoftheclass’students
PR.thepasSrate.
^^numoftheclaSs’studentswhopasstheexam
卜7}一c==.........——————————..——。...—.————————————————-—--——-————二———————————-——-————————-一
numoftheclass’students
ER:exce¨encerate.
产^numoftheclaSs。studentswhosescoremorethan85
numoftheclass’students
EG:excellencegroup
MG:middlegroup
UG:unpassedgroup
4.5.4Experiment
ByTable1.wecanseethatthetwoclassesinthebeginningoftheexperimentisroughlyequaltotheoVerallleVel,theaVeragedifferenceinscoresandpassratesoflessthan1%,equaltotheproportionofstudentsgoodresults,ratherthanpaSsingratedifrerenceof6.67%.
Table1.Theoriginalscoresofstrategiesofthetwoclasses
AsfortheirpoorbackgroundknowledgeofEnglish.1eamingEnglishweIIisnoteasyf.orsecond—yearjuni01.hjghschoolstudents.whenthestudentsgetthe9
内蒙古师范大学硕士学位论文
training,thetimeofgiVingteachingshouldbetakenlessthan20minutes,othenⅣisethetrainingwouldbeanexcessiVeburdenonstudents,anditwouldhavereducetheenthusiasmofthestudents,thenitwouldhavebackfiredonthem.Sothetimeoftrainingwillbesettoread3timesaweek,tenminutesforeachtime.ThisactiVityw订ldesigninthebeginningofeachclass.InthiswaystudentswillnotfeeltheincreasingburdenbutalsotoachieVethetrainingpu叩ose.ThestudentsinClass7andClass8weretheexperimentsobjects.Class7weretrainedforreadingpracticeonly;andClass8werebeusedthe“top—down’’approachtoreadtraining:Firstaskstudentstoreadf}omthebeginningtotheendofthewholepassageinthelimitperiodoftime,atthesametimeguidingthemtobuildthediagramofthecontentofthearticleintheirbraintodeepentheunderstandingofthecontentofthearticle.AfterquestingthestudentstoexpressthearticleinChinese,askedthemtodothemultiplechoiceexercisesbelowtheanicle.Bythisway,theycanbetestedoutthetop—downreadingpatternhaVetheefrectonstudents’readingcomprehension.
Whendoingthepractice,thestudentsinClass7readbytheirownreadinghabit,butthestudentsinCIass8whowasusedtotheirreadinghabitshouldacceptthetop・downreadingmodelsastheguidance.SotheywouldtakeashontimetObefamiliarwiththenewway.Atthisperiod,theimprovementsofthetestscoreinClass7whichhasthetop—dowllreadillg1110delsis110tasobviousasClass8.ButthisphenomenonhaschangedwhenthereadingtrainingwasgiVenatthe6Rhv旧eks.ClaLss7gradualIyacceptsthenewwayaStheguidancetoread.Theycanmasterthemainide孕f.asterandtheycan6ndoutIhedetailsinthetestmorecorrectly.SotherateofcorrectofthequestiongiVenwashigherwhentheydoingthereadingcomprehension.Inthetenthweekthestudentsshouldfacethemid.termexaminationf.ol’festt11e1.esullsofIop・dLlwnl’eaLlillg111‘1dclswhichwasgiVendL¨’ingfhelime
Throughthemidtermexam,inspection,”top-down”Englishreadingtrainingacquiredpreliminaryresults,Class7ofstudentshaVemasteredthebasicEnglishreading111ethods.Inthenextl0weeks“’ainingteachingIaidasolidf.oundation.AtthesanleIinle,becauseinthenlid—termexaminationhasachievedgoodresults,class7student‘senthusiasmandinitiatiVeofstLIdywasalsofuIlyaroused.Andtheir20
learningwaSmoresmoothly.Inthe20thweekend,thestudentswouldfacethethefinalexam,whichendtheexperiment,andwhenthescorescameout,thedataanalysisisfollowing.
4.5.5DataAnalysis
TheAppendix1.showsthetestscoresofClass7andClass8.
Comparingf.romtheresultsoftwoclasses,wecansee:
1.)AS:ThroughtenweeksofEnglishteaching,theaVeragescoreinClass7
increasedfr.0mtheoriginal66.56to67.46.IthasinlproVed0.9points;andinClass8,theaVeragegradehasdropped0.5points,行om67.17to66.67.The6nalexamswasinthe20thweek,TheaVeragescoresofClass7studentsinthemidtermexamf.rom67.46increasedto70.13,improVedplus2.67points,AndaVeragescoresinClass8inthemidtemlexamfrom66.67increasedto67.17,promoted0.50points.Thecontrastoftwoclasses’AS(seeGraph1.)
Graph1.ThecontrastoftwoclaSses’AS
PR:IntheMidtermexam,theClass7paSsrateispromotedf.rom63.33%to70.00%,improved6.67%.AndtheClass8passrateis70.00%nochangefromtheoriginal.IntheFinaltermexam,theClass7passrateisdropped仔om70.00%to66.7%,decreased3.33%.AndtheClass8passrateispromotedfrom70.00%to70.33%,improVedO.33%.Thecomparisonoftwoclasses’PR(seeGraph2.)
内蒙古师范大学硕士学位论文
Graph2.Thecomparisonoftwoclasses’PR
3.)ER:TheClass7rateofexcellentstudentsincreasedfrom23.33%to30%
inthemidte咖exam,increased6.77%.WhiletheClass8rateofexceIlentstudentsdroppedfrom23.33%to20.00%,decreaSed3.33%.IntheFinaltennexam,theClass7excellencerateisincreasedf.rom30.00%to37.OO%,improVed7%.AndtheClass8excellencerateispromotedfrom20.00%to26.66%,improVed6.66%.Thecomparisonoftwoclasses’ER(seeGraph3.)
Graph3.Thecomparisonoftwoclasses’ER22
4.5.6Findings
FromtheMidte肿exam,wecanknowtheaVerageresultinClass7haSelevatedanddroppedinClass8.Althoughtwoclasses’changesactuallyallisnotobvious,itshowsthatthediff.erentEnglishreadingpatternswereusedinreadingteachinghasdistinguishingresults.
Thewayoftop—downEnglishreadingtraininggaVeforstudentswhoseaVeragescoreswerehigherthanthestudentsreadingbytheirgeneralpattemoftraining.Itisvisibletoseethattop-downEnglishreadingtrainingfbrstudentsofEnglishreadinglevelenhancementisbeneficial.Secondly,top—downEnglishreadingtrainingforgeneralfoundations’studentshaSIa唱erspace,andtheresultsshowsthattop。downreadingtrainingforstudentsinthisIeVelhaVecomparatiVeandremarkableefrect.AlltheconclusioncanbeanalyzedfromTable2.
Table2.
TheoriginalexcellentgroupofstudentsingradeshaVetriningchange,aVeragescoresdropf-rom91.00to89.66,thisisnotbecause”top-down”EnglishreadingtrainingtotheresulthaVesideefrectsongoodstudents,thischangeisactuallybecauseofexcellentgroupofstudentshadseVenpeopleoriginally,andnowhasninepeople,obserVetheninegradeschangecarefhlly;wef’oundthattheninepeopleachievementisactuallyimproVe.ThenumberoffIailedgroupdmppedfromllpeopletonine,andthet、Vostudentspassedthetestsuperbly.Passrateisraisedto70.OO%.Therearetotalof12studentswhopassedthetestbutdidnotgetexcellent,,th-eiraveragegrade73.16promotedby76.16,risingbythethreepoints,andpartofstudentachievementaIsobrokethrough85,enteredtheexcellentgroup.
FromtheFinalexamscore.comparingfromCIass8theintegralresultofClass7isamarkedimpro、’ement.Apparentl)’this”top-do、Vn”Englishreadingtraining
内蒙古师范大学硕士学位论文
therefbrehassuperiority.ForClass7ofnnalgradeanalysis,seeThble3.
Table3.
Class7conlposedofdifr.erentgradeshaschangedf}omoriginaltofinal,wecansee疔omGraph4.
Graph4.ComposeofClass7
ItiscleartoseethatoutstandinggroupaVeragescoresis90.36,whilethereareninepeoplef.romthemidtermexam,andnowthenumberchangedto11whobrokethrough85pointsintoexcellentgroup.Thenumberofstudentswhofailedthetestincreasedf.rom9peopletol0people.Itisinevitablethatthiskindofcircumstanceappearedintheexperiment,becauseofthesmallbaSenumber.ChoicenessisnotexpectedtomakeimproVement,butfell3.33%respectively.Theauthorsbelievethatiftheexperimentalbaseisla唱eenough,itshouldnothappen.Therearel2studentsinthemediumleVel,theiraVeragescoresinthemidtermexamraisedfrom76.16pointsto81.67,anditimproVed5.5lpoints,includingsixscoresmorethan85pointsintothetopram(s.ItserVestosh’ow”top—down”EnglishreadingtrainingforstudentsofEnglishreadinghasVerygreatheIp,especiallyf.ormediumlevelstudents.24
V.COnclusiOn
V.ConcIusion
Thisthesisfollowsthelogicorderf.romtheorytopractice.Inchapterone,thebackgroundinf.onnationandthesigni6canceoftheresearchwasreported.Inchaptertwo,thedennitionofreadingandtop-downreadingmodelresearchesonarepresented,andrelatedreadingmodelsandthestudy
aonTbp-downreadingteachingathomeonarereviewed.ChapterthreewaSreportoftheinVestigationthetop・down
someresultswhichproVethestudentsreadingmodelemployedbystudents.Ityields
doenlploytop.downreadingmodelandthemiddleleVelstudentsgetmoreefrectiVeonthetop—downreadingtrainingreadingEnglisharticles.Chapterf-ourreportedexperiment.ThisexperimentalsoyieldssomeresultswhichproVedthattop。downreadingtrainingcanhelpstudentsimproVetheirEnglishachieVements.
Thetop.downwaymaketheunderstandingtostartf.romthebackgroundofthewhoIetextmeaning.Di行erentf如mthereadertoreadignorethetraditionalViews,thiskindofmethodenlphasizereadingwhenactiVeparticipationofthereaders.First,the
textuseofvisualaspectsofreadersreaderscan6ndinformationtoimproVelanguage,theuseinfbrmation.Secondly;cantheexperiellcea11dkilowledgeoflanguagetoverifythatthetemporaryhypothesis.Finally'thereadertoreadagainaftertheassumptionsdonecon行肿orcorrected.
Throughoutthetop—downreadingmodeIintheexpe“ment,thewayof
scoreswhoseaVeragetop.do、vnEnglishreadingtraininggaVeforstudentswere
theirgeneralpattemoftraining.ItisVisibletohigherthanthestudentsreadingby
seethattop—do、、,nleVelEnglishreading仃ainingfbrs“Idenls‘)fEnglishl’eadillgenhancementisbenencial.Secondly,top.downEnglishreadingtrainingfbrgeneralfoundations’studentshaslargerspace,andtheresultsshowsthattop—downreading
andremarkableef话cttrainingforstudentsinthisleVelhaVecomparatiVe
Anidealsituationwouldbeonin、vhichaIJteacherstraintheirstudents
usewouldthenbemorelikeIytotop—downreadingmodel.alsostudents
25thiswayto
内蒙古师范大学硕士学位论文
learninoneclasstoanotherclass.ThereisaneedformorecomprehensiveresearchonawiderangeofVariablesaff.ectingreadingstrategyuse.Variablessuchasculturalbackground,beliefs,leamingstyle,motiVation,andattitudethatmayhaVeabearingonreadingleamingstrategyuseshouldbestudiedwithstudentsofdif|’erentbackgroundsandproficiencyleVels.MoreoVer,researchonthef’requencyofuseofthesocialandaf诧ctiVestrategiesandchoiceofgivenstrategiesisrecommendedsinceitishelpfulforbothleamersandteachers.
HoweVer,duetothesmallnumberofsubjectsandmethodologicallimitations,alltheconclusionsstudynowshouldberegardedassuggestiveandtentative.Atthesametime,theresearchermyselfamnotastatisticexpertandnotablet0independentlyanalyzealltherelatiVedatathatappearintheresearch.Sovalidationstudiesoneff-ectoftop—downreadingmodeltrainingneedtobemadeinthef.uturewithala唱esizeofsubjectsandabetterstalisticdescription.26
内蒙古师范大学硕士学位论文
Refbrences:
Aebersold,J.A.&Field,M.L.1997.厅D,”,.e口沈r五DrP口击,喀fP以c向P,.j上孵“Ps口门d
s,r口f曙fPs加厂sPcD蒯肠馏“口gP
c肠ssrDo卅.Melbourne:CambridgeUniVersityPress.
Anderson.DaVid.Bottom—UpStrategies—ABackgroundtoReadingInstruction】.June
2005.
Camboure,B.
‘‘Howimportantistheorytothereadingteacher?”AustralianJoumal
ofReading
2:78—90,1979.
Carrell,P.,Devine,J.&Esdey,D.(Eds.).1988.加,Pr口c,f1,P<昝矽厂D口c晟Ps幻sPco门d厶材曙“(IggrP口西,曙.Cambridge:Cambridge
UniVersityPress.
Chang,Cecilia.Top—downApproach
toDeVelopingExtendedDiscourseinStudents’
Speech.Williams
College.2004.
Carroll,J.B.LanguageandThought.
Englewood
Cliff.s,NJ:Prentice—Hall,
1
964CarroH,
JB.
Word
f.requencybook.
NewYork:
AmericanHeritage,
l970
Goodman,K.S.andGoodman
Y.M.(1979)‘1’oreadisnatural’,inResnick,L.B.and
Weaver’P.A.(eds)Theory
andPracticeofEarlyReading、b1.1,Hillside,NJ:
La、vrenceErlbaumAssociates.Goodman.
K.
“Reading:
a
psycholinguistic
game.’’Joumal
oftheReading
Specialist,l967Goodman,K,
S.“PsychoiinguisticUniVersalsintheReadingProcess”,
1971
16Goodman,K.S.1967.Reading:Apsycholinguisticguessinggame.。,D“,.门口,Q厂r办e
ReQdtngspecinnst
Grimn.P.&Cole.M.Cullrent
activityforthefuture:TheZo-ped.InB.Rogoff
&J.VResearch
on
Approaches.for【improVing
EnglishReadingAbilityat
PI.of’essionalhighschool
Wertsch(Eds).
