讀寫一體化教學(xué)模式

內(nèi)容概要

　　讀寫一體化的研究由來已久，但是，針對(duì)何種一體化形式能夠提高英語學(xué)習(xí)者的閱讀水平驚醒的研究卻為數(shù)不多，本研究是閱讀能力的習(xí)得研究，目的的是考察閱讀并寫概要、閱讀并寫日志、閱讀并口頭討論等三種學(xué)習(xí)任務(wù)對(duì)中國高校學(xué)生英語閱讀能力的影響?！蹲x寫一體化教學(xué)模式：理論與實(shí)踐（英語）》表明讀寫一體化能有效提高學(xué)生的閱讀理解能力，該發(fā)現(xiàn)對(duì)中國的英語教學(xué)有一定的啟發(fā)意義。

作者簡介

　　周琳，女，漢族，籍貫重慶。1973年4月生。副教授，貴州大學(xué)外國語學(xué)院英語系副主任。北京語言大學(xué)英語語言文學(xué)學(xué)士，美國Oakland University閱讀與語言技能教學(xué)（ MAT）碩士，泰國Suranaree University of Technology英語語言研究（英語應(yīng)用語言學(xué)）博士。迄今公開發(fā)表學(xué)術(shù)論文近20篇，主持完成貴州省教育廳人文社科課題和貴州大學(xué)校級(jí)課題三項(xiàng)。主要研究方向?yàn)槎Z習(xí)得及英語閱讀教學(xué)研究。

書籍目錄

CHAPTER IINTRODUCTIONI.I Background of the Study1.2 Statement of the Problem1.3 Purposes of the Study1.4 Research Questions1.5 Significance of the Study1.6 Definitions of Terms1.7 Outline of the Book1.8 summaryCHAPTER 2REVIEW OF THE RELATED LITERATURE2.1 Second/Foreign Language Reading2.2 Reading-Writing Connections2.3 Writing from Sources2.4 Theoretical Framework for the Study2.5 Summary CHAPTER 3RESEARCH METHODOLOGY 3.1 Rationale for the Choice of Methodology3.2 Participants3.3 Variables3.4 Researeh Instruments3.5 Data Collection Procedures3.6 Data Analysis3.7 The Pilot Study 3.8 The Main Study 3.9 SummaryCHAPTER 4RESULTS4.1 Assessment of Reading Comprehension4.2 Students' Attitudes towards the Reading Tasks4.3 SummaryCHAPTER 5DISCUSSION5.1 Effects of the Reading Tasks on Reading Comprehension 5.2 Students' Attitudes towards the Reading Tasks5.3 Effective Types of Reading Tasks5.4 Summary CHAPTER 6CONCLUSIONS6.1 Summary of the Study6.2 Pedagogical Implications6.3 Strengths and Limitations of the Study6.4 Suggestions for Further ResearchREFERENCESAPPENDIXAPPENDIX AAPPENDIX BAPPENDIX CAPPENDIX DAPPENDIX EAPPENDIX FAPPENDIX GAPPENDIX HAPPENDIX IAPPENDIX JAPPENDIX K

章節(jié)摘錄

　　Another finding of this study revealed that students preferred to write journals if they were sure the teacher would read their journals and that feedback would be given， Teachers who want to capitalize on the potential of journal writing must be willing to take the trouble to offer students thorough and detailed feedback on the substance of their journal entries.　Furthermore， focus of the feedback should not be on the mistakes made unless the same mistakes appear over and again. The purpose is to avoid embarrassing the students， which may hinder their reading comprehension.　In addition to providing time for journal writing， teachers should model good journal writing behaviors for the Iearners to follow.　Finally， the students' privacy should be guarded， In this regard， teachers should make confidentiality and boundary setting essential， provide equitable feedback and guard privacy.　　4. Reading strategies should be taught explicitly.　　As suggested in the research findings of this study， some students had problems with reading strategies.　In this respect， teachers should help students identify effective reading strategles and courage them to implement them in their L2 reading.　　Those strategies should be explicitly taught through simple exercises developed to elicit information via targeted strategies.　　Such specific teaching methods as collaborative instruction， active learning， strategic modeling， and repeated，increasingly independent practice by students （Beers， 2003; Collins et al.，　　2005） should be employed to raise student awareness of the reading strategies.　　……

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