目前日期文章:200911 (3)

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「教室圖書館」──打造中學生的英文閱讀園地
 
許炳煌
 
刊期2005/10/10

提昇語言能力 從廣泛閱讀開始
 
  「廣泛閱讀」(extensive reading,或簡稱「泛讀」)有助於語言能力成長,近年來為國內外學者大為提倡,並有許多研究結果可茲證實[1]。語言學習者藉由「廣泛閱讀」──大量的閱讀輸入(input-rich),能提升閱讀能力並啟發學習慾望,同時練習閱讀課中所學的閱讀技巧、體驗日常生活的真實閱讀(authentic reading),因此廣泛閱讀被視為增進閱讀能力以及世界知識不可或缺的方法,許多亞洲國家並已將其納入以英語為第二語言或外語的課程內容中[2]

  知名學者Smith強調越早培養閱讀習慣有助於提升第二語言或外語能力。而且,閱讀習慣的建立並不是一蹴可幾,必須經常性的閱讀練習,藉此,字彙量會逐漸增加,閱讀理解能力也會提升,進而對英語學習感興趣。因此,「廣泛閱讀」對於中學生的英語學習有相當的重要性與幫助。但是,老師鼓勵學生進行泛讀時,學生不願主動到圖書館借閱英文讀本怎麼辦?其實,老師也可將讀本帶到教室,可行的方法之一,就是在教室內成立一個小型的圖書館。相信大部份老師不會反對這樣的建議,可是真正要著手成立教室圖書館,對平時教課忙碌的老師而言的確是個挑戰。以下筆者根據自身經驗,與老師們分享成立教師圖書館的步驟與方法,並提供選擇讀本的技巧和建議,希藉成立教室圖書館,為學生開啟泛讀之窗。

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引自:http://www.readingrockets.org/article/3479  Reading rockets

Seven Strategies to Teach Students Text Comprehension

By: C.R. Adler (2004)

Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension.

The following seven strategies appear to have a firm scientific basis for improving text comprehension.

1. Monitoring comprehension

Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

  • Be aware of what they do understand
  • Identify what they do not understand
  • Use appropriate strategies to resolve problems in comprehension

2. Metacognition

Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.

Students may use several comprehension monitoring strategies:

  • Identify where the difficulty occurs

    "I don't understand the second paragraph on page 76."

  • Identify what the difficulty is

    "I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"

  • Restate the difficult sentence or passage in their own words

    "Oh, so the author means that coming to America was a very important event in her grandmother's life."

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萬聖節

由小朋友妝扮成鬼怪到各處室進行 trick or treat 活動!

         


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