Childrenleaminginthe’’zoneofproximal
development’sNewDirectionsforChildrenLanguageDeVelopmentSanFrancisco
Joss∞,.Bass(V01.23),l
984
Hal.ris.
D.
PReadinginlproVenlentcxcrcises)’o,
studentsofEnglish
asa
second
language.EnglewoodClif.fs,NJ:PrenticeHalI,1966lrwin,J.
W’l’eachingreadingcomprehensionprocesses【2”ed.)EnglewoodCliffIS,
NJ:PrenticeHall,l99l
Kolers,PA.;。Readillgisonlyi11cidencally、,isual.’’/nPsycho“nguisticsandthe
27
内蒙古师范大学硕士学位论文
TeachingofReading.
K.
S.Goodman&J,
t
Fleming(Eds.).Intemational
ReadingAssociation,
1969
l6Nunan,D.1991.£日,曙“(t妒,P日c厅f,曙,竹Pf向o(幻fDl眇j彳,gx,6DD尼/ar,P口c厶P瑚Hertfordshire:PrenticeHallIntemational.
Nunan,D.1998.Teachinggrammarincontext.点Z丁。,D“厂胛口,.Oxfbrd:0xf-ordUniVersityPressNunan,D.1
999.・毙cD,zd肠,喀“昭P陀口c向砌g&,P口厂门f,咨Boston:Heinle&Heinle
PubIishers.
Nunan,DaVid.PracticalEnglishLanguageTeaching.HigherEducationPress.2004.
RiIey;Jeni(1996)TheT’eaching
ofReadingLondon:PaulChapman
Rumelhart,D.E.Schemata:ThebuiIdingblocksofcognition.
InR.J.
Spiro,
B.Brace,Rumelhart.
D.
‘’’roward
an
interactiVemodelof
reading.”
Attentionand
Perfbrmance.NewYork:
AcademicPress,
1977
Seliger,H.
W
ImproVingreadingspeedandcomprehensioninEnglish
asa
second
language.EnglishLanguageTea6hing27:48-55,
1972
Smith,Frank(1978,secondedition)UnderstandingReadingNew1ybrk:Holt,
Rinehart&Winston.
StanoVich,K.‘”TowardallinteractiVe—compensatorymodel06ndividualdif传rencesinthedeVelopmentofreadingfluency”/nReadingResearchQuarterlyl6:32——7l,
1980
Widdowson,H.G.1983.£e口r门i,喀p“,p05P臼,2d^口,嗒“口gP“se.Oxfbrd:Oxfbrd
UniVersityPress.(EditedbySteHaandJessica)
程晓堂,郑敏《英语学习策略》北京:外语教学与研究出版社,2002年杜学增,《英语阅读的方法与技能》北京:外语教学与研究出版社,1997年胡春洞,《英语阅读论》南宁:广西教育出版社,1998年
胡小花.英语教学研究~理论与实践.西安:西北工业大学出版社.2007.
倪锦诚.外语教学rfl的阅读摸式研宄.重庆交通人学学报.2uu7ib).文秋芳,《英语学习策略》上海:上海外语教学与研究出版社,1996年文秋芳,《学习和运用第二语言‘的策略》北京:北京外语教学与研究出版社,2000杨树臣、杨敏.阅读教学中功能语法语篇分析模式的尝试性应用.外语
界.2004(2).
28
Appendix
Appendix1
Textl
HaVeyouhadyourbreakI。ast?
Doesitmatterifyoudon’ttakeyourbreakfast?Ashorttimeago,a
test(测试)
waSgivenintheUnitedStates.Peopleofdi髓rentages,froml2to83,wereaskedto
have
a
allkindsofbreakf.astand
test.Duringthetest,thesepeopleweregiVen
no
sometimestheygot
breakfhstata11.Scientistswantedto
see
howwelltheirbodies
workedwhentheyhadeatendifrerentkindsofbreakf.ast.
The
result(结果)show
thatif
a
personeatsthe69htbreakf瓠t,hebreakfast.If
a
or
shewill
workbetterthanthosewhohave
no
studenthaSf.Ⅲit,eggs,breadand
milkbeforgoing
class.
toschool,hewilllearnmorequickIyand
listenmoreattentiVelyin
Theresultisoppositeto(与…相反)what
somepeoplethink.HaVing
no
breakfastwill
noon
nothelpyouloseweight.Thisisbecausepeoplebecomeso
hung叫at
thattheveattoomuchforlunch.TheywilIgainwei曲t
insteadoflosingit.Ybu
wi重llosemoreweightifyoureduceyourotller111eals.
Text2Mr
Mr.Shawwrote
likethe
a
KnowA¨
allthe、vorldknowhim.Hedidn’t
lotofnice
novels(小。晚)and
arrogant(傲慢的)“ch
menandoRenlaughedatthemandthepeopleliked
him.
Mr.ShawwasoRenasked
toknow
to
allkindsofparities.Alotofimponantmenhoped
canle
him.Onedayafamoussingeraskedhimtoherparty.Whell~Ir.Shaw
a
in,allpeoplestoodupexcept
meethimand
youngman.Thesingerhurriedto
one
askedhimtositdownnexttoher.Theyoungman’sfAtherwas
oftherichest
than
meninEnglandandhewasstud),inginParis.Hethoughtheknewmuchmoreanyather
guest(客人)in
thest“119roonl.Hetalkcd
a
lotandtried
to
showhewas
a
29
内蒙古师范大学硕士学位论文
know—a11.AllthepeoplepoliteIylistenedtohimand
nobodywouldinterrupt
him.ItmadeMrShowunhappy.
“Pleaselistentome,myfriend.’’Mr.Shawhadtostophim,“Ithinkonlywe
bothknowallthethingintheworld!”
HaVingheardthis,theyoungmanwashappyand
asked,“Why?’’
“Maybeyouknowall,”saidMr.ShaW,“butyoudon’tknow
one
thing!’’
“What?”“We
are
alltired
of(讨厌)you,“Mr.Shaw
saidwith
a
smile.“JustIknowit!’’
Theyoungman’sfacetumedredanddidn’tsayanythinguntilheleR.
Text3
Soccer:themostpopuIarsport
Inheworld,soccer
or
footballisthemostpopuIarsport.Thisisbecausemany
countrieshaVewonderfUlteamforthe
World
Cup.The
W6rIdCupisheldeVeryfour
VearS.
TbrIemember2002FIFAWorld
Cup,childrenfromdif五引?entcount“esandmore
than60childrenfrom
J印aneseschools
cametogetherandspenttheeweekends
drawing
a
bigpicturecalled“DreamWorldCup”inJapan.Thechildrendrew
animals,nowersandpeoplewhoplay
soccerr
under
a
bIueb“ghtsky.Theywished
eachfbotballteamgoodluckbydrawingtheflagsofanthecountriesthatwilltake
partinthe
WorldCup
inJapanandSouthKorea.Thepicturewasputupin
a
park
neara
playgroundinY6kohama.SomefootballteamswillhaVegamesthere.
Areyoua
footballfan?TheworldCupmakesmoreandmorepeopleinterested’
in
football.Manyof
teenagerswholikeplayingandwatchingfootballlbVesome
football
starssomuchthattheygetthepicturesoftheirfaVoritepIayersonthewalls
ofthcirrL)onls.I‘hatisthc、^,ay
tosho、VthcirloVefbrtheⅥorld(-:upasChildrenin
Japan.
30
I__....................。................................。。
一
内蒙古师范大学硕士学位论文
Appendix2
1班期中成绩
姓名
李佳孟欣
刘宏伟王刚
魏娜韩丽霞
白宇王泽杨敏
李洋
高旭杨辉曹亚飞
王雪婷
刘丹
张婷婷
张雪
胡悦
王海鑫韩佳明
郭文斌
于杰刘丽丽
张娜
张斯文袁慧敏白音
李亮
呼燕
王鹏总分平均分
及格率
优秀率
前测成绩
98959080828075
68
85706054
●
758090934030365850428673425060755030199766.566.3.37%23.33%
3I
后测期中成绩
969590
85
8583788086726260778290903628326043459070434760805l28
2024
67.467(}.I^IfM30.00%
后测期木成绩
9996
88
908685
90
878380706082838695392635684550848049
43
55925226210570.266.67%37.00%
Appendix3
2班成绩
姓名
刘洋
陈朝辉
胡晶华
纪晓丹
常博
李婷
张晓磊
云峰
刘对儿
祁霞
石健元
肖楠
李彤
王曼华
同7J、半高小军
方宏远
孟丽
甘超
王朝正
F日震
董倩
王向明
张晓字
刘楠
武春霞
屈波
田亚雄
周颖
赵勇
张志星
总分
平均分
及格率
优秀率内蒙古师范大学硕士学位论文.前测成绩后测期中成绩93929394858690885860858363706661655063567075939l70・734540504663.6052584960737065684530505268649593808225296068757242498480‘2015200067.266.77n%7n%Z3.33%厶U.UU/o20.(JU‘‰
32后测期术成绩909288868088716453606289684840625560726350536090.78286278408520l567.270.33%26.66%
内蒙古师范大学硕士学位论文
Appendix4
初中-二年级期中测试卷
笔试部分
一、单项选择
()1.……LucvBeijingtomon.ow?
No.sheisn’t
A.Are;goingtoB.wiII;goC.Is;goingD.Isgo
()2.Thereisgoingtofootballgamenextweek.
AhaSBhaveCisDbe
()3.IoRensawLiuMingbasketballontheplayground.APlayedBplayingCplaysDplay
()4.…whichsportsdoyou…,skatingorswimming?
…llikeswimmingbetter.
AwantBplayCpreferDwatch
()5.Theoldmantakesexerciseto…eVerymoming.
AkeephealthBmakehealthCkeep6tDmakefit()6.YaoMingidplaying——theHoustonRocketS——theNBA.Ain;inBfor;onCin;onDfor;in
()7.Rose,couldyoudomeandcIeantheroomf.orme?AhandBf.aceCfavorDafavor
()8.…wouldyoumindcleaningyourtable?
AOfcoursenotBYes,pIeaseCYes,DoasyoulikeDThat’sri曲t()9.Theradioidtooloud.Couldyouplease?
AtumdownitBturni£upCtumupltDtumltdown()10.Don’twon了.I’msurethereontime.
AgetBgettingCtogetDgot
A
PlayingsponsisagreatwaytohaVefhnandstayactiVe.
KidshavelotsofchoicesaboutwhichsportstodoandwhethertocompeteinspoIrtsorjustplaythemforfun.Onekidmaybehappytowaybasketballinthepark,whileanotherkidmaypreferbeinginabasketballteamandcompetesagainstotherteams.
Gamescanmakesportsmoreexciting.Butbecausesomebodywinsandsomebodyloses,gamescanalsomakekidsfeelnerVous.
Insport,almoste、’er)’one、、.antstopIay、、’elIanddoesn’tu7anttomakeamistake.Eventhebestplayergcts11cI+、,oussulllctinlesbef.0reabigganle.
FeelingalittleexcitedornerVousis0K.Thishelpsyourbodyandmindgetreadytocompete.Butifyou‘regettingtoonerVousyouaren’thaVingmuchfun.It’sbadnews.33
内蒙古师范大学硕士学位论文
根据短文内容判断正(T)误(F)
()1.Allthekidslikebein2inabasketballteam。
()2.Kidscanonlyhaveakindofspons.
()3.ThebestplayeralsogetsnerVoussometimesbeforeabiggame,()4.Gamesseldommakesportsmoreexciting.
()5.Itdoesn。tmatterifyoufeelalittlenervousbeforeagame.
B
Mr.Bakerwasastrongman.Helikedplayingf.00tballandspentalotoftimeofthegamewhenhestudiedinacollege.ButhisrightledwasbrokenwhenheplayedfootballwithhisclaSsmates.Hecouldn‘tplaVfootballandhewassorryforitandlikedtowatchthegame.
NowMr.bakerworksinahospital.Heisgooddentistandmanypatientsaskhimforhelp.Heisalwaysbusyandhaslittletimetowatchthematchesinthegym.HehastowatchaRemoon.Mr.Bakerhopedtowatchit.ButabigfootballmatchintheircitVwouldstartatfburoneafternoon.Mr.E;akerhopedtowatchit.Buttheheadofthehospitaldidn’tlethimgo.”Ybucan’tgooutuntilallthepatientsinyouromceleave.”hesaid.
ItwaSthreetwentywhentherewereabouttenpatientsinthewaiting.room.Mr.Bakerwaswo州ed.Hethoughtforamomentandhadanidea.Hesaidtowomanonthechairinhisomce,”Cryloudly,madam!I‘llpullyourbadtoothourfreeifyoufrightenawaytheotherpatients!”
1.Mr.BakerspentalotoftimeplayingfootbaIlbecause——.
AHewasstrong
BHewaSafootballplayer
CHelikedthegamed
DHehadalotoffreetimeaf!cerwork
2.ThataRemoonMr.Bakerwasworriedbecause.
AHewasafraidthathecouldn:twatchthefootbaIlmatch
BSomethingwaswrongwithhim
CTherewerefewDatients
DTheheadofthehosDitalwouldcometoseehim
3.theheadofthehospitaltoldMr.Baker
AtowatchthematchatOnce
Btowatchthematchiftherewerenopatients
CtowatchthematchaRerwork
DLoleavcLheoIhceUuieIly
4.Whichofthefollowingistrue?
AMr.BakerwantedthewomantofrightenawaytheotherpatientsBMr.Bakerandthewomanweregoodfriends.
CMr.Bakerdidn’tIikewatchingfootbalInlatches.
DMr-Bakerknewthewoman.34
内蒙古师范大学硕士学位论文一—————————————————————————————————————————————————————————一
Appendix5
八年级英语期末测试卷
笔试部分(120分)
一、单项选择(15分)
(
(
(
()8.Y0u
(
(
(
(
(
()1.M.1kisgood——OUr.A.to,heaIthyB.for,healthyC.for,health)2.AlthoughheisVery川,一heworksVeryhard.A.andB.butC./13.d0youreadEnglishbooks?刑ceaday.A.HowlOngB.HOwoftenC.Howsoon—color,IlikeyeIlowVerymuch.A.AsB.AsforC.for)5.Whatdoyouusuallydoweekends?A.onB.ofC.in)6.HewatchesTVforhalf——houreVe叫day.A.theB.aC.an)7.-thematterwithyou7.Ihaveasorethroat.A.Who’sB.What’sC.HOw’slooksick.You——seeadoctOr.A.shouIdB.canC.do)9.IfyouhaVeasorethroat,youshoukldrinksomehotteahOnev.A.withB.inC.On)10.MrLiwasi11.・A.ThankyouB.I’mson.ytohearthatC.OK)11.areyougoingforVacatiOn?一ltaly.A.WhereB.WhenC.What)12.1’mgoingtoHuangshan.・A.Don’tbetoohappy.B.HaveagoodtimeC.Howistheweather.)13.ShesjghtseeingtomOrrO、、A.goesB.goingC.isgoing)14.CanIaskyou—questionsaboutyourVacatiOnplans?A.someB.anyC.much)l5.TheyaregoingtoBe.jingvaCatIOn.
