影響學(xué)生英語閱讀的因素及其新策略AbstractAsinglereadingmethodisnotsuitableforrequirementsofmodernteachingmethods.Thispaperincludestheresearchbackground,definitionofreadingandclassificationofreading,andnewfactorsaffectingreadingandthestrategy.LinguistKrashenin1981putforwardthenarrowreadingmeans.Itincreasedthestudents'learningburden,anditisunfavorabletothecultivationofstudentsEnglishquality.Thefollowingisthenewreadingmethod.Firstofall,payattentiontocultivatingstudents'goodreadingmeans,suchasintensivereading,skimming,andreadsilently.Second,payattentiontocultivatingstudents'readinginterestandmotivationsuchassetlearninggoals.Third,masterlearninglinguisticcontent,suchasmorphology,syntax,semantics,pragmaticsetc.Keywords:reading;factor;newstrategies摘要隨著教學(xué)的發(fā)展,單一的閱讀方法不適合現(xiàn)代教學(xué)方法的需求。本文包括研究背景、閱讀的定義、分類閱讀和影響閱讀的新因素及策略。語言學(xué)家克拉申在1981年提出窄式閱讀方法,增加了學(xué)生的學(xué)習(xí)負(fù)擔(dān),不利于英語質(zhì)量的培養(yǎng)。以下是新的閱讀方法。第一,注意培養(yǎng)學(xué)生良好的閱讀方法,如精讀、略讀、默讀。第二,注重培養(yǎng)學(xué)生閱讀興趣和動(dòng)機(jī)，例如設(shè)定學(xué)習(xí)目標(biāo)。最后,掌握學(xué)習(xí)語言學(xué)的內(nèi)容,如形態(tài)學(xué)、句語法、語義學(xué)、語用學(xué)等。關(guān)鍵詞：閱讀,因素,新策略引言閱讀是一種復(fù)雜的心理活動(dòng),它可以訪問信息,從書面語言中獲取大量的信息。為了適應(yīng)現(xiàn)代信息化環(huán)境，學(xué)生須不斷提高英語閱讀能力。大多數(shù)學(xué)生認(rèn)為閱讀難,主要的理解障礙是詞匯。語言學(xué)家克拉申在1981年提出這個(gè)窄式閱讀概念,這種方法是使學(xué)習(xí)者掌握和話題相關(guān)的詞匯和背景知識。隨著新時(shí)期教學(xué)的發(fā)展，這種閱讀方法不適合現(xiàn)代教學(xué)方法的需求,缺點(diǎn)越來越明顯，不適合學(xué)生的發(fā)展。學(xué)生應(yīng)該注重培養(yǎng)的新方法，從日常英語閱讀訓(xùn)練中使用科學(xué)的方法來提高他們的英語閱讀能力。那么，哪些新方法可以提高學(xué)生閱讀能力呢?ContentsAbstract（摘要）

引言

I.Introduction

1.1ResearchBackground

1.2ThesisStatement

II.ABriefReviewofReading

2.1DefinitionofReading

2.2.FactorsofInfluencingReadingandStrategies

2.3AimsandTargets

III.FactorsofInfluencingStudents'EnglishReadingandItsNewStrategies3.1CultivateStudents'GoodReadingHabits

3.2CultivateStudents'ReadingInterestandLearningMotivation3.3MasterLinguisticsIV.ConclusionBibliographyFactorsofInfluencingStudents'EnglishReadingandItsNewStrategiesI.Introduction 1.1ResearchBackground

