舒利亚怎样提高英语阅读兴趣(英文)

2021年1月27日发(作者：低语)


How to Raise Junior High School Students' Interest in Reading

Thesis statement:


Reading plays a very important role in English learning, it is also a

difficult
point
in
students'
learning.
In
oder
to
help
them
learn
it
easier,
my
paper
puts
up
different
ways
to
raise
students
interest
in
reading,
at
the
same
time,it
discusses
factors which influence students comprehend reading materials.



1.
To Introduce the Importance of English Reading

2.

To Analyse S
tudents’
Problems in English Reading


2.1. To Read Lacking of Autonomy


2 .2 To Choose Improper Materials



2.3. To Lack of Reading Strategy

3. To Recommend Different Reading Processes




3.1 To Know the Bottom-up Reading Process


3.2 To Learn the Top-down Reading Process



3.3 To Master the Interactive Process



3.4 To Familiar the Three-step Process
4. To Illustrate Some Methods to Raise Interest in Reading
4.1 To Prepare Well Before Class

4.2 To Let the Students be in A Language Environment
4.3To Make Students Have Initiative Attitude
Make Full Organization is Must
Combine Activities With Actual Life
4.6 To Request More Teachers' Time
4.7 To Read a Text Through Three Steps
4.8 To Read More Extracurricular Materials


4.9 To Give Creative Homework Assignments

5.

Conclusion
6. References












How to Raise Junior High School Students' Interest in Reading















































Abstract


Junior
high
school
is
the
start
of
English
learning
for
most
students,
it
will
benefit
them more to lay a solid foundation at the the process of English learning,
reading
plays
a
very
important
position
in
listening,
speaking,
reading
and
writing
skills. Also, reading comprehension is a difficult aspect in English learning. And how
to
help
students
raise
interest
in
reading
is
the
first
step
for
English

paper
talks
about
the
importance
of
reading,
the
factors
that
effect
reading
comprehension,
and
also
collect
different
methods
to
help
students
raise
interest
in
reading .Hope my paper will do some contribution in helping students learn English
reading easier.


Keywords: junior high school

English reading

interest

methods





Chapter 1: To Introduce the Importance of English Reading



Now China has developed into a powerful international country, English has also
become a must master communication language for the new generation, it is the basic
conditions for social existence in intense competition for the young high
school is the start of English learning for most of them, it will benefit them more to
lay a solid foundation at the begining. Reading comprehension is a difficult aspect in
the process of English learning,teachers should master different ways to help students
comprehend reading materials well. And how to help them raise interest in reading is
the first step for English teachers. As Chinese idiom says, interest is the best teacher
to learning, as long as the students have interest in English, they will have motivation
to
learn.
So,
teachers
should
try
their
best
to
improve
stude
nts’
interest
in
English
learning.
Chapter 2: To Analyse S
tudents’
Problems in English Reading



Last
year
I
work
as
a
internship in
Hua Yang Middle School,
I teach a class
in
grade seven, and from the students in this class I know a lot about junior high school
students'
problems
in
English
learning.
According
to
my
experience,
the
most
important problem in their learning is reading. In oder to get a deep understanding of
students'
reading
problem,
I
made
a
questionnaire
survey
in
this
h
the
survey I found three main factors which affect students' reading comprehension.




2.1. To Read Lacking of Autonomy
:


From the start of English learning for most our Chinese students, they learn English
just for tests, they have no motivation for learning. In fact, learning motivation is very
important for learning activities .Jeremy Harmer thought
“Motivation is some kind of
internal
drive
that
encourages
somebody
to
pursue
a
course
of
action
．
”(Jeremy


Harmer
，
l983).
Learning
motivation
can
be
divided
into
extrinsic
motivation
and
intrinsic
motivation.
The
influence
factors
of
intrinsic
motivation
including:self
condition, the teacher's teaching method and personality charm and success, etc. And
one of the most important factor to influence the extrinsic motivation is the students'
attitude
of
the
target
language.
And
from
my
survey
it
was
clear
that:When
asking
you
interested
in
English
reading?
78.7
％

students'
answer
is
:
just
so
so,and
even
16.4
％

have
little
interest
in
reading.
For
the
question

you
read
other
materials
despite
the
text?
47.5
％

students'
answer
are

It
shows
that
there
are
still
nearly
half
of
the
students
don't
have
enough
reading
initiative
and
ore,
training
students'
English
learning
motivation
to
improve
their
comprehensive reading autonomy is very important. And how to in everyday teaching
reflect this understanding is the author has been concerned about point.