A.inB.toC.for
35SOme
内蒙古师范大学硕士学位论文
二、完型填空(10分)
DearRoben.
IhopeyouarewelJ-丁hankyouforyourlastJetter.YouaskrneaboutMid—autumnDay.Now,letmelyousomeIhingaboutit.EveryoneinChinaIikesMjd-autumnDay.It2comesinSeptemberorOctober.Lthatday,everyoneeatsmooncakes.Amooncakeisadelicious,roundcake.It!Lthemoon.Therearemanydif俺rentkindsofmooncakes.SomehaVenutsinthem,主一somehaVemeatoreggsjnthem.MyfriendLiLeilikesmooncakeswithmeat.ButIthinkthe鱼一withnutsinthemare2..HanMeimeisaysthenicestcakes韭Guangdong.Atnight,familiesoRenstay皇一theopenairneartheirhouses.Theretheyj旦themoon,andeatthecakes.Mmm!Howdelicioustheyare!
YOurs.
SunHuimin
()1.A.speakB.teIlC.sayD.talk()2.A.neVerB.usuaIIyC.sometimesD.notonen()3.A.OnB.AtC.ForD.1n()4.A.IikeB.IikesC.Iooksf.orD.100kslike()5.A.butB.untiIC.andD.so()6.A.moon(月亮)B.sunC.onesD.eanh(地球)()7.A.deIiciousB.betterC.badD.bigger()8.A.hearfromB.comesfromC.jsn.om.comefbm()9.A.underB.withC.intoD.in()10.A.100katB.100kaRerC.IookforD.100kup
三、阅读理解(30分)
MrsGreenisgoingtogiVeabinhdaypa九yforMary.Maryisherdaughter.MaryW…bethirteenyearsold.AlotofMary’sfriendsaregoingtotheparty.TherearegOingtobetwentyg-rlsattheparty.MrsGreenaregettingreadyfortheparcy.MrsWhiteishelpingher.“That’sapreny(精致的)cake,’’MrswhitesaystoMrsGreen.-‘Thankyouverymuch.’’MrsGreenisgojllgshoppjngnow.SJle’sbuy;ngfrujtf.ort11epany.ShebuysaJocoforanges,applesandbananas.Thenshegoeshome.It‘sthreeO’clockintheaRernoon.Everythingisready.NOⅦt|1ef’rstgjriisa1.I‘iV“19.I’hepanyisgoillglostal.t.36
内蒙古师范大学硕士学位论文
(
)1.Whoisgoing
A,
to
giVe
a
panyforMary?
MrSGreenB.MrsWhite
C.
Ma叮
D,
Ma叫’sfriend
(
)2.HowoldjsMa口now?
A.Eleven
B.Twelve
are
C.tenD.Founeen
(
)3.How
manygirIsgojngtocometothepa九y.?
B.
A.LessthantwentyC.1、venty
Morethantwenty
D.Manyandmany
()4.What
isMrsGreenbuyingf’ort11epany?
一
A.BananaS
B.Oranges
C.Apples
D.AIlOfaboVe
time
isthepartygojngtostart?A.At2:OO
B.At3:00
C.At4:00
D.IntheeVening
(B)
PhilipIikes
to
pJayfootball.Heo危enpIays
foolbaJlaRersch001withhisfriends.
likestoplaybasketbalI.SheteachesherfriendshOwtoplayiteVerySundayaftemoOn.
MeiisVe巧good
at
thecomputer.Shealways
uses
jttodrawpicturesthreetimesaweek,
sheusesittosurftheIntemet.Shehas
a
goodfriendinAmerica.HernameisMafy.LinTao
alsOgOod
at
drawingpictures.Buthe
neVeruses
cOmputerlOdraw.
)1.WhatdoSandyand
hisfriendsdoonSundaya疗emoon?
A.Playfootball
B.PlaybaLsketbalIC.Drawpic£ureS
D.PlaycOmputergames
)2.HowoRendoesHanMeidraw
withcomputer?
A.onceaweek
B.Threetimesa
week.
C.onceaday
D.EVe哕day
)3.Who
likestosurftheInternet?
A.Philip
B.Sandy
C.HanMeiD.Linl、aO
)4.How
oRendoesLinT-ao
use
computertodraw?
A.Never
B.Hardly
eVer
C.Th陀etimesa
week
D.Eve叫
week
)5.Who’sMa叮?
A.She’sanEnglishgirI.
B.She’sSandy’sfriend.C.She’sHanMei’s仔iend.
D.She’sLinTaO’scIassmate.
(C)
Thissto口isabout
a
youngman.HeworkedhardathisIessons.Hewastoobusy.He
haVetime
torest,so
hewas川.EVerynight,whenhewentto
bed,hecIosedhiseyesand
to
sieep(睡觉).Buthecoukin’t.Hethought:“ImtIsfgoto
see
thedoctor.’’Hesaidtothe
can’tgotosIeepatnight."Trycountingnumbers.WIlcllyOureacll0ne
thousand,
beasIeep.
The
next
daythemancameback
to
thedoctorfsofHce.“WelI,”saidthe
doctor’“How
are
today?"“Yes,"hesaid,“Itriedcounting
one,two,three…uptO
one
thOusand.ButwhenI
nVehundredandsixty-nine.IbegantofbelsIeepy(感至U凼倦).Ihadto
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内蒙古师范大学硕士学位论文
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38
,
●
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内蒙古师范大学硕士学位论文
Acknowledgements
1wouldlikeProfIessor
to
expressmywarmestgratitudetomysuperVisor,
to
WeiLi.Fromthetopicselection
thefinalthesis
proljection,
shehasgivenmecarefulguidanceandunremittingsuppoft.Shealwaysaskedtheresearchprogress,andhelpedmedeVelopresearchideas.She
‘-●k
1.
also
gave
me
meticulousinspiration,warmlyencourageduring
the
production.WithoutherinValuablehelpand
generousencouragement,the
1wouldliketo
presentthesiswouldnothaVebeenaccomplished.So
extendmysincerethanksandrespect
to
her.
~
J
?一
0
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以
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_
自上而下的阅读模式在初中英语阅读教学中的应用
作者:
学位授予单位:
武静丽
内蒙古师范大学
本文链接:http://d.g.wanfangdata.com.cn/Thesis_Y1920846.aspx
独创性声明
本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果,尽我所知,除了文中特别加以标注和致谢的地方外,论文中不包含其他人已经发表或撰写过的研究成
●●
蠢果,也不包含本人为获得内蒙古师范大学或其它教育机构的学位‘’,,1
或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示感谢。
签名:献。娼觚日期:∥。1年<月}7日
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关于论文使用授权的说明
本学位论文作者完全了解内蒙古师范大学有关保留、使用学位论文的规定:内蒙古师范大学有权保留并向国家有关部门或机构送交论文的复印件和磁盘,允许论文被查阅和借阅,可以将学位论文的全部或部分内容编入有关数据库进行检索,可以采用影印、缩印或扫描等复制手段保存、汇编学位论文,并且本人电子文档的内容和纸质论文的内容相一致。
保密的学位论文在解密后也遵守此规定。
签名:氓韵歹峙师签名:彳岛矽日期:矿,,年厂月f7日
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内蒙古师范大学硕士学位论文
中文摘要
随着现代社会的发展,英语作为一门语言己成为一种工具。为了能与人更好的相处,我们应该得到更多的信息,而阅读是一个最好的方法。它能给学习者提供重要和足够的语言输入。“自上而下"的阅读模式可以有效的帮助大学的学生在课堂中轻松的完成与读训练,但在初中英语中的应用研究还比较少。本篇论文是为了研究中国初中学生使用“自上而下”的阅读策略的情况和训练效果而构思的,文中的实验也是为了了解初中生使用“自上而下”阅读模式而进行的尝试研究。
1976年Goodman(古德曼)提出了“自上而下"的阅读理论。他认为阅读是“心里猜测游戏”,就是主动的“猜测一证实"的活动。它是一种阅读对象与阅读者之间相互作用的过程。《英语课程标准》指出:阅读教学的目的是培养学生阅读策略,培养语感,特别强调培养学生在阅读过程中获取和处理信息的能力。如何有效地提高学生的英语阅读理解能力、提高阅读技巧是摆在每位英晤教师面前的一项重要任务。阅读理解是中学英语教学的侧重点,是各单元教学的核心。中学英语阅读课程应当有意识地运用与阅读相关的理论来指导学生的阅读模式,帮助学生建立正确的阅读模式,以提高学生对阅读材料的正确理解。
本文将“自上而下”阅读模式运用到了初中英语阅读教学中并通过实验进行了英语阅读教学的研究:实验对象为吗海市普通中学初中二年级两个班的学生,其中一个为实验班另一个为普通班。实验将分别对这两个班的学生采用自上而下的英语阅读模式和传统的阅渎训练方式,进行对比研究。实验时间为~个完整的教学年,在实验中主要采用阅读测
,可行性
ABSTRACT
Withthedevelopmentofmodemsociety,Englishasaforeignlanguagehasbecomeat001.Inordertogetalongwellwithpeople,weshouldgetmoreinf.ormation,whilereadingisoneofthebestmethod.ItcangiVeleamerstoprovideimportantandenoughlanguageinput.¨Top’down¨readingmodelcaneff色ctivelyhelpuniVersitystudentsinarelaxedclasswithtraining,butinjuniorhi曲schoolreadingEnglishapplicationresearchalsoless.ThispaperistostudyChinesejuniormiddleschoolstudentstouse¨top—down”readingstrategies,thepaperexperimentisalsot拶ingtounderstandmiddle。schoolstudentsuse”top—down¨modeIofreading.
1976Goodman(Goodman)putforwardthetheo巧of"top—down¨reading.Hethinksthatreadingis”conjecturedthatgame¨,namely¨guess—connrmedtheinitiative¨.ItisakindofobIjectandthereadertoreadtheinteractionprocess.The‘‘Englishcurriculumstandard’’pointedout:thepu叩oseofteachingreadingistocultiVatestudents’readingstrategies,withpanicularemphasisontrainingstudents’languageintheprocessofreadinginf.omationacquisitionandprocessingcapacity.HowtoeffectiVelyimproVestudents’EngIishreadingcomprehensionandreadingsk-llsareimportantIasksforeachteacherinthemiddlesch001.Theemphasisisthecoreofteachingandleaming.ThemiddleschoolEnglishreadingcourseshouldconsciouslyandreadingrelatedthe09toguidethestudents’readingpattem,helpstudents
ABSTRACT
Withthedevelopmentofmodemsociety,Englishasaforeignlanguagehasbecomeat001.Inordertogetalongwellwithpeople,weshouldgetmoreinf.ormation,whilereadingisoneofthebestmethod.ItcangiVeleamerstoprovideimportantandenoughlanguageinput.¨Top’down¨readingmodelcaneff色ctivelyhelpuniVersitystudentsinarelaxedclasswithtraining,butinjuniorhi曲schoolreadingEnglishapplicationresearchalsoless.ThispaperistostudyChinesejuniormiddleschoolstudentstouse¨top—down”readingstrategies,thepaperexperimentisalsot拶ingtounderstandmiddle。schoolstudentsuse”top—down¨modeIofreading.
1976Goodman(Goodman)putforwardthetheo巧of"top—down¨reading.Hethinksthatreadingis”conjecturedthatgame¨,namely¨guess—connrmedtheinitiative¨.ItisakindofobIjectandthereadertoreadtheinteractionprocess.The‘‘Englishcurriculumstandard’’pointedout:thepu叩oseofteachingreadingistocultiVatestudents’readingstrategies,withpanicularemphasisontrainingstudents’languageintheprocessofreadinginf.omationacquisitionandprocessingcapacity.HowtoeffectiVelyimproVestudents’EngIishreadingcomprehensionandreadingsk-llsareimportantIasksforeachteacherinthemiddlesch001.Theemphasisisthecoreofteachingandleaming.ThemiddleschoolEnglishreadingcourseshouldconsciouslyandreadingrelatedthe09toguidethestudents’readingpattem,helpstudents
内蒙吉师范大学硕士学位论文
establishcorrectreadingschema,toimproVethestudents。readingspeed,andtostrengthenthecoITectunderstandingofthereadingmaterials.
Thisarticlewilluse¨top—down¨waytojuniormiddleschoolbyreadingthroughtheteachingofEnglishreadingresearch.ExperimentalsubjectsaretwoclassesofstudentsofGradeTwoinWuHaiordina叫middlesch001.0neisexperimentalclass,andtheotherisregularclass.TheexperimentwillrespectiVelyonthetwoclassofstudentsusingatop—downEnglishreadingmodeandordina叫readingtrainingformsascomparatiVestudy.ExperimentteachingtimewilltakeawhoIeteachingterm,anditwillusepretestingandaRertestasmeasurementtocollectresearchresults.Throughtheexperiment,thestudentsinexperimentclassnotonlytheirscoreshasbeenrisenbutalsotheirleamingmotiVationhasbeeninspired,students’self二conndencehasbeenstrengthened,andlearninginteresthasbeenincreasedsignincantly.
Thispaperexplored"top—down¨readingpattemoftheoreticalresearch,and向rtherconfirmedtheteachingof“top—down¨readinginjuniorhighschool,andalsocreatedef.fectiVeEnglishreadingclassroomleaming.TheBenefitsf.orjuniormiddleschooIEnglishteachingref.ormproVidesanewidea.