WiththedevelopmentofEnglishteaching,readingabilityisoneofmostimportantpartsoflearningEnglish.[1]Readingisakindofcomplexmentalactivity,anditcanaccessanumberofinformationfromwrittenlanguage.Readingisalsoakindofpsychologicalprocess.Inordertosolvethelackofvocabularyandbackgroundknowledge,LinguistKrashenputforwardtheconceptofnarrowreadingconceptin1981.Themethodincreasedthestudents'learningburden.Accordingtotheconceptofevolution,manyteachersusethemeansofclassificationtoguidestudentstoreadarticles,suchaseconomy,politics,lifeandalotofpracticalmethodstoimprovethereadingability,buthedidn'tpayattentiontotheroleofotherfactorsinEnglishreading.Ithinkthatmethodhassomedeficienciesanddefects.Ontheonehand,thiskindofclassificationtrainingistoocumbersome.Ontheotherhand,studentsjustcanmasteralotofwords,buttheycan'tsolveproblemscientificallyandgraspthegisttoimprovereadingability.[2]Withthedevelopmentofteaching,asinglereadingmethodisnotsuitableforrequirementsofmodernteachingmethods.Andtheoldreadingmethodisnotsuitableforthestudents’development.First,itincreasedthestudents'learningburden.ItaffectsotheraspectsofEnglishtrainingorevenothersubjectsoflearning.Second,thereadingmethodcanletthestudentsrememberlearnalotofwordsandtherelatedknowledgeinashorttime,butitisunfavorabletothecultivationofstudentsEnglishqualityinthefuture.Weshouldimprovereadingwiththedevelopmentofsocietyandeducation.Therefore,weshouldbroadenthechannelsofreadingmethod.1.2ThesisStatementWiththedevelopmentofmodernEnglishreadingteachingandstudents'psychologicalresearch,thenewfactorsthataffectingreadinganditsstrategiesshouldbeappliedtoreadingteachingprocess.Therearesomenewreadingmethods.Firstofall,payattentiontocultivatingstudents'goodreadinghabits,suchasintensivereading,skimming,andreadsilently.Inthisway,studentscanbecultivatedinlimitedtimeandusethescientificmethodtoobtaininformation[3]Second,payattentiontocultivatingstudents'readinginterestandlearningmotivationsuchassetsomeproperlearninggoals.ThisapproachissuitableforafreshmanwhoisnotinterestedinEnglishreadingofstudents.Throughthewayofsetlearninggoals,studentscanfeellearningfundeeplyandopenupthefieldfurther.Finally,studentsshouldmasterlearninglinguisticcontent,suchasmorphology,syntax,semantics,pragmatics,sociolinguistics,anthropologicaletc.Throughtheabovemethod,thesemethodscanmakestudentsfeelfunwhentheylearnreading.II.ABriefReviewofReading

2.1DefinitionofReading

GibsonandLevin(1975)hasacertaincomprehensiveconceptaboutthedefinitionofreading,anditacceptedbymanypeople.Theythink:"thesignificanceofreadingisextractedfromchapter.Andweextractmeaningfromchaptersneedtodo:1.Thewrittensymbolsdecodingforvoice;[4]2.Acorrespondingmentallexiconcangainfromsemanticmemory.3.Tobeabletointegratethemeaningofthesewords.(ZhangBiyin.2004:2).[5]WhileDowningandLeong(1982)putthereadingintotwocategories:thedefinitionofaclassofstressisaprocessofdecoding,DomesticscholarsZhangBiyininthestudyofthedefinitionofreadingpsychologyintheprocessofthereadingfurthermodifiedinto:readtogetinformationfromwrittenmaterialsandprocessofnon-intelligencefactorsinfluencingreaders.(ZhangBiyin,2004:3)Readingisthemainbodyofcognition,understanding,absorptionandapplicationofcomplexmentalprocess,anditisindispensabletomoderncivilization.Asanimportantactivityofhumansociety,readingisoneofthebasicwaystoknowworld.Readingabilityreferstothecompletionofthearticlereading,itshouldhastheabilityofperception,comprehension,appreciationoftheactualreadingactivity.2.2.FactorsofInfluencingReadingandStrategies

