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中图分类号：H31 文献标识码：A 文章编号：1007-0745(2012)08-0070-01
Abstract：Based on the present situation of teaching reading in EFL context in China, this paper attempts to explore the problems in teaching reading, focusing on how to improve the teaching contents and the teaching methods. Finally, it provides solutions to solve the problems in terms of using flexile teaching methods and reading techniques to achieve the effectiveness of the teaching of reading.
Keywords：reading, teaching content, reading techniques
I.Introduction
Reading is the most intutionistic, effective, and easiest method for learners to improve their English. Therefore, currently in China, reading has been given the most teaching hours, and its curricular arrangement and material choosing have been taken into great consideration. Both teachers and students have spent a lot of time working out ways to teach and learn reading well. In this sense, the situation of teaching reading in China has improved. However, there are still some problems hindering the effectiveness of teach
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II.Problems and solutions in teaching reading
A. Problems
A.1 Text-based teaching. Some teachers try to teach the pronunciation of each word and explain the meaning of the words one by one, or translate the whole text sentence by sentence. In this case, students can only know the Chinese meaning of the text but neglect the writers’ intention in writing it. Meanwhile, reading word by word can also slow down the students’ reading speed, which does great harm to the effect of their reading.
A.2 No teaching of reading techniques. Some teachers only teach texts without teaching students how to read them, so the students know nothing about the reading techniques, thus, they can not read efficiently. When doing exercises followed, they will get puzzled and can’t finish the passages in the English exams, especially the band four and band six exams.
| 有关论文范文主题研究: | 关于文献的论文范文 | 大学生适用: | 专科毕业论文、大学毕业论文 |
|---|---|---|---|
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B.Solutions
B.1 Vocabulary teaching
First, teach those key words which will hinder students from understanding the main idea of the text. Then, encourage students to guess other words from contexts, which can be done from word formation, structural clues, clues of definition, clues of inference from the discourse, and the relationship between clauses or sentences. Feedback should be carried out to check the guessing as soon as possible. Besides, if there are new words that won’t prevent students from following the coherent stream of the material, they should be left to students themselves.
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