KEYWORDS:JuniorEnglishreading,¨top—down¨reading,efnciency,feasibility‘▲‘・
CONTENTS
I.Introduction..。...….。。....。......。。.。......。…...。。。….......…........。l1.1Researchbackground
1.2Briefintroductionofthestudy………………………………………………….11.3Theneedforthepresentstudy………………………………………………….2Ⅱ.LiteratureReview.。....。......。.。...。….。..。…..。....。...。。.....。.。....42.1Definitionsofreading…………………………………………………………….42.2Relatedresearchesonreadingmodels……………………………………..52.2.1Relatedstudiesbyforeignresearchers………………………………..72.2.2Relatedstudiesbydomesticresearchers……………………………..72.3ThestudyonTbp—downreadingteachingatHome……………………8Ⅲ.TheoreticaIfoundationonTbp.downreadingteaching....。。..。.103.1TheDeflnitionofTIop—downreading……………………………………….1O3.2TheadvantagesofTbp—downreading………………………………………1O3.3MajorMethodsofTop—downreading……………………………・ll3.3.1Activatingbackgroundknowledge…………………………………….・113.3.2Beforereadingstrategies…………………………………………………一1l3.3.3Cultivatingability………………………………………………113.3.4Remainactiveclassroomatmosphere…………………………………l2Ⅳ.MethodoIogy………………………………………………………………”134.1ResearchQuestions………………………………………………………・13
内蒙古师范大学硕士学位论文
4.2Hypothesis…………………………………………………………l34.3Subjects……………………………………………………………134.4Instruments…………………………………………………………………………..134.5Procedures……………………………………………………………………………144.5.1Process……………………………………………………………………………144.5.2Examplesofteachingtraining…………………………………144.5.3SymbolicDescription:…………………………………………l84.5.4Experiment……………………………………………………l84.5.5DataAnalysis…………………………………………………一204.5.6Findings……………………………………………………….22V.ConcIusion。。。.。...。...。.。。…。.。......。......….。..。。.。。。。。.….....24References:…………………………………………………………………………26Appendix1.。....…..…。.....。...。。.......。.。..。。。。。..。。。.。.。..。.。.。。…28Appendix2.。...。。.。..。。.......。.。…。....。..。.。。。...。.....。。.........。。.。.30Appendix3.........….......。。.。.........….。..。。.............。。.。..。.。.。...。..3lAppendix4..。..。....…。..。..。..。。。。.。。…。。.。............。。。。.......。。...32Appendix5...。......。。。.………。。......…..…....。...。。...。.。.……...。......34Achlowledgements……。.………………………………………………………38
I.Introduction
1.1Researchbackground
Le锄ingforeignlanguagethroughlanguageVehicleismainlyabouttogainandexchangeinfo肿ation.NowadayssciencetechnologyiswelldeVeloped;readingisobvi叫slythechiefwayfromwhichwegainandexchangemessages.Readingisoneoftheimponantlinksinteachingofaforeignlanguage.WiththedeVelopmentofthemodemsociety,EnglishaSalanguagehasbecomeatoolwhichpeoplecancOmmunlcatewitheachother.Inordertogetwellknownfromothers,weshouldgetmoreinfo肿ationofwhichreadingisabestway.Itgivesleamersimportantandsumcientmaterialsforlanguageinput,anditisthefoundationtoimproVestudents’listening,speaking,writingandtranslationabilities.
Ontheotherhand,studentsmustfacealltypesoftextsintheirlifewhichthe
on
readingpartsisnotonlyimportantbuthasmorescores.Studentsmustdoexcellentreadingpanandtheycangethigherscore.SoinVariousgradesofEnglishtests,readingstandsatthetopoftheworld.Becauseofthis,someteachersandscholarsbegintoresearchnewteachingmethodsofEnglishreadinginordertoimproVestudents’readingcomprehensionleveI,anditisnecessaryforteacherstogiVetheproperwayofreadlngtotheirstudents.
12Brjefintroductionofthestudy
Thede6nedas‘‘constructingmeaningfromawrittentext,’
processofreading,is
(1996,p.141).CarrellandEsdayaIsobelieVe“readingisareceptlVelanguagep1.ocess,lnthatitstanswithalinguisticrepresentationencodedbyawriterandendswlthmeanIngwhichthereaderconstructs’,.SuchdennitionshowsanimportantandactiVeroIethatreadersplayduringtheinteractjonwiththetext.Inthelast40years,researchersfGoodmilll’1967;Slnitll,1971;Widdowson,1978,1983;DLlbin,Eskey&Grabeetal・1984)havedevelopedmodelstodescribewhathappenswhenpeopleread,amongwhlcnbottom.up,top.downandinteractiVemodelsarethethreemostimponantmodeIs・AebersoldandFieId(1997,p.18)assertintheI‘ealteachillgcontext,whichmodeltochoosedependsonthetypeoftext.reader’sbackgroundknowledge,theirlanguage
内蒙古师范大学硕士学位论文
pronciencyleVelandeVentheirculturalbeliefSaboutEnglishreading.
Basedonthebriefcommentsaboutreadingathomeandabroad,andalsobasedonthetheo巧andtop-downmodelofEnglishreading,thethesisdoaroughanalysisontheEnglishreadingability.Inthispaper,studentshadbeentrainedbydifl'erentwaysoftheEnglishreadingteaching;onef.orregularreading,theotheristhroughtop—downapproachtoreadinginstruction.Thereadingmaterialis”PentiumEnglish・-Specialtrainingofnewjuniorhighschoolreadingcomprehensionofthedesign”.InordertoimprovetheirEn91.shreadingleVel,theteacherwouldtrainthe60students’readingthroughtheteachingofEnglishreadingeVeryday.Af!terasemesteroftraining,thetestscoresofmidtermand6nalexamswillbeanalyzed,theformoftheresultswillshowtheresultswhichbytwoclassesofhorizontalcontrast,aswe¨asdifrerentleVelsofComparisonoflongitudinalstudentachieVementoutcome.1.3Theneedforthepresentstudy
Accordingtothesyllabusin2000,thegoalofEnglishteachingatjuniormiddleschoolistodeVelopstudents’skillsoflistening,speaking,reading,andwriting.Amongtheseskills,readingisthemajorone.Itisnotonlythemostimportantlanguageskillsbutalsotheleamingskillsthatleamersshouldmaster.EnglishisleamedasaforeignlanguageinChina.AlthoughitisgiVenomcialpriority,theproblemofitstime——consunlingandlowefnciencyhasnotbeensolVed.Especiallyforjuniormiddleschoolstudents,theylacklanguageknowledge,motiVation,andreadingstrategies.TheyarestrugglinginlearningEnglishallthetime.MostofthemhaVestudiedEnglishsincetheyarepupiIsinprima巧school,buttheirEnglishreadingabilityisVerylow.Whenaskedtheca‘seoffailure,theysaythattherearetoomanyunknownwords,andthattimeissoshortthattheycan’tfinishthereadingcomprehensionpantsata11.Theseproblemshavecollectwithreadingability.Therefore,whetherintheoryorinpractice,itisVerysignincanttoseektheapproachestOimproVeVocationals【udenLs’readingability.
ThispaperdoesnotVenturetoshowaf.ullpictureofthethreemodels,theauthorattemptstoargue,asfarasteachingreadingcomprehensionskillsisconcemed,thetop—downreadingstrategiestrainingis111【)reeff.ectiVet11anthebottom—upmodelinhelpingthejuniorschoolstudentsbecometluentandefbcientreadersinEng“sh.This
I.Inn‘oduction
paperf.ocusesontheanalysisofusingthetop—downreadingmodelcanhelpstudentsle锄Englishreadingbetter.
内蒙古师范大学硕士学位论文
II.LiteratureReview
2.1De6nitionsofreading
AuthoritiesandexpertsonthedennitionsofreadinghaVedi妇’erentviews.Seliger(1972)thoughtthatcomprehensionisaninVariantconditionofreading.Read(1970),howeVer’disagreedthatreadingindispensabIyinVolVedunderstanding,Carroll(1970)expressedtheViewsimilartoSeligerwhenheidenti6edthe‘‘essentialskillsinreadingasgettingmeallingfIromaprintedorwrittenmessages”.Inhisview,‘’readingistheidentificationoflinguisticf;)rmsf.romstringsofwrittenconngurationthatrepresentthem,aseVidencedbyproducingtheconVentionalsignsf.orthesamelinguisticforminsomeothersystemofpresentation"
Ontheotherhand,readingisdennedasasequenceofcognitiVeeVents.Forexample,Harris(1966)belieVedthatreadingisthecomplexityofthereading——thinkingrelationshipandbytheprocessofreadingreaderscanleamandpracticetheaccuracyofthought,goodjudgment,andaf.eelingofValues.FromthepsycholinguisticperspectiVe,mostpsycholinguisticstressedthatreadingwasacommunicationprocessinwhichthereaderinteractedwiththeprintthroughtheuseofpastexperienceandknowledgeofthelinguisticsystem.Althoughtherearediff.erentopinionsaboutaprecisedennitionofreading,mostoftheresearchersagreedthreepointsaboutreading:
First,readingisadecodingprocess,especiallydecodingputintosound.Inthissense.readingtendstobemadeasdecodingleaderstosoundsoritisregardedasataskofidentif.yingwords.ThiskindofreadingisVisualinnatureandwhichafo门mofwordgettingbefIorecomprehensionsis.AndaIso,thisdennitiontendstoagreeonbeginninginstructionwithlettersand.words,payinglittleattentiontomeaningunt订substantialprogressindecodinghaVebeenachieVed.
TheseconddennitionisIhatreadingisanunderstandingorconlprehension1)roccss.R,“1isJel’11iti‘)n,Ihcl‘caJcl.、、ilIu+>~cr)11al‘JtugcL【hc111canillgofabookoratextfromthepointofViewofauthor’s.
However,asIrwin(1991)suggestedthatthewriterdidnotreallyconVeyideastothereadersbutonlystimulatedthellltoconstructideasoutoftheirownexperience.Thus,
-———————————————————————————————————————————————————————一一一一….!!:生!!!堕!竺坠∑!!!一.——
ithasIongsincebeenrecognizedthatgettingmeaningfromtheprintedpassageistoolimitedadefinitionofreading.Bringingmeaningtotheprintedpageindicatesmoreaccuratelythereciprocalprocessbetweentheprintedsymbolsandthemindofthereader.So,readingmLlstbeseenasconstructiVethlnklngprocess・
Therefore,thethirddefinitionismoresuitable,whichnarrowsthepurposeotreadingdowntogetthemeaningfromtextinwrittenform.Everydaywemayreaddia’erenttypesofthingsinnewspapers,suchasfIeaturereports,newsreports,campuslife,shortnovels,stories,advertisements,statisticsandletters.Readingsuchmaterialsisaprocessofscanningto矗ndtheinformationneeded.Infact,nomatterwhatweread,wesometimesareinterestedinthepronunciationofwhat、vereadexceptintinyminoritvofcases,morethanweareinterestedinthegrammaticalstructuresused・
Whenweread,wewanttogetthefacts,ideasandenjoyment厅omthewriting,.Whateveritis,wewanttogetthemessagethatthewriterhasexpressed,andweareinterestedinwhatthewritingmeans.As、veknow,thepu巾oseofthewriter’sproducingatextistoinform,andthereader’sroleistonndoutthispurposeandgetthetextwriter’sinf0肌ation.Hencethethirddennitiontumsouttobethemostimportantandsuitabledefinitionofreading.Itshowsthefundamentalreasonforreading.Italsoshowsthatthereader’sroIeinreadingisactiveratherthanpassiVe.Readingteachingisofcommunication,bycommunicationandforcommunication.2.2Relatedresearchesonreadingmodels
Tbp.downapproachtoreadingemphasistheroleofsearchingfor‘meaning’ratherthantheroleofccode.breaking’intheinitialteachingofreading.FrankSmith(1978)andGoodmanandGoodman(1979)areassociatedwiththetheoreticalunde印inningtoapproachesfavouring‘top.down’strategiesfordecodingbaSedonpredictionandguessing.JeniRileyde6nesthestrongpointoftheseapproachesaSfollows:‘MeaningDrovidesthedvnalllo孙I.t11ew110leactivityofrcading.giVingitpurpose’(Riley;l996,p.23).However’shejoinsothercriticsofextremef.onnsofthenlodel“1poilltingoutthat・whoIereading’or‘top.down’approachesdonothelpteacherswiththesystematlcteachingneededattheinitialstages.
ThisopinionisembodiedintheRoseReport(2006)w11ichreconlmendsthatreaderss110Llldbetau曲tinitiallybegillningbya11exclLIsi、7elysyntheIicphonicmethod・Later
内蒙古师范大学硕士学位论文
thereneedstobecarefulIyplannedworkatletterandwordleVel(‘bottom-up’approach)aswellasattentiontocontextandwholetextaspects(‘top-do、)m’approach).HerearetheViewsofsomeresearchersaboutthetop—downreadingmodel:FrankSmith,ajournalisttumedreadingresearcher:
・Readingisnotdecodingwrittenlanguagetospokenlanguage.・ReadingdoesnotinVolVetheprocessingofeachletterandeachword.・Readingisamatterofbrjngingmeaningtoprint,notextractingmeaningf.rom
print.(McCornlick,T.1988)
KennethS.Goodman,readingspeciaIislattheUniVersityofArizona:
・“…thegoalofreadingisconstructingmeaninginresponsetotext…Itrequires
interactiVeuseofgrapho-phonic,syntactic,andsemanticcuestoconstructmeaning.”(Goodman,K.1981).
・AlthoughGoodmanisoRenreferredtoaSaleadingadVocateofthetop-down
印proach,hismodeIbyhisownadmissionisinteractiVe,“…itisonewhichusesprintasinputandhasmeaningasoutput.ButthereaderproVidesinputtoo,andthereader,interactingwithtext,isselectiVeinusingjustaslittleofthecuesfromtextaSnecessarytoconstructmeaning.”(Goodman,K.1981)Herearesomefeaturesofatop・downapproachtoreading(GoVe1983):
・ReaderscancomprehendaselectioneVenthoughtheydonotrecognizeeach
word.
・Readersshouldusemeaningandgrammaticalcuestoidentifyunrecognized
words.
・ReadingformeaningistheprinlaryobjectiVeofreadingratherthanmasteryof
letters.1etter/soundrelationships.andwords.
・ReadingrequirestheuseofmeaningactiVitiesratherthanthemasteryofaseries
ofword—recognitionskills.
・Theprinlaryf.ocusofinstructionshouldbeIhereadingofsentences,paragraphs,
a11dwholeselections.6
II.LiteratureReview
2.2.1Relatedstudiesbyf-oreignresearchers
Goodman(1971)thoughtthatreadingisanactiVe—guessing-a・nddle——connnnprocess,knownasthetop—oownmodel.WhilereadingthereaderSareactiVeinchoosing,experiencing,predicting,connrminganddecidingwiththeknowledge,whichthereadersalreadyhavehadandtheinf-ormationofthevisualsenseappears,Thatisapsycholinguisticguessinggame.