Thetraditionalreadingteachingprocessgivesprioritytobreakingthewords’obstacles.LinguistKrashenputforwardtheconceptofnarrowreadingmeansin1981,anditistomakelearnersmastervarioustopics.Themeansrelievethestudentsreadingauthenticmaterialswithalackofvocabulary.Accordingtotheconceptofevolution,manyteachersintheteachingguidestudentstoreadarticles,suchaseconomy,politics,lifeandotheralotofpracticemethodtoimprovethereadingability,buttheydon'tpayattentiontotheroleofotherfactorsinEnglishreading.Withthedevelopmentofteaching,asinglereadingmethodisnotsuitableforrequirementsofmodernteachingmethods.Therearethesenewreadingmethods.Firstofall,theso-calledhabitsaffectaperson'slife.AndthecultivationofEnglishreadinghabitscansignificantlyimprovestudents'Englishreadingability,suchasintensivereading,skimming,andreadsilently.Inthisway,studentscanbecultivatedinthelimitedtime,usingthescientificmethodtoobtaininformation.Secondly,somepeoplesaythatinterestsisadrivingforce,soastogettwicetheresultwithhalftheeffort.[7]Therefore,payingattentiontoEnglishreadingofinterestisalsoveryimportant,suchassetlearninggoals.ThisapproachissuitableforafreshmanwhoisorisnotinterestedinEnglishreadingofstudents.Throughthewayofsetlearninggoals,studentscandeepfeelthefunofstudy.Lastly,forthecultivationoftheabilityofEnglishreading,weareprofessionaltoseetheimportanceofEnglishlinguistics.Aslongasgraspthelinguistics,wecanunderstandwordsandthemeaningofsentencesbetter.Weshouldmasterlinguisticcontents,suchasmorphology,syntax,semantics,pragmatics,sociolinguistics,anthropologicaletc.2.3AimsandTargetsInthe21stcenturytoday,readinghasbecomeanimportantwaytoacquireknowledgeandinformation,anditisalsoanimportantmethodofmostEnglishlearnersinChina.Ontheonehand,invariousEnglishtests,readingoccupiesalargeproportionofscores.Asisknowntoall,Readingscoresdirectlyaffectstheoverallscoresheight.Ontheotherhand,readingcaneffectivelyimprovethelevelofEnglishandmakestudentsunderstandsomewesterncultureandcustom.ItisthemainwaysthatstudentslearnEnglishworldaddbroadentheirreadingliteracy.Thetraditionalreadingmethodhavebeenlaggingbehind,nowitcan'tcatchupwiththechangeofstudents'Englishreading.BecauseoftheneedofexaminationandtheirownEnglishquality,weshouldputinaccordancewithmodernEnglishreadingeducationeffectivefactorsandstrategies,usingavarietyofmethodstoguidestudentstomakereadingtrainingfromtheactualsituationofstudents,focusingonstudents'learningburdenandpsychologicalstatusfromcultivatinglearninghabitandinterestsinlearning.LearningmethodsofEnglishlanguagecanimprovestudents'Englishreadingability.Tosumup,forthesakeofthecontemporarystudents'Englishtestandtheirownneeds.Firstofall,payattentiontocultivatingstudents'goodreadinghabits,suchasintensivereading,skimming,andreadsilently.Second,payattentiontocultivatingstudents'readinginterestandlearningmotivationsuchassetsomeproperlearninggoals.Finally,studentsshouldmasterlearninglinguisticcontent,suchasmorphology,syntax,semantics,etc.Andnewstrategiesshouldbeappliedtomodernteachingactivity.[8]Itcantrulypromotetheoverallculturalqualityofstudentsandsatisfywithneedofthesocialemployment.III.FactorsofInfluencingStudents'EnglishReadingAbilityandItsNewStrategies3.1CultivateStudents'GoodReadingHabitsHabitsaffectaperson'slife.AndthecultivationofEnglishreadinghabitscansignificantlyimprovestudents'Englishreadingability,anditisgoodforhislife.[9]Weshouldpayattentiontocultivatingstudents'goodreadinghabits,suchasintensivereading,skimming,andreadsilently.AsEnglishmaterialtypeofuniversalityandtheneedofthetesttime,thereadingmethodisdiverse.Inthisway,studentscanbecultivatedinthelimitedtimeandusethescientificmethodtoobtaininformation.Firstofall,studentsmustlearnintensivereading.IntensivereadingisoneofthemostcommonintheEnglishreadinghabits.Havingagoodreadinghabitcanmakethestudentsunderstandeachword,sentenceandstructure.Asawhole,thewaycanletstudentsknowarticledetailsandaccuratelygraspthekeynote.Therefore,ifstudentshaveenoughtime,theyshouldbeusingtheintensivereadingmethodtograspthearticle.Second,studentsshouldattachimportancetoskimming.IntheCET-4andCET-6andothertests,studentsoftenfacethattimeistight.Inthisstate,skimmingisagoodreadingmethod.Itcanmakestudentsreadingsomesentencesattheendandfirstofsectionotherthaneverysentencesinthelimitedtime.Itisagoodwaytoquicklyunderstandingthegistofarticle,soastounderstandarticleswell.Therefore,studentsshouldalsocultivatethehabitofskimmingandimproveabilityandspeedofreading.Third,inthedailyreadingtraining,thestudentsdon'tignoretheeffectofsilentreading.Sub-vocalizationistopointtointhehearttoread,notmoving,don'tsendvoice.Readsilentlycanhelpstudentsconcentratetobrowsearticles.Itisawaytoexercisepsychologicalqualityofstudents.Therefore,studentsshouldpayattentiontothesilentreadingasakindofhabit.Allinall,inthisway,studentscanbecultivatedinthelimitedtime,andusethescientificmethodtoobtaininformation.Studentsonlymasteredmorereadinghabits,theycanmakeachievementsbetterinthefuture.3.2CultivateStudents'ReadingInterestandLearningMotivation

