论提高英语泛读技巧的新方法

　　摘要

英语泛读旨在通过大量的阅读，帮助学生积累语言知识，增强英语语感并提高语篇分析能力，并获取大量信息。然而，大多数中国学生的英语阅读基础较为薄弱、缺乏相应的阅读策略，甚至将泛读当作是精读拓展练习。因此，这形成了本文的研究目的：梳理归纳英语泛读技巧并提出能够有效发展这些技巧的有效方式。本文在对中外文献研究的基础上，探讨了泛读的定义并提出了发展泛读技巧的三个方式。

关键词：泛读，技巧，英语阅读

　　Chapter1Introduction

　　1.1.Context

Englishextensivereadingisanimportantmeansforustoobtainalotofinformation,andithasagreatimpactonourlifeandstudy.Therefore,itisnecessaryforustomasterthisabilitytobenefitourlives.Especiallyasalanguagelearner,abundantreadingissonecessary.

TheEnglishMajorExtensiveReadingProgram,whichcomesfromthe2000editionof”EnglishSyllabusforEnglishMajorsinCollegesandUniversities”,aimstohelpstudentslearntoread,improvetheirreadingcomprehensionandexpandtheirknowledgebyencouragingstudentstoreadalargenumberofEnglishbooks.Inthetraditionalextensivereadingclass,teachersandstudentspaymoreattentiontoknowledgethanreading,exercisesthanreading.Theyfocustheirviewsonthecontextinthelesson,andignorethemassreadingafterclass.Thelackofsystematicteachingofreadingmethodsandtechniquesleadstothesmallreadingcapacity,slowreadingabilityandnarrowknowledge.Therefore,thereformoftheextensivereadingcurriculumshouldfullyemphasizetheimportanceofalargenumberofreadings,recommendreadingmaterialssuitableforstudents,teachreadingtechniques,guideandsupervisestudentstoreadalotafterclass,andincorporatestudents’self-readingafterclassintothecurriculumevaluationsystem.

Regardingtheimportanceofextensivereading,scholarsathomeandabroadhavelonghadaconsensus.Krashenthinksthatreadingistheonlywaystodevelopwritingstyle,buildenoughvocabulary,improvegrammarabilityandcorrectspelling(克拉生,2012).Nuttallbelievesthatthebestwaytolearnaforeignlanguageistostayinthelocal,besides,readwidelythetargetlanguage（Nuttall,2002）.ManyscholarsinChinaalsopointedoutthatthebenefitsofreadingalotofEnglisharegood,suchasWangShouren(王守仁，2002),TaoJie（陶洁，2002）thinkthatreadingisthebasicsorkeypointsoflistening,writing,speaking.LiuChengpei（刘承沛，2003）andMeiRenyi（梅任毅，2003）alladvocatedthatstudentsreadalargenumberofEnglishnovelsatthebasicstage.

Themainfocusofdomesticresearches-asthemostimportantsourceofstudents’extensivereadingskills–isEnglishextensivereadingcourse.Therearethreedirections：

a)Thecurriculumreform:

Inordertoimprovetheteachingeffectoftheextensivereadingcourse,domesticscholarshavecarriedoutvariousreformattemptsontheteachingofthecourse.YuHuifang(余慧芳,2017)andMaBingyu(马丙玉,2010)discussedhowtousethetask-basedteachingmodetoimprovetheeffectofextensivereadingteaching;DingMeiqi（丁美其，2016）triedtheexperientialteachingmode;XuWei（徐昀,2012）appliedthegraphictheorytothepanInthecurriculumdesignofthecoursetoimprovetheteachingeffect;XuHao,BanRongxueandothersattemptstopromotetheeffectofextensivereadingteachingwiththe”readingandwritingcombination”teachingmode(徐浩,高彩凤,2007).