D.E.Rumelhan(1980)thinksthatreadingisaninteractiVeexchangeprocess.Itconsistsofbothbottom—upmodelandtop—_downmodel.ThatistheinteractiVemodel.Butnomatterwhatmodelsthereadertakes,thereadingabilitymainlydependsontheirbackgroundknowledge.Asamatteroffact,Widdowson(1990)thinksthatboththereaders’languageknowIedgeandschematicknowIedgehaVegreatef.fectontheirunderstandingofthetext.
Rumelhart(1977)hasestablishedtheschematheoryinwhichreadingismadeupoflinguisticschemata,contentschemataandrhetoricalschemata.Accordingtotheschematheory,reading,firstofall,istoputthewordsmessagesintoone’smind.ThenreaderssearChfortheschematathatcallexplainorillustratetheinputmessagealreadystoredintheirminds.Whentheseschemataarefound,comprehensionisobtained.Othen“sethereaderscan’tunderstandwhattheyread.
2.2.2Relatedstudiesbydomesticresearchers
HuChundong(1998)pointedoutthatreadingabilityisakindofspeechab订ityofpeopleandthespeechabilityref色rstotheabilitythatanindiVidualusesalanguage——abilityoflisting,speaking,reading,andwriting,Generally,Englishreadingabilitybelongstothecategoryofspeechcomprehensionability.HediVidesreadingabilityintotheabilitytounder踺andtheworksofspeech,theabilitytounderstandthecountofthe、vorksofspeech,theabilityofcommunicationideaandtheskillsofreading.TheyarethepillarsoftheEnglishreadingabilityaSawhole.
DuXue7engf19961PointedoutthatEnglishreadingisacomprehensiVeab订ityandhediscussedmanyrelationsbetweenreadingandunderstanding,readingandVocabulary,readingandgrammar,readingandbackgroundknowledge,readingspeed,readinginterestetc.HealsodiscussedmanyreadingskillsinEnglishreading.Heclaimedthatonecan’tunderstandthesimplereadingmaterialswithoutlargeVocabuIary,withoutknowingthedif艳rencesbet、、.censynon)’nls。、、’ithoutbasicgramlllarkno、、7ledge.especiallyaboLItVerbs7
---—_--——————●———-_———-—_-—_———————_--__—————————————————————————————————————————一。一!!:兰!堡!型竺竺坠竺坐一一——
intheearlystagesofreadingisthemosteffectiVeandemcientway”(1999,p.254).However’withthelearnerSwhohavealreadyhadcertainproficiency’“pre’reamng,schemabu订dingtasksdesignedtohelpthemapplywhattheyalreadyknowaboutasubjectcanhelpsignificantlyinreadingcomprehension”(1999,p.268).
Thus.consideredthestudents’cognitivematurityandtheleVelofpronciency,thetop。do、Vnstrate舀est豫iningseemstobemoresuitableandef琵ctiVethanthebottom。uponesincateringfortheneedsoftheChineseuniversityEFLlearnersinteachingreadingskills.Inthesecondplace,duetotheinfluenceoftraditionalgrammartranslationapproachinChineseEFLteaching,foralongtime,readingstrategiestraininghasemphasizedonthebottom.upmodel.Theassunlptionbehindbottom-upapproachgoeswellwiththebelief.SofgrammartranslationmethodinthattheyallconsiderEnglishleamingaLsconstructingawaIlinwhichbricks(thesmallestlinguisticunit)arethemostimportantcomponents(Nunan,1998,p.101).WiththebeliefthatnewwordsshouldbesolVedasthenrststepofreadingcomprehension,inmostChineseEFLreadingclasses,eVenattheuniVersityleVel,teachinglanguagepoints,explainingdi踞cultsyntacticstructures,translatingthetextf.romEnglishintoChineseaccountformostoftheclasstime.Asuccessfultranslationbetweenthetwolanguagesisconsideredasthecompleteunderstandingofthetext.Duetothis,ChineseEFLstudentsrelytoomuchonthedictionarytounderstandthereadingmaterials,andalmostignorethecontextuaIandstructuralknowledge,whichcanf.acilitatethemtoinfbrmcaningoftheunf.amiliarwords.Thus,theirreadingis“pepperedwithf.requentIycstoppedwords,thatbreaktheirconcentrationandcomprehension’’(Anders&Bos,1986;CitedinJohnson&Steele,l996,p.350).Bearingtheinefnciencyofbottom。upreadingskilIs,wearethinkingtheintroductionoftop—downstrategiessuchaspredlctlng,Internngandf-0cusingonmeaningratherthanWordsmayhelptheChineseuniVersityEFLleamerstobecomemoreefncientandnuentreaders.9。
内蒙古师范大学硕士学位论文
Ⅲ.TheoreticaIfoundationon1'op—downreadingteaching
3.1TheDeflnitionof7rop—downreading
Inl976,AmericanpsychologistGoodmhoe(Goodman),pointedoutthatthereaderisliterallyinfbnnation,butguess,FilteringandVerifytheiralreadyacquiredknowledge,andtoreVise,thentheysuspecttorealizeaccurateunderstanding.Thispattemiscalled”top—down¨mode,itisreadnowthepositiVeinfluenceofthereaders.Top-downreadingpattemmeansthatthereadershouldusebasicknowledge,IanguageW6rdsofknowledge,andunderstandingtounderstandthethemeofthewholetext.GuessnotunderstandthepaSsage,andthencaremllystudywhathemeans.ItsuggestedthetextbeginswiththemindreaderdriVerprocessorclosedthetextinanassumption.Readers’identi6cationisusedinlettersandwordstheyassumethemeaningofthetext.
3.2TheadVantagesof7rop—downreading
Manystudents,especiallythosewithlowleVelofEnglish,leamingapproachemphasizes”part”,suchastheglossaryandthegrammarstructure,thisprocessisregardedas”bottom-up”readingmethods.AppIication”bottom—up¨modelofreadingisbeganinwordsandphrasesandgrammar,andmakethemtointeract,andfinallytounderstandthewholetext.”Bottom—up”readingpatterninlanguageteachingproblemsIiesinit’snotf.ocusonproVidinganopportunityf.orreaders.Cecilia(2004)more,
Thispattemistoreadf如mthewordasthegeneralideaofthetextmessagestodecodeprocess.Readersandthecontactisunilateral,hecanonlythroughsuchaswordorphrasetounderstand,sothereaderwilloftenpassiVeposition,it’seasytofIaceaonlyknowthemeaningoftheworddidnotknowordon’tfullyunderstandthewholetextcarelessness.Forexample,“theprice”referstoareagreement”,”iftheliteraImeaningtotranslatebecamea¨seeeyetoeye:fromdi仟erentmeanings.
”Top—down”modclofreadinga11d”bottom—up”readingpattern、、’asopposite.Bottom-upwaypayattentiontotheword,andthetop—downwaymaketheunderstandingtostanfromt11ebackgroundoft11ewholeIextmeaning.Dif亿rentfromthereadertoreadignorethetraditional、’ie、Vs,lhiskindofmethodemphasizereadingwhenactivepanicipationofthereaders.First.t11euseofVisualaspectsofreaderscant.nd
.infomlationtoimprovelanguage,thetextinf.omation.SecondIy,readerscanusetheexperienceandknowledgeoflanguagetoVerif.ythatthetemporaryhypothesis.Finally,thereadertoreadagainaftertheassumptionsdoneconnrmorcorrected.3.3MajorMethodsof7rop—downreading3.3.1ActivatingbackgroundknowledgeBackgroundknowledgeref.erstothereadefsabouttheworld,includingknowledgeoflanguageknowledgeandnon-linguisticknowledge.BackgroundknowledgeinreadingcomprehensioninplaysaVeryimportantrole,ifthereisanarticleisjustthereadersarefamiliarwiththecontents,althou曲manyofthewords,readerscanunderstandthemeaningofthis,ConVersely,ifthecontentofthereaderisjustsomethingcompletelyunfamiliarwords,evenifnotmany’alsohardtounderstandthemeaning.Theteachercanguidestudentstounderstandtheheadings,ortothestudentraisessomequestionstoactivatestudents。backgroundknowledge,ordirectlytoproVidestudentswiththerelevantbackground,orcontacttheirstudentshavemasteredtheknowledgeitself.3.3.2BeforereadingstrategiesDifferentarticlescanusedif&rentmethods,suchasreading,readingorjumpforreading.Theteachershouldteachstudentshowtocatchthekeywordsandsentences,seizethepu叩ose,signincance,themainthemetoimproVestudents’understandingofthereadingspeedandtheaccuracyofunderstanding,conscioustrainingthestudentstoreadthewhoIelaw.Theteachershouldteachstudentstolearntousesummarizationandthroughcontextistounderstand.Forexample,whentheteacherspeaksSEFClAOlympicGames”close”thisclass,theteacherinthestudentcanreadbeforesomeproblems,suchaS“HowoRenaretheOlympicsheld?…‘What’stheOlympicmottO?Whatdoseitmean?’’AndthenIetstudentstrytoreadthroughthemethodto6ndtheanswerandknowaboutthecontent.3.3.3CultivatingabilityT.eachersshoLlldhell)snldentstoanalj,zetext.tocLllti、,ates“ldents’abililyIoimproveitsqualitystepbystep.Englishteachingshouldf.ollowtheprinciplesofintegrity,ratherthanthroughtheseparatetreatmenteachisolatedpieces.Theteachercanaskastudenttoreadfromthewhole,thenanaIyzedcarefuJly.Theteachershouldallowstudentsto丘ndeverypassage,accordingtolhepLIrposeofthearticleisdiVidedinto
se、,eralpurposeotherpal‘ts,andcallquickl)seizcda九icles,LllldcrsIalldthe111ainideasof
.11
————————————————————————————————————————————————————一一一内蒙古师范大学硕士学位论文
..
clues.
Eachoneisdif氨:rent,socanusedif琵rentwaysaresummarized.Forexample,summarizesVerbscanclearlyshowthedeVelopmentprocessofevents,Summarizecharacterscanhighlightlhemaincharacter.Allofthese’canhelptoimprovestudents・readingskillsinpractice.
3.3.4RemainactiVeclassroomatmosphere
ReadthecontentwiIlcombinewithlearnersinreallife.Letthestudentsinclassf.reelycanactiVeclas§roomatmosphere.Sometemporaryrandomeventscanalsohelptoregulateatmosphereinclass.Beforelearningapassage,theteachergivetherelatedquestionsfirst,thenletthestudentreplied,letstudentsopentheirbooks,studentswinsuddenlyenlighted,thewholereadingclassesw订lbeveryactive.Forexample,ifweleamsomethingaboutholidayaRerastoryabout”travelin∥,theteachercan.askclaSsmatesomeproblemsbef.ore,suchas”WherehaSyourvirtue?-t.・BytrainorByplane?””Howto?””Howlongwillittaketogetthere?”Theseproblemscanstimulatestudents’interest,sotheclaSsroomisactive.
2.
Ⅳ.MethodoIogy
4.1ResearchQuestions
Thepu印oseofthispaperistoexpound”top-down¨waytoEnglishreadingteaching,especiallytheimpactofjuniormiddleschool’sEnglishreading.IⅥanyinvestigationsonthismodelofreadingstrategyuseshowsthat,theef.fectwayoftrainingstudentsusetop-down、VaytoreadcanhelpthemunderstandthepassageswelI.Therefore,itisgreatnecessarytoidentifythecognitionandunderstandingofstudentsaboutthewholepassagecanbedeVelopedwelliftheteachersusepropertrainingwayoftop-downreading.
4.2Hypothesis
IfIusetop.downreadingmodelstrategytoo唱anizestudentstoIeamEnglishreading,anddeveloptheirschemataunderstandingatsametime,theEnglishreadingabilityofjuniorhighschool’sstudentswillbeimproVed.4.3Subjects
Theparticipantsinthispaperare60middleschoolstudentsofGradeEightfIromWuHaiNo.Eightmiddleschool-Theyare30studentsinClass7and30studentsinClass8.Theiraverageageisl6。IntheexploratorystudyalltheparticipantsarediVidedinto3groups,good,ordinaryorpoorleamersgrouprespectivelyaccordingtotheirperfbmancesineVerydayEnglishclassesandthescoresinthelaSttwoEnglishtests.Goodleamergroupwere20subjectswhosescoreswerehi曲erandpoorleamersgroupwerelosubjectswithpwerscores.Theother30studentswereappliedasordina巧groupfortheirscoreswereiqthemiddleofallthesubjects.
4.4Instn”11ents
TheinstrumentusedinthissurVeywasEngIishreadingtests.TheywilIbeusedinbeforeandaRertheexperiment.AttheendofthesemesteLthescoresofthethreegroupswillbeconductedagaintosee、Vhetherthereexistsanysignincantdif琵rencebetweenthestudents.
内蒙古9币范大学硕士学位论文
4.5Procedures
4.5.1Process
Inthispaper,thestudentsofthedifferentcIasseswhichf.romClass7andClass8hadbeentrainedbydif五erentwaysoftheEngIishreadingteaching,onef.0rregularreading,theoIheristhroughtop-downapproachtoreadinginstruction.Thereadingmate“alis”PentiumEn91.sh--Specialtrainingofnewjuniorhighschoolreadingcomprehensionofthedcsign”.InordertoimproVetheirEnglishreadinglevel,Theteacherwouldtrainthe60students’readingthroughtheteachingofEnglishreadingeVeryday,ARerasemesteroftraining,thetestscoresofmidtermand6nalexamshadbeeninlproVedinthef.ormwouldshowtheresultswhichbytwoclassesofhorizontalcont“lst,aswellasdiff.erentleVelsofComparisonoflongitudinalstudentachievementoutcome.