Somepeoplesaythatinterestisadrivingforce,otherssayinterestcanmakestudentsgettwicetheresultwithhalftheeffort.Therefore,payingattentiontoEnglishreadingofinterestisalsoveryimportantthing.Weshouldpayattentiontocultivatingstudents'readinginterestandlearningmotivationsuchassetlearninggoals.ThisapproachissuitableforafreshmanwhoisorisnotinterestedinEnglishreadingofstudents.First,studentsshouldlearntolookattheirownlearningabilityandtheirownlevelofEnglishreading.ThroughthepastEnglishgradesandhomework,studentsshouldrealizetheirEnglishlevel.AfterrealizinghisEnglishlevel,studentsshouldnotproudandself-abasedwithcalmattitudetofacethelearningandlifeoffuture.Studentsshouldrecognizethefactashisownpower,ratherthanresistance,andfurthertoknowyourselfandimproveyourself. Second,studentsshouldsetuptheirownlearninggoalsaccordingtotheirownsituations.Forexample,Studentsshouldfinishareadingtrainingwithintheprescribedtime,soreadingdonotgetlowscoresattheendofthesemesterintheEnglishexam.Andstudentscansetapropertargetforyourselfinacertainperiod.Theywillachievethesegoalsthroughtheirownefforts.Ifcompletedthegoal,studentsshouldencouragedthemselves.Thiswayisveryeffective.Soitisveryimportanttoestablishlearninggoals.Third,accordingtotheirownalittleprogress,teachersshouldencourageandmotivatethesestudents,soastoimprovestudents'Englishreadinginterest.Inreadingtraining,thestudentsshouldnotafraidfailure,andpayingattentiontoyoureverystepofsuccess,soastostimulatetheirinterestinEnglish.Studentscangetmorepleasurefromreading. Throughthewayofsetlearninggoalsandencouragingexcitation,studentsaredeepfeelinglearningfunandfurtheropenupthefield.3.3MasterlinguisticsWhatislinguistics?Linguisticsisusuallydefinedasthescienceoflanguageor,alternatively,asthescientificstudyoflanguage.Linguisticsisarichandexcitingfield.Asascience,linguisticsnowhasasetofestablishedtheories,methodsandsub-branches.Asforitsdata,nowtheargumentoverintuitionorcorpusalsofadesaspeoplerealizetheadvantagesofbothandascorpuslinguisticsdevelopsrapidlywiththeadventofcomputertechnology.Lyonspredictedintheseventiesbypointingoutthatlinguisticsisempirical,ratherthanspeculativeorintuitive:itoperateswithpubliclyvariabledataobtainedbymeansofobservationorexperiment(Lyons,1981:38).Nowadaysweareexpectingthequalitativeandquantitativeresearchapproachestotakeanevendivideandbemorecomplementaryinlinguisticstudies.ForthecultivationoftheabilityofEnglishreading,weareprofessionaltoseetheimportanceofEnglishlinguistics.Aslongasgraspthelinguistics,wecanunderstandwordsandthemeaningofsentencebetter.Weshouldmasterlinguisticcontents,suchasmorphology,syntax,semantics,pragmatics,sociolinguistics,anthropologicaletc.AccordingtothecharacteristicsoftheEnglishlanguageforminwordformasthemainline,thejurisprudenceofphonetics,words,syntax,semanticsandpragmatics,sociolinguistics,anthropologicaltheoryknowledge,wecansolvetheproblem.First,studentsshouldgraspthemorphology.Itisconcernedwiththeinternalorganizationofwords.Althoughmanypeoplethinkofwordsasthebasicmeaningfulelementsofalanguage,manywordscanbebrokendownintostillsmallerunits,calledmorphology.Languagesdifferintheirdegreesofdependenceonthemorphologicalcomponents.InLatin,forexample,meaningischangedthroughtheuseofmanymorphologicalendings.Incontrast,inEnglishwordorderisusedmorethanmorphologicaladditionstoconveymuchofthemeaningoftheutterance.Forinstance:Thedogseestherabbits.Ifwechangetheorderofthewordsandgettherabbitseesthedog,themeaningofthesentencechanges.ButinLatinandalsoinRussian,dogandrabbittakeonsomemorphologicalendingsdependingonwhethertheyaresubjectorobject,andcanthereforechangeplaceswithoutaffectingthemeaningofthesentence.Fromthemorphologicalchangeofwords,studentscanbetterunderstandwords.Second,studentsshouldgraspthesyntax.ItisaboutprinciplesofformingandunderstandingcorrectEnglishsentences.Theformorstructureofasentenceisgovernedbytherulesofsyntax.Theserulesspecifywordorder,sentenceorganization,andtherelationshipsbetweenwordswordclassesandothersentenceelements.Weknowthatwordsareorganizedintostructuremorethanjustwordorder.Forexamples:a.Thechildrenwatched[thefireworkfromthehill].b.Thechildrenwatched[thefirework][fromthehill][6]Hereisasinglestringofwordsthatwithoutanychangeofordercanhavetwoquitedifferentmeanings,eachcorrespondingtoapossiblestructure.Forinstance:Thechickenistoohottoeat.Throughtheanalysisofthevariouspartsofasentenceandtheoverallstructure,wecanunderstandthechapterandimprovereadinglevel.Third,studentsshouldunderstandthesemantics.Itexamineshowmeaningisencodedinalanguage.Itisnotonlyconcernedwithmeaningofwordsaslexicalitems,butalsowithlevelsoflanguagebelowthewordandaboveit,e.g.meaningsofmorphemesandsentences.Thefollowingarewhatthekeyconceptslooklike:semanticcomponents,denotationofwords,senserelationsbetweenwordssuchasautonymandsynonymy,senserelationsbetweensentencessuchasentailmentandpresuppositionandmore.Semanticsresearchpurposeistofindtheregularityofsemanticexpression,intrinsicinterpretation,differentlanguagesintheaspectofsemanticexpressionofindividualityandcommonness.Inthisway,semanticresearchisfocusedonlanguagemeaningexpressedbythesystem,notinvolvingthespecificapplication.Pragmaticsstudiesthemeaningofthelanguage,butmorefocusonthemeaningofthelanguageinaspecificcontext,speechact,presupposition,conversationalimplicationandsoon.Inthisway,studentscanbetterunderstand.[6]Fourth,studentsshouldgraspthepragmatics.Pragmaticsisthestudyofmeaningincontext.Itdealswithparticularutterancesinparticularsituationsandisespeciallyconcernedwiththevariouswaysinwhichmanysocialcontextsoflanguageperformancecaninfluenceinterpretation.