Therearealsomanyscholarswhoareconcernedabouttheteachingreformsintheextensivereadingclassroom.Forexample,XueWeiadvocatesthattheextensivereadingclassshouldbechangedtothreelessons,andtheclassroomteachingcontentincludesstylisticanalysis,overallcontentunderstanding,difficultsentenceanalysisandaweekofextracurricularreadingreview(薛维,2007).ZhengHairongproposedtoreformtheclassroomteachingmodel,supplementedbystudents’practice-orientedteacherexplanations,moreonculturalbackgroundknowledge,lessonthedetailsofnewwords,andenhancedextracurricularreading(郑海荣,2012).ChenLeibelievesthatitisnecessarytoselectappropriateteachingmaterials,stimulatestudents’interest,reformteachingmodes,innovateassessmentmethodsandupdateteachingmethods(陈蕾,2014).ZhangQianproposedtopromotelearning,topromoteeducation,andtousethespecificteachingmethodssuchascalligraphy,demonstration,brainstormingandclassroomdebate.ZhaiZhichunproposedathree-steptaskteachingmethod,suchassimulationteachingandintroductionofimportantpassages(张倩,2014).WuHualananalyzedtheproblemsexistingintheextensivereadingteaching,andproposedtochangethestudents’extensivelearningmethods,updatetheteachingcontent,increasetheextracurricularreadingmaterials,focusonclassroomteaching,increasetheextensivereadingoutsidetheclassroom,andchangetheteacher-centeredextensivereading,teachingmodeandothermeasures(吴华兰,2015).ZhangLijuanproposedtosolvetheproblemsinextensivereadingteachingbyclarifyingteachingobjectives,updatingteachingmaterials,andadoptingdiverseteachingmethods(张丽娟,2013)

b)Readingmaterials:

Regardingthechoiceofreadingmaterials,scholarsthinkteachersandstudentsshouldconsider“student-centered”tochoosereadingmaterials.

c)Thecurriculumevaluationsystem:

ChenMaoqingattemptstointroducepeerreviewmethodsinthereadingactivitiesofEnglishsecond-yearextensivereadingcoursestodeepenstudents’understandingoffamousworksandimprovestudents’writinglevel（陈茂庆，2013）.

Alargenumberofforeignextensivereadingstudiesinvolvetheinfluenceofextensivereadingteachingonreadinginterestandlearningmotivation.Studieshaveconfirmedthatextensivereadingteachingpromotesreadinginterestandmotivation.

Fortheselectionandreadingofextensivereadingmaterials,researchgenerallybelievesthatallowingstudentstochooseinterestingandsimplereadingmaterialscanhelpimprovetheirreadingability;Bskey(2005)suggeststhatreadingmaterialsshouldbeconsistentwithKrashen’s“i+1″theory.Inaddition,foreigncountrieshavedevelopedrelativelysimplereaders.Forexample,theOxfordBookwormSeriesisdividedintosixlevelsaccordingtothevocabularyanddifficultylevel(Nation,1999),providingasystematicmaterialfortheimplementationofextensivereading.

Inaddition,somestudiesalsofocusonthespecificimplementationprocessofextensivereadingteaching.Comparethedifferencesbetweentheextensivereadingmethodandotherteachingmethodsinimprovingacertainskill;studytheroleorientationofteachersintheprocessofextensivereading;andthedifferencesintheuseofdifferentteachingmethodsintheextensivereadingteaching.Forexample,BenikoMason(2004,2007)comparedthedifferencebetweenpan-readingandtraditionalteachingmethods;Pilgreen(2003)believesthatteachersshouldberolemodelsforstudentstoread;Fisher,Flood,Lapp&Frey(2004)emphasizetheimportantroleofteachers’reading.JohnMacalister(2008)exploresthepossibilityofincorporatingextensivereadingintotheclassroomsystem.

　　1.2.SignificanceoftheStudy

Extensivereadingplaysanimportantroleininlifeandlearning.EspeciallywhenlargeamountsofliteraturesarewritteninEnglishnowadays,wemustmastertheskillsofEnglishextensivereading.Andintermsofdifferentreadingmaterials,readingtime,readingpurposes,wecanindependentlychoosedifferentreadingskills.Inaddition,allthepracticalsuggestionsarehelpfultoimprovetheteachingefficiencyofEnglishteachers.ThispaperwillenrichthemethodofdevelopingEnglishextensivereadingskillsandprovidereferenceforresearchersinthisfield.