4.5.2ExampIesofteachingtraining
Tbp。downreadingmodelofteachingreadingisbasedonthetheoryinwhichreadingisregardedasaprediction—checkprocess,“apsycholinguisticguessingg蛐e”(Goodman,l970).InthisModel,notonlylinguiSticl(nowledgebutalsobackgroundknowledgeisinVolVedinreading.Theref.ore,itisbelievedthattheteachershouldteachthebackgroundknowledgenrst,sothatstudentsequippedwithsuchknowledgewillbeabletoguessmeaningf.romthepassage.Examplcl:
TheBeijing2008olymlpicgnmes
ThiSyenr,in2008,thjscentennialdrenmhnscor住etrHe.“’jI,enregettingrecI曲。forsevenyenrs・AndWee哟oyandcheer和rSixteend‘t3)s.”thechnlrman可chineseolympic。Mr.LiHQitoldHs.Inl908。thereporter西TianjinYoHmWrol£nnnrticlenndnskedt|treeqHestions:¨》henchiHesecoHtdtnkepnrtino睁mpics?whenc阳nesecott|dgetngoldmet划?w11cltc…nesecotl|dlloldtltcO咖叫cs?NoWtheqHestionshavet|lenllswers.Chinescsportplctyersgotthejfirstgo|dmednlinl984andnoWchinesepeople|tnssucces对Hllylletdtheolympics。one|l睫ndredyenrs:drenmoIjC|linesellnsconletrHe.AndotlrcoHntrygot5lgoldme(|clls.2i4
silvermedalS.28bron乙emednlsdHriHgthe01),mpicS.“’,7reareproHdwegetthe.住rstptnceandgobeyondAmericninnmoHnt以gotdmednls,“nchinesestHdentSntdproudly.”
“whatwiltbethenextoneh仉ndredyenrs’drenmo嗲chinese拿”thereporter口sked.DI纾.erentpeoplehnvedi8电rentidens.SomethinkC|linesecanholdtheolymplcsngnin-sHch髓theoldchairmnn对otympicsoncesnid,“chinacnnho|dtheo◇rnpicsngnin。’’BHtthegovernmentthjnksmorenboHtchinesepeople,soourcoHntry’sdrenmWlllbehoWtomakeoHrcoHnt哆strongernndmakepeople’sl毋betler.Mnnyexpertssnid.‘1Theolympicgnmewnsover'mesp碱t可。玲mpicSwillbe如rever讯cltinn.
ChooSelhecorrectQnsWerSaccordingtolhepnssnge.
1.HoWlongdidollrChinesepeopleprepnre如rlheolympicGnme?A.etghtyenrsB.SevenWeeksc.sevenyenrSD.sixteendcIys2.TheChlnesesportplc【yerjfirstgolnmednlinplympicGnme?A.1984B.i996c.1908D.20083.otlrcountrygot}nednlsin10lnl.
A.5iB.2iC.28D.1004.H,egotthe彝rstplnceinnmount可。inBe珏ingolympicgames.A.goldmednlsB.silvermedals
C.bronZemedntsD.nttmednls
whQlwiilprobnblybethenexlonehandI‘edyenrs?dream可chinQ彳.而gofD砌emoD门
B.HoWto}nnkeotlrcountrystrongernndmnkepeople’sl啦betler.C.1bhotdnnotherolymptcGnmeS.
DjHoM,|ohccome(1memherojwTO
ThetitIeofthepassage:theBe.jing2008OlympicGame
Theteachingaims:Readthepassagebystudents’own,andthenanswerthequestlons.
Theprocedureoftheteaching:
内蒙古师范大学硕士学位论文
1.Pre・readingactiVities
Predictthecontentofthepassagebasedonthetitle.AskstudentstoguesswhatthepassagewilltellusaccordingtotheTitle.
ThetopicofOlympicwashotatthattime,sothestudentswereVeryinterestedinit.Theanswerswouldbewrittenontheblackboard:
・ThetimeOfholdingthe0lympicGames.
・ThecityofholdingtheOlympicGame:Be.jing
・Themedalsofthe0lympicGames
・ThemascotsoftheOlympicGames
・AnathleteLiuXiang
2.Sett.ngthescene
Letthestudentstof-am订iarwiththeculturalandsocialbackgroundknowledgereleVanttothereadingtext.Theteacherwillshowthesimpleprocessofapplyingfor0lympicGamesbypictures.Atthesametime,theteacherintroducedthatitwaSalongtimef.orChinesepeopletowaittoholdit.
3.ReadbythemselVesandfinishthequestionsbytheirown4.Checktheanswersandmakeaconclusion
Secondly'predictingwillgetthereader’smindclosertothethemeofthetext.Therearethfeewaysofpredictiflg,predictingbasedonthetitle,predict“19basedonVocabularyandpredictingbasedontheT/Fquestions
HaVingmadepredictionsbasedonthetitle,studentscanbeaskedtopredictsomeIexicalitemsthattheythinkarelikelytooccurinthetext.Thenthestudentsreadthetexttoconfinntheirpredictions.
Example2:Predictingbasedonthetitle
Mrknf,wtlll
soccer:thentostpopHlnrsport
HnveyouhndyoHrbreal‘j■st?
1.Pre—readingactiVities
Ifthestudentsarenotgoodatpredicting.theteachercanhelpthembyaskingcenalnquestlons:6
1陀xtl:WhoisMrknowall?
WhydopeoplethinkheisMrknowall?
DopeopleloVeMrKnowall?
7rext2:WhywebeIieVesocceristhemostpopularsport?
WhatistheW6rldCup?
Text3:Eatingbreak凰tisimportantornot?
Whatistheresultifthepersondoesnoteattherightbreakf.ast?
2.Settingthescene
Theteachershouldshowsomepicturesofinf.onnationinthesetexts,inordertostimulatetheknowledgeinstudents’brain.0nthisstep,studentscoulddiscussingroupsandgettheinclusionwhichtheyshoul‘jaskonetotenwhatw订lhappeninthestory.
3.Finishingreading
AfterreadingthesepaSsages,studentsshouldgiVethefeedbackhowtheyunderstandthem.AndtheyshouldretellinChineseifnecessary.
Example3:PredictingbasedonVocabulary
Inthis‘
predictionactiVity,theteacherproVidesstudentswi£hthelistofwords,
andasksthestudentstopredictwhatkindsofstorywouldhappeninLheLext,andtoreadthetextandcon6n11theirpredictions.
Thelistofthewords:doexercisebaSeballcheerup
thehighjumpthelongjumpmountain
weekendprettywellhour
1.Pre—readingactiVities
Usethesewordslomakeupsentencesingr‘uIps.TheteachershoLlldenc()LIragestudentstovvlritedowntheirsentencesonthepaper,themorethebetter.Thenthesessentenceswillbeshowntothewholeclass.
2.Settingthescene
Displayacanoonofalittlegirlwhoisen.joyingherspecialday,letthestudenttellastoryaccordingtothecartoonandlhesentenceswhichtheymakeupbef.ore.3.
内蒙古师范大学硕士学位论文
Readthepassagebelowandchecktheirpredictionrightorwrong.
AnnlikessportsverymHch.s|tegoescyctingtwiceaWeekandQ8engoesmoHntninclimbingonSundcIys。
shespendsh征ljanhoHrdoingexerciseinthegymeveryday.ShelenrnsbnseballonSntHrdt哆s,nndnoWsheplaySitpret◇Well.
She话alsogoodntjHmping.ThereisgongingtobeaSchoolsportsmeetnextM,eekend。ShehgongingtotnkepnrtinthehighjHmpandthetongjHmp.Herclnssm口tesnregoingtocheerheron.TheyaresHrethntshewlllWin.Example4:PredictingbasedontheT/Fquestions.
T宅achergiVessomesentencesbef.orereading,letthestudentspredict.TheyshouldchooseTorFbef.orereading.ARerreadingthepassage,theyshouldcheckthemwhichisrightandwhichiswrong.
1.Pre・readingactiVities
Readthesentencesabouttheintemetonthistable.andchooseTorFon“Beforereading”column.
TheinternetBeforeAfter
readingreading
TheinternetispopuIaL
Theinternetcannotdoshopping.
Wecanuseinterne“o6ndjobs.
Wecanenjoysongs,moViesandgamesontheinternet.
Themoreweuse.t.thebetterwefeeI.
2.Stirupthebackgroundknowledge
Makestudentsintotwogroups.Oneofthegroupshouldwritedo、VntheadVantagesoft11einternetoneby011eontheblackboard,t11cothernlenlbcrsi11groupt、、oshouldwritedownthedisadVantages.
3.Readthearticlebelo、V,and6nishchoosingTorFin‘‘ARerreading’’column.
TheiftterHetis’妒oHde(“11.ItmnkesoHrlU’ellicer,easicrn|tdmoreinteresti|tg.Tlleinternetcnnhelpustodonlotofthings。Forexnntple。’’,ecnndosome
shoppingw“hoHtlenvingoHrhoHses,wecnnstHdyonHleinternetnndwecnn“setheinternetto扣ndjobs.1甲henwewnnttovisilnHe'妒ptnce,theinternetcnnhelp淞Fndtheway.ontheinternet,WecQnn|soenjoyntnnyintereStingsongs,moviesnndgames。BHtwes|tonldn’tspendtoomHchtimeontheinternet,toontHchtimeoH“isbnd加roHrhenllh.
4.Makeaconclusionofpredicting.
ChecktheanswerSofthetable,andconnrmhowmanysentencestheydoa“ghtprediction,andtelltheotherhowheorshedidit.
4.5.3SymboIicDescription:
AS:aVeragescOresOfthecIass.
^c、sumtotaloftheclass’scores
numoftheclass’students
PR.thepasSrate.
^^numoftheclaSs’studentswhopasstheexam
卜7}一c==.........——————————..——。...—.————————————————-—--——-————二———————————-——-————————-一
numoftheclass’students
ER:exce¨encerate.
产^numoftheclaSs。studentswhosescoremorethan85
numoftheclass’students
EG:excellencegroup
MG:middlegroup
UG:unpassedgroup
4.5.4Experiment
ByTable1.wecanseethatthetwoclassesinthebeginningoftheexperimentisroughlyequaltotheoVerallleVel,theaVeragedifferenceinscoresandpassratesoflessthan1%,equaltotheproportionofstudentsgoodresults,ratherthanpaSsingratedifrerenceof6.67%.
Table1.Theoriginalscoresofstrategiesofthetwoclasses
AsfortheirpoorbackgroundknowledgeofEnglish.1eamingEnglishweIIisnoteasyf.orsecond—yearjuni01.hjghschoolstudents.whenthestudentsgetthe9
内蒙古师范大学硕士学位论文
training,thetimeofgiVingteachingshouldbetakenlessthan20minutes,othenⅣisethetrainingwouldbeanexcessiVeburdenonstudents,anditwouldhavereducetheenthusiasmofthestudents,thenitwouldhavebackfiredonthem.Sothetimeoftrainingwillbesettoread3timesaweek,tenminutesforeachtime.ThisactiVityw订ldesigninthebeginningofeachclass.InthiswaystudentswillnotfeeltheincreasingburdenbutalsotoachieVethetrainingpu叩ose.ThestudentsinClass7andClass8weretheexperimentsobjects.Class7weretrainedforreadingpracticeonly;andClass8werebeusedthe“top—down’’approachtoreadtraining:Firstaskstudentstoreadf}omthebeginningtotheendofthewholepassageinthelimitperiodoftime,atthesametimeguidingthemtobuildthediagramofthecontentofthearticleintheirbraintodeepentheunderstandingofthecontentofthearticle.AfterquestingthestudentstoexpressthearticleinChinese,askedthemtodothemultiplechoiceexercisesbelowtheanicle.Bythisway,theycanbetestedoutthetop—downreadingpatternhaVetheefrectonstudents’readingcomprehension.
Whendoingthepractice,thestudentsinClass7readbytheirownreadinghabit,butthestudentsinCIass8whowasusedtotheirreadinghabitshouldacceptthetop・downreadingmodelsastheguidance.SotheywouldtakeashontimetObefamiliarwiththenewway.Atthisperiod,theimprovementsofthetestscoreinClass7whichhasthetop—dowllreadillg1110delsis110tasobviousasClass8.ButthisphenomenonhaschangedwhenthereadingtrainingwasgiVenatthe6Rhv旧eks.ClaLss7gradualIyacceptsthenewwayaStheguidancetoread.Theycanmasterthemainide孕f.asterandtheycan6ndoutIhedetailsinthetestmorecorrectly.SotherateofcorrectofthequestiongiVenwashigherwhentheydoingthereadingcomprehension.Inthetenthweekthestudentsshouldfacethemid.termexaminationf.ol’festt11e1.esullsofIop・dLlwnl’eaLlillg111‘1dclswhichwasgiVendL¨’ingfhelime
Throughthemidtermexam,inspection,”top-down”Englishreadingtrainingacquiredpreliminaryresults,Class7ofstudentshaVemasteredthebasicEnglishreading111ethods.Inthenextl0weeks“’ainingteachingIaidasolidf.oundation.AtthesanleIinle,becauseinthenlid—termexaminationhasachievedgoodresults,class7student‘senthusiasmandinitiatiVeofstLIdywasalsofuIlyaroused.Andtheir20
learningwaSmoresmoothly.Inthe20thweekend,thestudentswouldfacethethefinalexam,whichendtheexperiment,andwhenthescorescameout,thedataanalysisisfollowing.
4.5.5DataAnalysis
TheAppendix1.showsthetestscoresofClass7andClass8.
Comparingf.romtheresultsoftwoclasses,wecansee:
1.)AS:ThroughtenweeksofEnglishteaching,theaVeragescoreinClass7
increasedfr.0mtheoriginal66.56to67.46.IthasinlproVed0.9points;andinClass8,theaVeragegradehasdropped0.5points,行om67.17to66.67.The6nalexamswasinthe20thweek,TheaVeragescoresofClass7studentsinthemidtermexamf.rom67.46increasedto70.13,improVedplus2.67points,AndaVeragescoresinClass8inthemidtemlexamfrom66.67increasedto67.17,promoted0.50points.Thecontrastoftwoclasses’AS(seeGraph1.)
Graph1.ThecontrastoftwoclaSses’AS
PR:IntheMidtermexam,theClass7paSsrateispromotedf.rom63.33%to70.00%,improved6.67%.AndtheClass8passrateis70.00%nochangefromtheoriginal.IntheFinaltermexam,theClass7passrateisdropped仔om70.00%to66.7%,decreased3.33%.AndtheClass8passrateispromotedfrom70.00%to70.33%,improVedO.33%.Thecomparisonoftwoclasses’PR(seeGraph2.)