[6]Inotherwords,pragmaticsisconcernedwiththewaylanguageisusedtocommunicateratherthanwiththewaylanguageisinternallystructured.Itregardsspeechperformanceasprimarilyasocialactruledbyvarioussocialconventions.Somekeyconceptssuchusreference,force,effect,andcooperativeprinciplesmayappearcommonsensical,yetpragmaticsisjustaboutoneofthemostpromisingfieldsoflinguisticstudies.Takeconversationforexample,sincelanguageistransmittedprimarilyviathespeechmode,pragmaticrulesgovernanumberofconversationalinteractions,suchassequentialorganization,repairoferrors,roleandspeechacts.Organizationofconversationsincludestakingturns,opening,maintainingandclosingaconversation,establishingandmaintainingatopicetc.Throughthiskindofmeans,studentswillknowmorepragmaticsandimprovetheskillofreading.Fifth,studentsshouldunderstandthesociolinguistics.Sociolinguisticsisanumbrellatermwhichcoversavarietyofdifferentinterestsinlanguageandsociety,includingthesocialfunctionsoflanguageandthesocialcharacteristicsofitsusers.Sociolinguisticsisthestudyofthecharacteristicsoflanguagevarieties,thecharacteristicsoftheirfunctions,andthecharacteristicsoftheirspeakersasthesethreeconstantlyinteractandchangewithinaspeechcommunity.[6]Itseekstodiscoverthesocietalrulesandnormsthatexplainandconstrainlanguagebehaviorandtheattitudestowardlanguageinspeechcommunities.Italsoseekstodeterminethesymbolicvalueoflanguagevarietiesfortheirspeakers.Thefactthatlanguagevarietiescometotakeonsymbolicorsymptomaticvalue,inandofthemselves,isaninevitableconsequenceoftheirfunctionaldifferentiation.Withthegoodway,studentswillknowmoreknowledgeofsociolinguisticsandimprovethelevelofreading.Sixth,studentsshouldgrasptheanthropologicalLinguistics.Asascience,thestudyoflanguagesissomewhatolderthananthropology.Thetwodisciplinesbecamecloselyassociatedintheearlydaysofanthropologicalfieldworkwhenanthropologicalenlistedthehelpoflinguiststostudyunwrittenlanguages.[6]Incontrastwithotherlinguists,then,anthropologicallinguistsareinterestedprimarilyinthehistoryandstructureofformerlyunwrittenlanguages.Theyareconcernedwiththeemergenceoflanguageandalsowiththedivergenceoflanguagesoverthousandsofyears.Becauseanunwrittenlanguagemustbeheardinordertobestudied,itdoesnotleaveanytracesonceitsspeakersdiedoff.Anthropologicallinguistsmustbegininthepresent,withcomparisonsofcontemporarylanguages.Thentheymaydrawinferencesaboutthekindsofchangeinlanguagethatmayhaveoccurredinthepastandthatmayaccountforsimilaritiesanddifferencesobservedinthepresent.Theytypicallyasksuchquestionsas:Didtwoormorecontemporarylanguagesdivergefromacommonancestrallanguage?Iftheyarerelated,howfarbackintimedidtheybegintodiffer?Ifstudentsobtainmoreknowledgeofanthropologicallinguistics,theygetmoreknowledgeaboutreading.Throughthestudyoflinguistics,wecanmasterthelanguageofthetheoreticalknowledgeandpracticalapplicationbetter.Studentsalsoonlymasteredtheknowledge,theycanusescientificmethodsandpracticestobetterimprovetheabilityinreading.IV.Conclusion

Readingisakindofcomplexmentalactivity,itcanaccessinformationandacquireanumberofinformationfromwrittenarticles.WiththedevelopmentofmodernEnglishreadingteachingandstudents'psychologicalresearch,oldmeansisnotsuitable.First,itincreasedthestudents'learnin