　　1.3.ShapeofthePaper

Thispaperiscomposedoffourchapters.Tobespecific,itisorganizedasfollows:

ChapterOneistheintroductionofthepaper,inwhichtheauthorstatethecontext,thesignificanceofthestudyandtheshapeofthepaper.

InChapterTwo,theauthorwillclarifythedefinitionofEnglishextensivereading,andbrieflysummarizeseveralmajorEnglishextensivereadingskills.ThentheauthorwillconcludethecurrentsituationofEnglishExtensiveReadingCourseTeachinginChina

InChapterThree，thewriterwilldiscusswaystoimproveEnglishextensivereadingskillsinthreeaspects.First,changethecontentoftheteaching,startingwiththeEnglishextensivereadingcourse,themainsourceofdevelopingextensivereadingskills.Improvetheteachingcontentinthreeaspects:strengthenstudents’understandingoftheimportanceofextensivereading,selectthereadingmaterials,andfocusontheteachingofEnglishextensivereadingskills.Second,thewayoflearning,thecombinationoftheoryandpracticeandthewayofcommunicationwithpeers.Third,improvethesupervisionsystemforpost-classsupervisionandextensivereading.

InChapterFour,theauthorwillreviewthemainpointsofthispaperanddrawtheconclusionsofthepaper.

　　Chapter2Theconceptofextensivereading

Somestudentsthinkextensivereadingmeansreadingalot,butignoretwoimportantrequirementsforextensivereading:speedandquality.Extensivereadingisnotreadinginaninfiniteamountoftime.Extensivereadingisnotaninvalidreadingthatcanbeforgottenafterreading.Peoplemustbeabletoobtainvalidinformationfromextensivereading.

　　2.1TheDefinitionofExtensiveReading

ManystudentsdonothowtochoosereadingskillswhenreadingEnglishmaterialsorliteraryworks,thenoftenreadfromthebeginningtotheend,andreadonewordbyoneword,asaresultitleadstoslowreadingspeedortheylosstheinterestofreading.Thishasproducedtwotypesofreadingcourses:intensivereadingandextensivereading.Intensivereadingrequiresstudentstoanalyzegrammarofonesentence,atthesametime,learningnewvocabularyandsentencepatterns.Butthisdoesnotmeettheneedforalargeamountofreadinginashortperiodoftime,sotheextensivereadingcourseshouldteachstudentshowtoreadquicklyandwhatskillstouse.

ThelinguistHaroldPalmer(1917)firstlyusetheterm”extensivereading”inforeignlanguageteaching.Asfarasheconcerned,extensivereadingisreadingonebookafteranotherquickly,thereaders’attentionsshouldbeplacedonthecontentofthearticle,notthelanguageitself.TheLongmanDictionaryofLanguageTeachingdefinesasfollows:extensivereadingistobuildgoodreadinghabits,gainknowledgeofvocabularyandlanguagestructures.Atthesametimeitshoulddevelopawiderangeofreadinginterests.ProfessorLiTianzi(2007)thoughtthatoneshouldreadagreatdealofmaterialsmatchinghislanguageskills.“Extensive”referstotheamountofreading,whichincludesnotonlytheamountofreadingtexts,butalsothedifferentstyles.ProfessorZhangYanqiu(1997)alsoconsideredthatextensivereadingaimstodevelopindependentreadinghabits,enhancelanguage,helpstudentsexpandtheirknowledge,vocabulary,sense,improvereadingcomprehension.Themainpurposeofextensivereadingistoprovidestudentswithrichandappropriatelanguageinput.Theinputofthislanguageshouldcovervariousgenresandhavedifferentdepths.Intheextensivereadingclass,studentscanreviewthelanguageskillstheyhavelearnedinintensivereading.Moreimportantly,alargeamountofreadingcannotonlyreviewthelanguageknowledgetheyhavelearnedbefore,butalsoenhancethesenseoflanguageandstimulateinterest.Therefore,theextensivereadingcourseisveryimportantforbasiclearning.