内蒙古师范大学硕士学位论文
Graph2.Thecomparisonoftwoclasses’PR
3.)ER:TheClass7rateofexcellentstudentsincreasedfrom23.33%to30%
inthemidte咖exam,increased6.77%.WhiletheClass8rateofexceIlentstudentsdroppedfrom23.33%to20.00%,decreaSed3.33%.IntheFinaltennexam,theClass7excellencerateisincreasedf.rom30.00%to37.OO%,improVed7%.AndtheClass8excellencerateispromotedfrom20.00%to26.66%,improVed6.66%.Thecomparisonoftwoclasses’ER(seeGraph3.)
Graph3.Thecomparisonoftwoclasses’ER22
4.5.6Findings
FromtheMidte肿exam,wecanknowtheaVerageresultinClass7haSelevatedanddroppedinClass8.Althoughtwoclasses’changesactuallyallisnotobvious,itshowsthatthediff.erentEnglishreadingpatternswereusedinreadingteachinghasdistinguishingresults.
Thewayoftop—downEnglishreadingtraininggaVeforstudentswhoseaVeragescoreswerehigherthanthestudentsreadingbytheirgeneralpattemoftraining.Itisvisibletoseethattop-downEnglishreadingtrainingfbrstudentsofEnglishreadinglevelenhancementisbeneficial.Secondly,top—downEnglishreadingtrainingforgeneralfoundations’studentshaSIa唱erspace,andtheresultsshowsthattop。downreadingtrainingforstudentsinthisIeVelhaVecomparatiVeandremarkableefrect.AlltheconclusioncanbeanalyzedfromTable2.
Table2.
TheoriginalexcellentgroupofstudentsingradeshaVetriningchange,aVeragescoresdropf-rom91.00to89.66,thisisnotbecause”top-down”EnglishreadingtrainingtotheresulthaVesideefrectsongoodstudents,thischangeisactuallybecauseofexcellentgroupofstudentshadseVenpeopleoriginally,andnowhasninepeople,obserVetheninegradeschangecarefhlly;wef’oundthattheninepeopleachievementisactuallyimproVe.ThenumberoffIailedgroupdmppedfromllpeopletonine,andthet、Vostudentspassedthetestsuperbly.Passrateisraisedto70.OO%.Therearetotalof12studentswhopassedthetestbutdidnotgetexcellent,,th-eiraveragegrade73.16promotedby76.16,risingbythethreepoints,andpartofstudentachievementaIsobrokethrough85,enteredtheexcellentgroup.
FromtheFinalexamscore.comparingfromCIass8theintegralresultofClass7isamarkedimpro、’ement.Apparentl)’this”top-do、Vn”Englishreadingtraining
内蒙古师范大学硕士学位论文
therefbrehassuperiority.ForClass7ofnnalgradeanalysis,seeThble3.
Table3.
Class7conlposedofdifr.erentgradeshaschangedf}omoriginaltofinal,wecansee疔omGraph4.
Graph4.ComposeofClass7
ItiscleartoseethatoutstandinggroupaVeragescoresis90.36,whilethereareninepeoplef.romthemidtermexam,andnowthenumberchangedto11whobrokethrough85pointsintoexcellentgroup.Thenumberofstudentswhofailedthetestincreasedf.rom9peopletol0people.Itisinevitablethatthiskindofcircumstanceappearedintheexperiment,becauseofthesmallbaSenumber.ChoicenessisnotexpectedtomakeimproVement,butfell3.33%respectively.Theauthorsbelievethatiftheexperimentalbaseisla唱eenough,itshouldnothappen.Therearel2studentsinthemediumleVel,theiraVeragescoresinthemidtermexamraisedfrom76.16pointsto81.67,anditimproVed5.5lpoints,includingsixscoresmorethan85pointsintothetopram(s.ItserVestosh’ow”top—down”EnglishreadingtrainingforstudentsofEnglishreadinghasVerygreatheIp,especiallyf.ormediumlevelstudents.24
V.COnclusiOn
V.ConcIusion
Thisthesisfollowsthelogicorderf.romtheorytopractice.Inchapterone,thebackgroundinf.onnationandthesigni6canceoftheresearchwasreported.Inchaptertwo,thedennitionofreadingandtop-downreadingmodelresearchesonarepresented,andrelatedreadingmodelsandthestudy
aonTbp-downreadingteachingathomeonarereviewed.ChapterthreewaSreportoftheinVestigationthetop・down
someresultswhichproVethestudentsreadingmodelemployedbystudents.Ityields
doenlploytop.downreadingmodelandthemiddleleVelstudentsgetmoreefrectiVeonthetop—downreadingtrainingreadingEnglisharticles.Chapterf-ourreportedexperiment.ThisexperimentalsoyieldssomeresultswhichproVedthattop。downreadingtrainingcanhelpstudentsimproVetheirEnglishachieVements.
Thetop.downwaymaketheunderstandingtostartf.romthebackgroundofthewhoIetextmeaning.Di行erentf如mthereadertoreadignorethetraditionalViews,thiskindofmethodenlphasizereadingwhenactiVeparticipationofthereaders.First,the
textuseofvisualaspectsofreadersreaderscan6ndinformationtoimproVelanguage,theuseinfbrmation.Secondly;cantheexperiellcea11dkilowledgeoflanguagetoverifythatthetemporaryhypothesis.Finally'thereadertoreadagainaftertheassumptionsdonecon行肿orcorrected.
Throughoutthetop—downreadingmodeIintheexpe“ment,thewayof
scoreswhoseaVeragetop.do、vnEnglishreadingtraininggaVeforstudentswere
theirgeneralpattemoftraining.ItisVisibletohigherthanthestudentsreadingby
seethattop—do、、,nleVelEnglishreading仃ainingfbrs“Idenls‘)fEnglishl’eadillgenhancementisbenencial.Secondly,top.downEnglishreadingtrainingfbrgeneralfoundations’studentshaslargerspace,andtheresultsshowsthattop—downreading
andremarkableef话cttrainingforstudentsinthisleVelhaVecomparatiVe
Anidealsituationwouldbeonin、vhichaIJteacherstraintheirstudents
usewouldthenbemorelikeIytotop—downreadingmodel.alsostudents
25thiswayto
内蒙古师范大学硕士学位论文
learninoneclasstoanotherclass.ThereisaneedformorecomprehensiveresearchonawiderangeofVariablesaff.ectingreadingstrategyuse.Variablessuchasculturalbackground,beliefs,leamingstyle,motiVation,andattitudethatmayhaVeabearingonreadingleamingstrategyuseshouldbestudiedwithstudentsofdif|’erentbackgroundsandproficiencyleVels.MoreoVer,researchonthef’requencyofuseofthesocialandaf诧ctiVestrategiesandchoiceofgivenstrategiesisrecommendedsinceitishelpfulforbothleamersandteachers.
HoweVer,duetothesmallnumberofsubjectsandmethodologicallimitations,alltheconclusionsstudynowshouldberegardedassuggestiveandtentative.Atthesametime,theresearchermyselfamnotastatisticexpertandnotablet0independentlyanalyzealltherelatiVedatathatappearintheresearch.Sovalidationstudiesoneff-ectoftop—downreadingmodeltrainingneedtobemadeinthef.uturewithala唱esizeofsubjectsandabetterstalisticdescription.26
内蒙古师范大学硕士学位论文
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s,r口f曙fPs加厂sPcD蒯肠馏“口gP
c肠ssrDo卅.Melbourne:CambridgeUniVersityPress.
Anderson.DaVid.Bottom—UpStrategies—ABackgroundtoReadingInstruction】.June
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Camboure,B.
‘‘Howimportantistheorytothereadingteacher?”AustralianJoumal
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Weaver’P.A.(eds)Theory
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16Goodman,K.S.1967.Reading:Apsycholinguisticguessinggame.。,D“,.门口,Q厂r办e
ReQdtngspecinnst
Grimn.P.&Cole.M.Cullrent
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Kolers,PA.;。Readillgisonlyi11cidencally、,isual.’’/nPsycho“nguisticsandthe
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TeachingofReading.
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l6Nunan,D.1991.£日,曙“(t妒,P日c厅f,曙,竹Pf向o(幻fDl眇j彳,gx,6DD尼/ar,P口c厶P瑚Hertfordshire:PrenticeHallIntemational.
Nunan,D.1998.Teachinggrammarincontext.点Z丁。,D“厂胛口,.Oxfbrd:0xf-ordUniVersityPressNunan,D.1
999.・毙cD,zd肠,喀“昭P陀口c向砌g&,P口厂门f,咨Boston:Heinle&Heinle
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Nunan,DaVid.PracticalEnglishLanguageTeaching.HigherEducationPress.2004.
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ofReadingLondon:PaulChapman
Rumelhart,D.E.Schemata:ThebuiIdingblocksofcognition.
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reading.”
Attentionand
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Smith,Frank(1978,secondedition)UnderstandingReadingNew1ybrk:Holt,
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StanoVich,K.‘”TowardallinteractiVe—compensatorymodel06ndividualdif传rencesinthedeVelopmentofreadingfluency”/nReadingResearchQuarterlyl6:32——7l,
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Widdowson,H.G.1983.£e口r门i,喀p“,p05P臼,2d^口,嗒“口gP“se.Oxfbrd:Oxfbrd
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胡小花.英语教学研究~理论与实践.西安:西北工业大学出版社.2007.
倪锦诚.外语教学rfl的阅读摸式研宄.重庆交通人学学报.2uu7ib).文秋芳,《英语学习策略》上海:上海外语教学与研究出版社,1996年文秋芳,《学习和运用第二语言‘的策略》北京:北京外语教学与研究出版社,2000杨树臣、杨敏.阅读教学中功能语法语篇分析模式的尝试性应用.外语
界.2004(2).
28
Appendix
Appendix1
Textl
HaVeyouhadyourbreakI。ast?
Doesitmatterifyoudon’ttakeyourbreakfast?Ashorttimeago,a
test(测试)
waSgivenintheUnitedStates.Peopleofdi髓rentages,froml2to83,wereaskedto
have
a
allkindsofbreakf.astand
test.Duringthetest,thesepeopleweregiVen
no
sometimestheygot
breakfhstata11.Scientistswantedto
see
howwelltheirbodies
workedwhentheyhadeatendifrerentkindsofbreakf.ast.
The
result(结果)show
thatif
a
personeatsthe69htbreakf瓠t,hebreakfast.If
a
or
shewill
workbetterthanthosewhohave
no
studenthaSf.Ⅲit,eggs,breadand
milkbeforgoing
class.
toschool,hewilllearnmorequickIyand
listenmoreattentiVelyin
Theresultisoppositeto(与…相反)what
somepeoplethink.HaVing
no
breakfastwill
noon
nothelpyouloseweight.Thisisbecausepeoplebecomeso
hung叫at
thattheveattoomuchforlunch.TheywilIgainwei曲t
insteadoflosingit.Ybu
wi重llosemoreweightifyoureduceyourotller111eals.
Text2Mr
Mr.Shawwrote
likethe
a
KnowA¨
allthe、vorldknowhim.Hedidn’t
lotofnice
novels(小。晚)and
arrogant(傲慢的)“ch
menandoRenlaughedatthemandthepeopleliked
him.
Mr.ShawwasoRenasked
toknow
to
allkindsofparities.Alotofimponantmenhoped
canle
him.Onedayafamoussingeraskedhimtoherparty.Whell~Ir.Shaw
a
in,allpeoplestoodupexcept
meethimand
youngman.Thesingerhurriedto
one
askedhimtositdownnexttoher.Theyoungman’sfAtherwas
oftherichest
than
meninEnglandandhewasstud),inginParis.Hethoughtheknewmuchmoreanyather
guest(客人)in
thest“119roonl.Hetalkcd
a
lotandtried
to
showhewas
a
29
内蒙古师范大学硕士学位论文
know—a11.AllthepeoplepoliteIylistenedtohimand
nobodywouldinterrupt
him.ItmadeMrShowunhappy.
“Pleaselistentome,myfriend.’’Mr.Shawhadtostophim,“Ithinkonlywe
bothknowallthethingintheworld!”
HaVingheardthis,theyoungmanwashappyand
asked,“Why?’’
“Maybeyouknowall,”saidMr.ShaW,“butyoudon’tknow
one
thing!’’
“What?”“We
are
alltired
of(讨厌)you,“Mr.Shaw
saidwith
a
smile.“JustIknowit!’’
Theyoungman’sfacetumedredanddidn’tsayanythinguntilheleR.
Text3
Soccer:themostpopuIarsport
Inheworld,soccer
or
footballisthemostpopuIarsport.Thisisbecausemany
countrieshaVewonderfUlteamforthe
World
Cup.The
W6rIdCupisheldeVeryfour
VearS.
TbrIemember2002FIFAWorld
Cup,childrenfromdif五引?entcount“esandmore
than60childrenfrom
J印aneseschools
cametogetherandspenttheeweekends
drawing
a
bigpicturecalled“DreamWorldCup”inJapan.Thechildrendrew
animals,nowersandpeoplewhoplay
soccerr
under
a
bIueb“ghtsky.Theywished
eachfbotballteamgoodluckbydrawingtheflagsofanthecountriesthatwilltake
partinthe
WorldCup
inJapanandSouthKorea.Thepicturewasputupin
a
park
neara
playgroundinY6kohama.SomefootballteamswillhaVegamesthere.
Areyoua
footballfan?TheworldCupmakesmoreandmorepeopleinterested’
in
football.Manyof
teenagerswholikeplayingandwatchingfootballlbVesome
football
starssomuchthattheygetthepicturesoftheirfaVoritepIayersonthewalls
ofthcirrL)onls.I‘hatisthc、^,ay
tosho、VthcirloVefbrtheⅥorld(-:upasChildrenin
Japan.
30
I__....................。................................。。
一
内蒙古师范大学硕士学位论文
Appendix2
1班期中成绩
姓名
李佳孟欣
刘宏伟王刚
魏娜韩丽霞
白宇王泽杨敏
李洋
高旭杨辉曹亚飞
王雪婷
刘丹
张婷婷
张雪
胡悦
王海鑫韩佳明
郭文斌
于杰刘丽丽
张娜
张斯文袁慧敏白音
李亮
呼燕
王鹏总分平均分
及格率
优秀率
前测成绩
98959080828075
68
85706054
●
758090934030365850428673425060755030199766.566.3.37%23.33%
3I
后测期中成绩
969590
85
8583788086726260778290903628326043459070434760805l28
2024
67.467(}.I^IfM30.00%
后测期木成绩
9996
88
908685
90
878380706082838695392635684550848049
43
55925226210570.266.67%37.00%
Appendix3
2班成绩
姓名
刘洋
陈朝辉
胡晶华
纪晓丹
常博
李婷
张晓磊
云峰
刘对儿
祁霞
石健元
肖楠
李彤
王曼华
同7J、半高小军
方宏远
孟丽
甘超
王朝正
F日震
董倩
王向明
张晓字
刘楠
武春霞
屈波
田亚雄
周颖
赵勇
张志星
总分
平均分
及格率
优秀率内蒙古师范大学硕士学位论文.前测成绩后测期中成绩93929394858690885860858363706661655063567075939l70・734540504663.6052584960737065684530505268649593808225296068757242498480‘2015200067.266.77n%7n%Z3.33%厶U.UU/o20.(JU‘‰
32后测期术成绩909288868088716453606289684840625560726350536090.78286278408520l567.270.33%26.66%
内蒙古师范大学硕士学位论文
Appendix4
初中-二年级期中测试卷
笔试部分
一、单项选择
()1.……LucvBeijingtomon.ow?
