reading-strategy-阅读策略-ppt

ReadingStrategyDuanLifuReadingStrategyDuanLifuReadingStrategyReadingStrategyContents1.BackgroundInformation2.FourReadingModels3.ThreeKindsofReadingStrategies4.ReadingProcessReadingStrategyPritchard(1990)definesastrategyasadeliberateactionthatreaderstakevoluntarilytodevelopanunderstandingofwhattheyread.Kellerman(1983)definesastrategyasa“wellorganizedapproachtoaproblem”.Olshavsky(1977)claimsthatastrategyisapurposefulmeansofcomprehendingtheauthor’smessage.1.1Whatisreadingstrategy?ReadingStrategy1.2TheimportanceofusingstrategyIfareaderknowshow,whenandwheretouseanappropriatestrategy,thiswouldhelphimtoimprovereadingcomprehension.Strategiesaidreaderstoprocessthetextactively,tomonitortheircomprehensionandtoconnectwhattheyarereadingtotheirownknowledgeandtootherpartsofthetext.ReadingStrategy2.FourReadingModelsThereadingmodelhasgonethroughthreestages.Bottom-upreadingmodelTop-downreadingmodel.Interactivereadingmodel(interactionofbottom-upreadingmodelandtop-downreadingmodel).TheschematheoryReadingStrategy2.1Thebottom-upprocessingBottom-upmodelmeansthatthereaderconstructsthetextfromsmallestunit(lettertowordstophrasestosentence,etc)andthattheprocessofconstructingthetextfromthosesmallunitsbecomessoautomaticthatreadersarenotawareofhowifoperates.(Eskey,1988)ReadingStrategyThiscanhappenifourworldknowledgeisinadequate,orifthewriter’spointofviewisverydifferentfromourown.Inthatcase,wemustscrutinizethevocabularyandsyntaxtomakesurewehavegraspedtheplainsensecorrectly.Thusbottom-upprocessingcanbeusedasacorrectiveto“tunnelvision(seeingthingsonlyfromourownlimitedpointofview)”.ReadingStrategy2.2Thetop-downprocessingThetop-downmodelisthatreadersbringagreatdealofknowledge,expectations,assumptionsandquestionstothetextand,giveabasicunderstandingofthevocabulary;theycontinuetoreadaslongasthetextconfirmstheirexpectations.(Goodman,1967)ReadingStrategyWemakeconscioususeofitwhenwetrytoseetheoverallpurposeofthetext,orgetaroughideaofthepatternofthewriter’sargument,inordertomakeareasonedguessatthenextstep(basedontheschemawehaveacquired).Wemightcomparethisapproachtoaneagle’seye.ReadingStrategy2.3Theinteractionofbottom-upandtop-downprocessingTheformerneglectsthefactthatreadingisanactivecomprehensiveprocess,whilethelaterneglectsthefastandexactrecognitionofthelowerlevelinformationsuchasletters,vocabulary,grammarforms.Readermayshiftfromonefocustoanother,adoptingatop-downapproachtopredicttheprobablemeaning,thenmovingfromthebottom-upapproachtocheckwhetherthatisreallywhatthewritersays.Itisknownasinteractivereading.ReadingStrategy2.4TheschematheorySchematheoryisoneofthemostimportanttheoriesinthestudyofreadingcomprehension.Accordingtoschematheory,allknowledgeispackagedintounits.Theseunitsareschemata.Schematheoryalsoholdstheviewthatcomprehendingatextisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext.Efficientreadingrequirestheabilitytorelatethetextualmaterialtoone’sownknowledge.Thereader’sschemataassisthimtomakeassumptionsaboutthemeaningoftheincomingtext.Meanwhile,thereadermakesconfirmations,rejectionsandmediationswithmoreinformationcomingoutfromthetext.ReadingStrategy3.ThreekindsofreadingstrategiesCognitivestrategiesSkimming(略读)GettingthegistofthepassageScanning（寻读）LocatingaparticularpieceofinformationSkipping（跳读）SkippingunimportantpartsorwordswhilereadingVisualizingUsingimagestohelpwithunderstandingofnewinformationencounteredUsingbackgroundknowledgeUsingfamiliarknowledgeoftheworldtounderstandthereadingTakingnotesJottingdownthemainideasandimportantpointswhilereading.TransferringUsingpreviouslyacquiredknowledgetofacilitateanewlearningtaskInferringGuessingmeaningsofnewitems,predictingoutcomesorfillinginmissinginformationusingavailableinformationinthetext.TranslatingUsingtheirownknowledgeasbasisforunderstandingwhattheyreadinthenewlanguageReadingStrategyAnalyzingInvolvinganalyzingelements(words,syntax)ofthenewlanguagetodeterminelikenessanddifferencesincomprehensionwithone’snativelanguageRecombiningInvolvingconstructingameaningfulsentenceorlongerexperiencebyputtingtogetherknownelementsinnewwayLookingforanswersinchronologicalorderinthepassageLookingfortheanswersaccordingtotheorderofthetimeinthepassageReadingthequestionoptionbeforereadingthepassageReadersreadthepassagewithquestionsandchoicesSummarizingMakingacondensed,shorterversionoftheoriginalpassageGroupingGroupinginvolvesclassifyingorreclassifyingwhatisreadintomeaninggroups,thusreducingthenumberofunrelateditemsUsinglinguisticcluesUsingsuffixes,prefixesandwordordertoguessmeaningSearchingreachingLocatinginformationonpredeterminedtopicsReadingStrategyMetacognitivestrategiesAdvancedorganizerOrganizingthoughtsandideasaspreparationforarealactivity,oftenbyskimmingthetextEvaluationTestingcomprehensionofknowledgeacquiredaftercompletionofareceptivelanguageactivitywhichisreadingOverviewingandlinkingwithalreadyknownformaterialsOverviewingcomprehensivelyakeyconcept,principleorsetofmaterialsinanupcominglanguageactivityandassociatingitwithwhatisalreadyknown.PayingattentionDecidinginadvancetopayattentioninge