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Abstract:ClassroomteachingisthemainwayforstudentstolearnEnglish.Butinseniorhighschool,alotsofprobelmsstillexsitintheEnglishteachingespeciallyintheteachingofreadingandwriting.Inthispaper,theimportanceandmethodsofreadingandwritingwillbefurtherdiscussed.Keywords:readingwritingtechniques
Introduction:Classesshouldbelearner-centered,withmeaningful,functionalactivities,often,classesbeginbyfindingoutwhatthestudentsdon’tknow.Theseclassesoperateontheassumptionthatthereisagreatdealofinformationthatstudentslackandthattheteacherandtextbookswillimpactthatinformationtothestudents.Teacherswhoholdthisassumptionviewstudentsasplantswaitingpassivelytobefedandwatered.ButIthinkthestudentsshouldberegardedasexplorers,activelearnerswhobringagreatdealtothelearningprocessandatthesametime,drawfromtheirenvironmentastheydevelopnewunderstandings.Thebasicprinciplewillbeusedintheteachingofreadingandwriting.
SectionOne------Howtoteachreading
I.Whyteachreading
TherearemanyreasonswhygettingstudentstoreadEnglishtextsisanimportantpartoftheteacher’sjob.Inthefirstplace,manyofthemwanttobeabletoreadtextsinEnglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.
ReadingtextsprovidegoodmodelsforEnglishwriting,provideopportunitiestostudylanguagevocabulary,grammar,punctuation,andthewaytoconstructsentences,paragraphsandtexts.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponsesandbethespringboardforwell-rounded,fascinatinglessons.
Thelastbutnottheleast,studentsmustreadwidelybecauseonlyafractionofknowledgeabouttheworldcancomefromotherexperiencesintheirshortlives.
II.Whatkindofreadingshouldstudentsdo?
Whentheteachersgivereadingclasstostudents,theyshouldnoticeabalance----abalancetobestruckbetweenrealEnglishontheonehandandthestudents’capabilitiesandinterestsontheother.Thereissomeauthenticwrittenmaterialwhichbeginnerstudentscanunderstandtosomedegree:menus,timetables,signsandbasicinstructions,forexample,and,whereappropriate,teacherscanusethese.Butforlongerprose,teacherscanoffertheirstudentstexts,which,whilebeinglikeEnglish,areneverthelesswrittenoradaptedespeciallyfortheirlevel.Anyway,thematerialstobereadshouldbeinterestingandmeaningful.Teachersshouldbecomebetteracquaintedwithbookswrittenspeciallyforteenagersanddealingwiththeirproblems.
III.Whataretheprinciplesbehindtheteachingofreading?
i)PermitStudentsToRead
Noonehaslearnedtoswimbypracticingtheskillsofbackstrokes,flutterkicksortreadingwaterwhilestayingontheedgeoftheswimmingpool.Yet,intheteachingofreadingteachersoftendojustthat.Ratherthanletthestudentsinto“thewater”,teacherskeeptheminskillsbookslearningrulesaboutletters,syllablesordefinitionsofwordsratherthanlettingthemintothebookitself,permittingthemtobeimmersedinthelanguagewhichcomesfromtheauthorsasthereaderstrytoreconstructthewrittenmessage.ii)Encouragestudentstorespondtothecontentofareadingtext,notjusttothelanguage
Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,howmanyparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,ismuchmoreimportant.Teachersshouldhelpstudentsunderstandthatthemainreasontoreadisforthem.Theyhavetohavetheirownpurposetoreadandreadingmustmakesense,theyhavetofindwaysofdoingsomethingaboutit.Theyshouldbeencouragedeithertorereadortocontinuereadingtogainmeaning.Buttheymustrealizethatthemeaningisnotintheteacher,butintheinteractionbetweenthereaderandauthor.Studentsshouldbeencouragedtoaskthemselvesrepeatedly,“Doesthismakesensetome?”Studentsshouldbeencouragedtorejectandtobeintolerantofreadingmaterialsthatdonotmakesense.
iii)Encouragestudentstoguessorpredict
Readers’guessesorpredictionsarebasedonthecumulativeinformationandsyntacticstructuretheyhavebeenlearningastheyhavebeenreading.Therefore,theirguessesaremoreoftenthannotappropriatetothematerials.Studentshavetorealizethatrisktakinginreadingisappropriate;thatusingcontexttodecidewhatwordsmeanisaproficientreadingstrategyandthattheyhavethelanguagesensetomakeappropriateguesseswhichcanfitboththegrammaticalandsemanticsenseofwhattheyarereading.
iv)Matchthetasktothetopic
Onceadecisionhasbeentakenaboutwhatkindofreadingtextthestudentsaregoingtoread,teachersneedtochoosegoodreadingtasks—therightkindofquestionsandusefulpuzzles,etc.Askingboringandinappropriatequestionscanunderminethemostinterestingtext;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.Workingingroups,theEnglishteacherandstudentstaketurnsaskingeachotherquestionsfollowingthereading.Theteachermayask,“Whatisthesignificanceofthecharacter’sage?”Thesequestionsrequireinferencesbasedondetailsfromthereadingtext.