2 .2 To Choose Improper Materials:



In
English
teaching,
the
most
important
point
to
be
considered
is
the
choose
of
the conclusion of my survey, I think best materials must raise students'
interest.
The
survey
shows
that
students
are
most
interested
in
story- like
materials(47
％
),then
scientific
materials
(29.5
％
),social
and
cultural
materials(29.5
％
).The materials which students reading should close to their life, fit
the actual needs. This suggests that readers' interest have close relationship with the
choice of materials . Although different readers have their own habits and tendency,
but still present a certain degree of most ideal reading effect is based
on one's own interest to choose the materials(Su Dingfang, Zhuang Zhixiang, 1996).
Therefore, the writers of reading materials should make different choice of discourse
structure, and full consideration to the learners' interest, to improve the design of the
exercises. At the same time,the authenticity of material indispensable.



Lack of Reading Strategy:



The ultimate aim of education is not only
learn
to
acquire
and
deal
the
information
in
their reading traditional
Chinese
reading
teaching
is
bottom-up
model,
the
first
is
learn
ABC,
then

learn
the
new
words,
then
sentences,
paragraphs
and
discourse,
thus
reading
become
a
simple
process
that
only
extraction
of
meaning
from
text.
(Cheng
Xiaotang,
Zheng
Min,2002). This will make students develop a word by word reading the
results of the survey we can see 21.3
％

students will get to dictionary at once when
they meet new words, and their reading efficiency is low. 50.8
％

students will read
the
material
from
the
beginning
to
the

is
why
some
students
seemed
to
understand the full text on the surface, but their options for after-reading questions are
low accuracy. Because they are not hold the overall structure and the author's writing
course, this is not to say that these students reading strategies are wrong, just
too single, too rigid. In my survey, I also find students have different habits in reading.
Such
as,
20%
students
read
the
words
with
figure
pointed
to
them,
31%
read
with
sound,
and
45.9%
students
would
look
back.
These
habits
appear
to
be
bad
habits,
teachers should try to correct them.






Chapter 3:TO Recommend Different Reading Processes




3.1 To Know the Bottom-up Reading Process



The way one teaches reading always reflects the way one understands reading and
the reading process. Some teachers teach reading by introducing new vocabulary and
structures first
and then
going over the text
sentence by
sentence
and paragraph by
paragraph with the is then followed by questions and answers to check
comprehension. Also a lot of time is spent on having students read aloud the text. This
way of teaching reflects the belief that reading comprehension is based on the mastery
of
the
new
words
and
new
structures
as
well
as
a
lot
of
reading
aloud

basically follows a linear process from the recognition of letters to words, to phrases,
to
sentences, to
paragraphs,
and then to
the meaning of the whole way of
teaching is known to follow a bottom-up model.





3.2 To Learn the Top-down Reading Process




A
different
view
of
the
bottom-up
model
believes
that
one's
background
knowledge plays a more important role than new words and new structures in reading
example, we all have experiences of reading something that does
not
contain
any
new
words
or
structures,
but
we
still
fail
to
understand
its
overall
other cases, we may read a article which contains quite a number of new
words as well as difficult structures with reasonable is because we
have
made
use
of
our
knowledge
about
the
topic
to
assist
our
ore,
it
is
believe
that
in
teaching
reading,
the
teacher
should
teach the background knowledge first so that students equipped with such knowledge
will be able to guess meaning from the printed process of reading is said to
follow
the
top-down

as
Goodman
(1967)
once
said
reading
is
'a
psycholinguistic guessing game.'




3.3 To Master the Interactive Process




The current theory views reading as an interactive is to say,the brain
receives
visual
information
and
at
the
same
time,
interprets
or
reconstructs
the
meaning
the
writer
had
in
mind
when
he
wrote
the

process
does
not
only
involve the printed page but also the reader's knowledge of the language in general, of
the
world,
and
of
the
text
types.
During
the
process
of
reading,
all
these
factors
interact with each other and compensate for each ore, a proficient reader
should
have
good
language
skills:
automatic
recognition
of
words
and
phrases,
understanding
sentence
structures,
building
a
discourse
structure,
etc.
Then
he
integrates this decoding process with what he/she already knows about the 's
general
knowledge
about
the
world
and
about
text
types
are
known
as
schemas
or
schemata,which has been described
as the
'cognitive constructs
which allow for the
organisation of information in our long-term memory'(Widdowson, 1983). During the
reading
process,
our
mind
by
interacting
with
the
printed
page-its
words,phrases,sentences,
as
well
as
the
context
it
provides
can
be
simulated
and
a
proper
schema
will
be
activated
to
allow
us
to
relate
the
incoming
information
to
already
known
information.
If
we
do
not
have
the
type
of
necessary
schema
for
a
particular
reading
text,let's
say
culture
specific
knowledge,
we
may
have
to
resort