Thepurposeofextensivereadingistoapplytheknowledgeandskillslearnedbyoneselftoreadingcomprehension.Thereadingcomprehensionherecanbeappliedtoanarticleoradiscourse,quicklygraspingeachother’sintentionsandimprovingcommunication.Thatis,understandingabilityandcommunicationability.ExtensivereadinghastwoFeatures:Needtoreadalotofmaterials.Thisprocessisboringandthereforerequireswillpower.Therefore,extensivereadingrequiresmanyrangeofnon-intellectualfactors,suchasinterest,emotion,will,motivationfromformtocontent,basedonthefirstfeature.Thesecondfeatureisthemanyreadingskillstochoose.

　　2.2TheBriefIntroductiontoSeveralMainExtensiveReadingSkills

a)Prediction

Thereaderguessesthemaincontentofthebookorthearticlebasedonthepictureandthetitleofthearticle.Sometimesitmaynoteasytopredictthemaincontentofthisarticle.Thenpeoplehavetogoonreadingthefirstparagraphtofindthethesisstatementofthisarticle.Oftenthethesisstatementcoverstheauthor’spointofvieworattitude,andalsocoversthedevelopmentofthearticleinthissentence.

b)Skimming

Skimmingthisskillrequiresaquickreadingoftheentirearticle.Thepurposeofreadingistocapturethemainideasofthearticleandsomeimportantdetailsthatexplaintheproblem.Inotherwords,theskimmingtechniqueemphasizesunderstandingthemeaningofthearticleandcompletingthereadingatafasterrate.

Whenreadingsomearticles,especiallywhenreadinganextensivereadingarticle,thekeyproblemwehavetosolveisthecontradictionbetweentheunderstandingofthearticleandthespeedofreading.Weallknowthatifyouwantahigherlevelofreadingcomprehensioninreading,thenyoumustslowdownthereadingspeed,whichmeansyouneedtosacrificereadingspeedinexchangeforahigherlevelofreadingcomprehension.Tospeedupreading,itisboundtoaffectthedegreeofreadingcomprehensionofthearticle.Solvingthiscontradiction,italsosolvestheproblemofrequiringbothahigherlevelofreadingcomprehensionandareadingspeedwhenreading.

Sowhatisthestandardforreadingcomprehensionandreadingspeedinskimming?Firstofall,itshouldbeclearthatskimmingthistechniquedoesnotrequireexcessivereadingcomprehension.Itonlyrequiresunderstandingthegeneralmeaningofthearticleandsomeimportantdetails,anditshouldbedoneatafasterreadingspeed.Thenyoucanquantifythetwoindicatorsofreadingcomprehensionandreadingspeed.Accordingtotherelevantdata,ingeneral,theskimmingrequirementis50%to60%,andthereadingspeedisabout2timesthegeneralreadingspeed.

Sohowshouldstudentsmasterthistechniqueandimprovetheirreadingskills?

Firstofall,theyshouldclearlydefinewhattheyshouldfocuson.Thearticleismadeupofparagraphs.Readataslowerratewhilereadingthefirsttwoortwoparagraphsofthearticle.Thisisbecause,ingeneral,theauthoralwaysexplainsthepurposeofthearticleinthefirsttwoparagraphsofthearticle,whatthearticleshouldexplain,andsoon.Fromthesetwoparagraphs,thereadercanbasicallyseetheauthor’swritingpurpose,theproblemtobeexplained,thewritingstyle,thecreativetoneandthethoughtsandfeelings,etc.,sothatthefocusofreadingcanbejudged,thuslayingdowntheskimmingbasis.