SectionTwo------Howtoteachwriting(Developingcorrectnessinstudents’writing)
“Studentslearntowritebywriting,andtheylearntowritecorrectlybywriting,revising,andproofreadingtheirownwork”---withsomehelpordirectionfromtheteacherwhenitisnecessary.Theydonotlearntowritecorrectlybystudyingaboutwritingordoingisolatedworkbookexercisesunrelatedtotheirownwriting.So,themostimportanttechniqueateachercanusetoguidestudentstowardgrammaticallycorrectwritingistoletthemwrite,letthemwritethingsrelatedtotheirownexperiences.Thereisnolimittothekindsoftexttheteachercanaskstudentstowrite.Teachers’decisions,though,shouldbasedonhowmuchlanguagethestudentsknow,whattheirinterestsare.
“DoIreadapaperandignoreallpunctuation,whatgoodisthatforstudents?
Wespendhoursatnightwithpapers---I’mnotsurethestudentsgetasmuchfromitasthetimeIspendonit.”
ThesecommentsbyseniorhighschoolEnglishteachersdiscussingtheprocessofmarkingstudentpapersreflectthedissatisfactionandfrustrationofmanyteachersovertheproblemofdealingwiththeerrorsinstudentwriting-----theobviousmistakesinspelling,punctuation----Traditionally,teachershaveworkedtocorrecterrorsintwoways:byteachinggrammaticallycorrectnessthroughexerciseingrammartexts;bypointingoutallerrorswhenmakingstudentpapers.
Moststudentsfinditverydispiritingiftheygetapieceofwrittenworkbackanditiscoveredinredink,underlingsandcrossing-out.ItisapowerfulvisualstatementofthefactthattheirwrittenEnglishisterrible.Ofcourse,somepiecesofwrittenworkarecompletelyfullofmistakes,buteveninthesecases,theteacherhastoachieveabalancebetweenbeingaccurateandtruthfulontheonehandandtreatingstudentssensitivelyandsympatheticallyontheother.
Sometechniquescanbeusedindealingwiththeerrorsinstudentpapers:
i)Selectivity
Ratherthanengageinintensiveerror-correctionwhenrespondingtostudentwriting,teachersareencouragedtoadoptamoremoderateapproachtoerror.Iftheteacherover-correctsthestudents’mistakes,thestudentswouldbelikelytofocusonerrorsinsteadofideas.Studentsaremorelikelytogrowaswriterswhentheteacher’sprimarypurposeinreadingstudentpapersistorespondtocontent.However,ifattentiontocontentandcorrectnessarecombinedwhenmakingpapers,itismorehelpfultoselectoneortwokindsoferrorstheindividualstudentismakingthantopointouteveryerrorinthepaper.Theteachercanidentifyaselectederror,showanexampleortwoonthestudentpaper,andeitherexplainthecorrectformordirectthestudenttoahandbookforfurtherexplanation.Itisalwaysworthwritingacommentattheendofapieceofwrittenwork-----anythingfrom“Welldone”to“Thisisagoodstory,butyoumustlookagainatyouruseofpasttenses---seeXgrammarbookpagexx.”
ii)Error-analysis
Anothermethodforworkingwithstudenterror,onethatcanbeespeciallyfruitfulforteachers,istoapproachitfromananalyticperspective.Teachers,aserror-analyst,lookforpatternsintheerrorsofanindividualstudent,triestodiscoverhowthemistakearrivedatthemistakesbyanalyzingtheerror(Lackofknowledgeaboutacertaingrammaticalpoint;Acarelessoneoramis-learnedrule?),andplansstrategiesaccordingly.
iii)PublishStudentWriting
Thefinalbasicstrategyispublishing.Studentsneedareasonforlaboringoveradraftuntilitisperfect;theurgetoseeoneselfinprintcanbeapowerfuldrivetowardrevisionandproofreading.
Conclusion:Asteacherstothestudentswhoareinseniorhighschool,theyshouldlearntoturnstudents’hardworktowardsupportingthelanguagestrengthsstudentsalreadyhave,provingstudentswithafeelingofsuccess,findingmaterialsandplanningclassroomexperienceswillturnstudentsontoreadingandwriting,thereadingandwritingwilldevelopwithmuchgreatereasethanitdoesatthepresenttime.
Reference:
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WilgaM.Rivers&MaryS.Temperley,ApracticalguidetotheteachingofEnglishasasecondorforeignLanguage,NewYork:OxfordUniversityPress,1978
SmithF.UnderstandingReading(2ded),NewYork:Holt,RinehartandWinston,1978
DavidFreeman&YvomeS.Freeman,ARoadtoSuccessforLanguage,NewYork:OxfordUniversityPress
龚雅芳&张连忠&李静军(编辑),英语教学基本讲座,北京师范学院出版社,1991