No.sheisn’t
A.Are;goingtoB.wiII;goC.Is;goingD.Isgo
()2.Thereisgoingtofootballgamenextweek.
AhaSBhaveCisDbe
()3.IoRensawLiuMingbasketballontheplayground.APlayedBplayingCplaysDplay
()4.…whichsportsdoyou…,skatingorswimming?
…llikeswimmingbetter.
AwantBplayCpreferDwatch
()5.Theoldmantakesexerciseto…eVerymoming.
AkeephealthBmakehealthCkeep6tDmakefit()6.YaoMingidplaying——theHoustonRocketS——theNBA.Ain;inBfor;onCin;onDfor;in
()7.Rose,couldyoudomeandcIeantheroomf.orme?AhandBf.aceCfavorDafavor
()8.…wouldyoumindcleaningyourtable?
AOfcoursenotBYes,pIeaseCYes,DoasyoulikeDThat’sri曲t()9.Theradioidtooloud.Couldyouplease?
AtumdownitBturni£upCtumupltDtumltdown()10.Don’twon了.I’msurethereontime.
AgetBgettingCtogetDgot
A
PlayingsponsisagreatwaytohaVefhnandstayactiVe.
KidshavelotsofchoicesaboutwhichsportstodoandwhethertocompeteinspoIrtsorjustplaythemforfun.Onekidmaybehappytowaybasketballinthepark,whileanotherkidmaypreferbeinginabasketballteamandcompetesagainstotherteams.
Gamescanmakesportsmoreexciting.Butbecausesomebodywinsandsomebodyloses,gamescanalsomakekidsfeelnerVous.
Insport,almoste、’er)’one、、.antstopIay、、’elIanddoesn’tu7anttomakeamistake.Eventhebestplayergcts11cI+、,oussulllctinlesbef.0reabigganle.
FeelingalittleexcitedornerVousis0K.Thishelpsyourbodyandmindgetreadytocompete.Butifyou‘regettingtoonerVousyouaren’thaVingmuchfun.It’sbadnews.33
内蒙古师范大学硕士学位论文
根据短文内容判断正(T)误(F)
()1.Allthekidslikebein2inabasketballteam。
()2.Kidscanonlyhaveakindofspons.
()3.ThebestplayeralsogetsnerVoussometimesbeforeabiggame,()4.Gamesseldommakesportsmoreexciting.
()5.Itdoesn。tmatterifyoufeelalittlenervousbeforeagame.
B
Mr.Bakerwasastrongman.Helikedplayingf.00tballandspentalotoftimeofthegamewhenhestudiedinacollege.ButhisrightledwasbrokenwhenheplayedfootballwithhisclaSsmates.Hecouldn‘tplaVfootballandhewassorryforitandlikedtowatchthegame.
NowMr.bakerworksinahospital.Heisgooddentistandmanypatientsaskhimforhelp.Heisalwaysbusyandhaslittletimetowatchthematchesinthegym.HehastowatchaRemoon.Mr.Bakerhopedtowatchit.ButabigfootballmatchintheircitVwouldstartatfburoneafternoon.Mr.E;akerhopedtowatchit.Buttheheadofthehospitaldidn’tlethimgo.”Ybucan’tgooutuntilallthepatientsinyouromceleave.”hesaid.
ItwaSthreetwentywhentherewereabouttenpatientsinthewaiting.room.Mr.Bakerwaswo州ed.Hethoughtforamomentandhadanidea.Hesaidtowomanonthechairinhisomce,”Cryloudly,madam!I‘llpullyourbadtoothourfreeifyoufrightenawaytheotherpatients!”
1.Mr.BakerspentalotoftimeplayingfootbaIlbecause——.
AHewasstrong
BHewaSafootballplayer
CHelikedthegamed
DHehadalotoffreetimeaf!cerwork
2.ThataRemoonMr.Bakerwasworriedbecause.
AHewasafraidthathecouldn:twatchthefootbaIlmatch
BSomethingwaswrongwithhim
CTherewerefewDatients
DTheheadofthehosDitalwouldcometoseehim
3.theheadofthehospitaltoldMr.Baker
AtowatchthematchatOnce
Btowatchthematchiftherewerenopatients
CtowatchthematchaRerwork
DLoleavcLheoIhceUuieIly
4.Whichofthefollowingistrue?
AMr.BakerwantedthewomantofrightenawaytheotherpatientsBMr.Bakerandthewomanweregoodfriends.
CMr.Bakerdidn’tIikewatchingfootbalInlatches.
DMr-Bakerknewthewoman.34
内蒙古师范大学硕士学位论文一—————————————————————————————————————————————————————————一
Appendix5
八年级英语期末测试卷
笔试部分(120分)
一、单项选择(15分)
(
(
(
()8.Y0u
(
(
(
(
(
()1.M.1kisgood——OUr.A.to,heaIthyB.for,healthyC.for,health)2.AlthoughheisVery川,一heworksVeryhard.A.andB.butC./13.d0youreadEnglishbooks?刑ceaday.A.HowlOngB.HOwoftenC.Howsoon—color,IlikeyeIlowVerymuch.A.AsB.AsforC.for)5.Whatdoyouusuallydoweekends?A.onB.ofC.in)6.HewatchesTVforhalf——houreVe叫day.A.theB.aC.an)7.-thematterwithyou7.Ihaveasorethroat.A.Who’sB.What’sC.HOw’slooksick.You——seeadoctOr.A.shouIdB.canC.do)9.IfyouhaVeasorethroat,youshoukldrinksomehotteahOnev.A.withB.inC.On)10.MrLiwasi11.・A.ThankyouB.I’mson.ytohearthatC.OK)11.areyougoingforVacatiOn?一ltaly.A.WhereB.WhenC.What)12.1’mgoingtoHuangshan.・A.Don’tbetoohappy.B.HaveagoodtimeC.Howistheweather.)13.ShesjghtseeingtomOrrO、、A.goesB.goingC.isgoing)14.CanIaskyou—questionsaboutyourVacatiOnplans?A.someB.anyC.much)l5.TheyaregoingtoBe.jingvaCatIOn.
A.inB.toC.for
35SOme
内蒙古师范大学硕士学位论文
二、完型填空(10分)
DearRoben.
IhopeyouarewelJ-丁hankyouforyourlastJetter.YouaskrneaboutMid—autumnDay.Now,letmelyousomeIhingaboutit.EveryoneinChinaIikesMjd-autumnDay.It2comesinSeptemberorOctober.Lthatday,everyoneeatsmooncakes.Amooncakeisadelicious,roundcake.It!Lthemoon.Therearemanydif俺rentkindsofmooncakes.SomehaVenutsinthem,主一somehaVemeatoreggsjnthem.MyfriendLiLeilikesmooncakeswithmeat.ButIthinkthe鱼一withnutsinthemare2..HanMeimeisaysthenicestcakes韭Guangdong.Atnight,familiesoRenstay皇一theopenairneartheirhouses.Theretheyj旦themoon,andeatthecakes.Mmm!Howdelicioustheyare!
YOurs.
SunHuimin
()1.A.speakB.teIlC.sayD.talk()2.A.neVerB.usuaIIyC.sometimesD.notonen()3.A.OnB.AtC.ForD.1n()4.A.IikeB.IikesC.Iooksf.orD.100kslike()5.A.butB.untiIC.andD.so()6.A.moon(月亮)B.sunC.onesD.eanh(地球)()7.A.deIiciousB.betterC.badD.bigger()8.A.hearfromB.comesfromC.jsn.om.comefbm()9.A.underB.withC.intoD.in()10.A.100katB.100kaRerC.IookforD.100kup
三、阅读理解(30分)
MrsGreenisgoingtogiVeabinhdaypa九yforMary.Maryisherdaughter.MaryW…bethirteenyearsold.AlotofMary’sfriendsaregoingtotheparty.TherearegOingtobetwentyg-rlsattheparty.MrsGreenaregettingreadyfortheparcy.MrsWhiteishelpingher.“That’sapreny(精致的)cake,’’MrswhitesaystoMrsGreen.-‘Thankyouverymuch.’’MrsGreenisgojllgshoppjngnow.SJle’sbuy;ngfrujtf.ort11epany.ShebuysaJocoforanges,applesandbananas.Thenshegoeshome.It‘sthreeO’clockintheaRernoon.Everythingisready.NOⅦt|1ef’rstgjriisa1.I‘iV“19.I’hepanyisgoillglostal.t.36
内蒙古师范大学硕士学位论文
(
)1.Whoisgoing
A,
to
giVe
a
panyforMary?
MrSGreenB.MrsWhite
C.
Ma叮
D,
Ma叫’sfriend
(
)2.HowoldjsMa口now?
A.Eleven
B.Twelve
are
C.tenD.Founeen
(
)3.How
manygirIsgojngtocometothepa九y.?
B.
A.LessthantwentyC.1、venty
Morethantwenty
D.Manyandmany
()4.What
isMrsGreenbuyingf’ort11epany?
一
A.BananaS
B.Oranges
C.Apples
D.AIlOfaboVe
time
isthepartygojngtostart?A.At2:OO
B.At3:00
C.At4:00
D.IntheeVening
(B)
PhilipIikes
to
pJayfootball.Heo危enpIays
foolbaJlaRersch001withhisfriends.
likestoplaybasketbalI.SheteachesherfriendshOwtoplayiteVerySundayaftemoOn.
MeiisVe巧good
at
thecomputer.Shealways
uses
jttodrawpicturesthreetimesaweek,
sheusesittosurftheIntemet.Shehas
a
goodfriendinAmerica.HernameisMafy.LinTao
alsOgOod
at
drawingpictures.Buthe
neVeruses
cOmputerlOdraw.
)1.WhatdoSandyand
hisfriendsdoonSundaya疗emoon?
A.Playfootball
B.PlaybaLsketbalIC.Drawpic£ureS
D.PlaycOmputergames
)2.HowoRendoesHanMeidraw
withcomputer?
A.onceaweek
B.Threetimesa
week.
C.onceaday
D.EVe哕day
)3.Who
likestosurftheInternet?
A.Philip
B.Sandy
C.HanMeiD.Linl、aO
)4.How
oRendoesLinT-ao
use
computertodraw?
A.Never
B.Hardly
eVer
C.Th陀etimesa
week
D.Eve叫
week
)5.Who’sMa叮?
A.She’sanEnglishgirI.
B.She’sSandy’sfriend.C.She’sHanMei’s仔iend.
D.She’sLinTaO’scIassmate.
(C)
Thissto口isabout
a
youngman.HeworkedhardathisIessons.Hewastoobusy.He
haVetime
torest,so
hewas川.EVerynight,whenhewentto
bed,hecIosedhiseyesand
to
sieep(睡觉).Buthecoukin’t.Hethought:“ImtIsfgoto
see
thedoctor.’’Hesaidtothe
can’tgotosIeepatnight."Trycountingnumbers.WIlcllyOureacll0ne
thousand,
beasIeep.
The
next
daythemancameback
to
thedoctorfsofHce.“WelI,”saidthe
doctor’“How
are
today?"“Yes,"hesaid,“Itriedcounting
one,two,three…uptO
one
thOusand.ButwhenI
nVehundredandsixty-nine.IbegantofbelsIeepy(感至U凼倦).Ihadto
getupanddrank
tea.Then1went
on
countinguptO
one
thousand.BLItlstiIlcouldn‘tf-aI|asleep.
37
()5.WhatSandyHanandis(
(
(((didn’ttrieddoctor“lyou’IIyoureachedsome
内蒙古师范大学硕士学位论文
)1.TheyoungmancouIdn’t
gotosleepbecause
A.hedidn’tnnishhisIessons
B.hewOrked
toO
hardandwasill
C.hewaswo盯iedabouthishomeworkD.therewas
a
lotofhousewOrktodoandhecouIdn’thaVe
a
gOod
rest
)2.Thedoctorasked
theyoungman
A.tOcOuntnumberSbeforehewenttobed
B.tOputallnumberSfrom1tol000together
C.tOcOuntnumberSwhilehewaslyinginbedD.tOgotobedearlier
)3.The
youngmancamebacktothedoctor‘sof葡cethenext
daybecauSe——
A.hewantedtothankthedOctOr
B.hewasbetter
C.hewanted
toaskthedoctOrhOwtocOuntthenumberS
D.hestnlcouldn’tgotOsIeepatnight
)4.Theyoungman
A.countedfrom569to1000
B.countedfrom1tO569andf.ellasleep
C.countedfiom1
tO
569andgotuptodr.nksometea
D.countedf-romlt0l000andf.el|asIeep
)5.Theyoungman
infact
A.didn’tunderstandthedoctor‘swOrds.
B.couldn’tcountnumberS
C.didn’ttry
to
sIeep
D.w2Lsn’tillatall
38
,
●
■
内蒙古师范大学硕士学位论文
Acknowledgements
1wouldlikeProfIessor
to
expressmywarmestgratitudetomysuperVisor,
to
WeiLi.Fromthetopicselection
thefinalthesis
proljection,
shehasgivenmecarefulguidanceandunremittingsuppoft.Shealwaysaskedtheresearchprogress,andhelpedmedeVelopresearchideas.She
‘-●k
1.
also
gave
me
meticulousinspiration,warmlyencourageduring
the
production.WithoutherinValuablehelpand
generousencouragement,the
1wouldliketo
presentthesiswouldnothaVebeenaccomplished.So
extendmysincerethanksandrespect
to
her.
~
J
?一
0
I
以
i
_
自上而下的阅读模式在初中英语阅读教学中的应用
作者:
学位授予单位:
武静丽
内蒙古师范大学
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