Second,youshouldknowwhatyoucanomitwhenreading.Fromthereadingofthefirsttwoparagraphsofthearticle,wehaveageneralunderstandingofthepurposeofwritingandtheproblemstobeexplained.Therefore,whenreadingthefollowingparagraphs,weshouldpayattentiontodistinguishbetweenwhatisthekeycontentandwhatisthenon-keycontent.Whenreadingkeycontent,thespeedshouldbesloweddownappropriately.Whenreadingnon-keycontent,thespeedcanbeaccelerated,anditwillpass.

c)Scanning

Thepurposeofscanningistofindaparticularpieceofinformationormaterial.Itisoftenusedtofindaword,phrase,number,orarticlefragment.Scanningisusuallyusedwhenyouneedtofindthesourceoftherequiredinformationquickly.

d)Skipping

Thenormalstateofreadingisfromfronttoback,stepbystep,stepbystep.However,inordertoquicklyobtaininformationinthereading,itispossibletoinsertthereadingirregularlyorbackward.

Disorderedreadinghelpstousethereader’sthinkingabilitytoadjustorchangethedirectionandangleofthinking.Randominsertionreadingiscalled”wedgereading.”Wedgesoriginallyrefertorafts,woodchips,etc.thatfillthespaceofthedevicetomakeitstrong.Justopenapageofabookandstartreadingforwardorbackwardreadingfromhere.Somepeoplesuggestthatreadingcanbea”taste”,thatis,totasteasmallpieceofmeatinDingzhong,itisnotdifficulttoinferthemeattasteofthewholetripod,andthendecidewhethertocontinue.

Readingfrombacktofrontiscalled”reversereading.”Thestepsofthereversereadingare:conclusion(orresult)-process-start(orcause).Ifthepreviouscontentisdifficult,youcangraspthefrontbyreadingtheback.Whenreferringtoorcitingrelevantliteratureinacademicresearch,sometimesonlytheconclusionscanberead.

e)Guessingthemeaningofwordsaccordingtothecontext.

Whenwereadabook,wemayencounterwordsthatwedonotknowordonotunderstandthemeaningoftheword.Ifwegotofindthedictionaryeverytime,itwillcauseourreadingspeedtodrop.Soatthistimeweneedtousethemethodofguessingthemeaningofthewordaccordingtothecontext.Ofcourse,youstillneedtolookupthedictionarywhennecessary.Therearetwosituations:Firstly,thewordappearsrepeatedly.Secondly,youthinkthiswordisveryimportant,fortheunderstandingofthewholearticle.Therearethreemainmethodstoguessthemeaningofthewords.

A.Targetedinterpretation:

1)Guessthemeaningofthewordaccordingtothedefinition.

2)Guessthemeaningofwordsbasedonretelling:(1)Homograph(2)Attributiveclause(3)Guessthemeaningofthewordaccordingtotheexample

B.Intrinsiclogic:

Inferringthemeaningofawordaccordingtotheinherentlogicalrelationshipmeansusingthelinguisticknowledgetoanalyzeandjudgethelogicalrelationshipbetweentherelatedinformation,andtheninferringthelexicalmeaningortheapproximatemeaningdomainaccordingtothelogicalrelationship.

1)Guessthemeaningofthewordbasedonthecomparisonrelationship.

Theauthoroftenprovidestwoormorecharacters,places,situations,oropinionsinthearticletoillustratetheircommonalitiesorsimilarities.Thiswayofcomparisonmakesthereadersmoreclearaboutwhatisbeingsaid.Abroaderunderstandingcanalsohelpreadersreadandrecognizenewwordsmoreeffectively.

2)Guessthemeaningofwordsbasedoncausality.Therelationshipbetweensentencesisdiverse.Thelogicalrelationshipandmeaningoftheprecedingsentenceareusedtoderivethemeaningofthenewwords.Thecausalrelationshipisacommonone.

3)Guessthemeaningofwordsbasedonthealternativerelationshipofsynonyms.

C.Externalrelatedfactors

Judgingthemeaningofwordsbasedontheirownknowledgeandunderstandingofthistopic

　　2.3CurrentSituationofEnglishExtensiveReadingCourseTeachinginChina

AlthoughscholarshaverecognizedtheimportanceofextensivereadingforEnglishlearningandhavedonealotofresearch,theresultsofdomesticextensivereadingclassroomteachingarenotsatisfactory.Thecurrentstatusoftheextensivereadingcoursecanbesummarizedintoseveralcharacteristics:1.Theknowledge-basedmethod.Intheclassroom,manyteachersintheextensivereadingclassturnedtheextensivereadingclassintoa“smallintensivereadingclass”.Theteachingcontenttriedtocoveralltheknowledgepointsandexercisesintheteachingmaterials,andemphasizedtheteachingof“specificknowledge”whileignoringthe“technicalmethods”.Teachingleadsstudentstoalwaysbeinseparablefromthehelpofteachersordictionaries.2.Theexercise-basedcontext.Theteachingcontextoftheextensivereadingclassisgenerallycontinuingbydoingexercisesofthetextbooksorthevarious”hookingquestions”oftheexams.Thestudentsdothequestions,andthentheteacheranswersthequestions,sothereadingvolumeissmall.3.Lessextracurricularclasses.Theafter-schoolhomeworkoftheextensivereadingclassisgenerallyanexercisebookoratextpre-workassignmentonthetextbook,andthereisbasicallynopost-classreadingtask.Althoughsometeachersareawareoftheimportanceofreadingafterclass,butthesupervisionisnotinplace,thisoperationisineffective.SomestudentshavenotreadanyanEnglishbookforfouryears.Traditionalextensivereadingclassroomteachingdirectlyleadstoseriousconsequencessuchassmallreadingcapacity,lowreadingability,narrowknowledge,andlackofthinkingability.

　　Chapter3TheNewMethodsofDevelopingExtensiveReadingSkills

InviewofthecurrentsituationofEnglishreadingcoursesfordomesticstudents,Ihavesummarizedasetofmethodstoimprovestudents’extensivereadingskills.Thismethodhasthreesteps,whichwillbeelaboratedbelow.SinceIamasenior,Ihavenospecificteachingexperience,Ican’tverifytheeffectofthismethodaftertheoperation.Inthefuture,ifthereisanopportunity,Iwillcontinuetousethemethodproposedinthispaperforpractice,inordertoprovidesupportforresearcherswhostudytheextensivereadingskills.

　　3.1TheTransformationofClassroomTeachingContent.

Inordertotrulyensurethatstudentscanandwillreadalotafterclass,theextensivereadingofclassroomcontentshouldbeorganizedaroundthreetopics:Why,WhatandHow.Whyreferstowhyweshoulddoalotofreading,whatreferstowhatweshouldread,andHowreferstohowshouldwechooseskillswhenreaddifferentmaterials.

3.1.1Transformationofthought.

Firstofall,tochangetheconceptofstudents,letstudentsdeeplyunderstandtheimportanceofextensivereading.Thetraditionaltest-orientededucationsystemleadsstudentstofocusonthestudyof“textbook”knowledge.Thereislittlewillingnessortimetoreadtheso-called“studybook”outsidethetextbook.Theauthorhasinvestigatedthereadingofextracurricularbooksbeforetheenrollmentof98Englishmajorsintheirinstitutions.90%ofthefreshmenhavenotreadmorethan5Chinesebooks,5%offreshmenhaveread5to10Chinesebooks,andtheremaining5%havereadmorethan10books.OnlyoneofallrespondentshadtriedreadingEnglishbooks,butforvariousreasons,theyeventuallygaveupreading.Afterattendingcollege,manystudentsstillonlyread“textbooks”anddidnotreadextracurricularbooks.Theythinkthataslongastheyabundantexercisesabouttheexam,theycangethighscore,whichmeanstheylearnEnglishhardandwell.Thefundamentalreasonwhystudentsdonotreadenoughafterclassisthatstudentsarenotawareoftheimportanceofextensivereadingandlackofreadingmotivation.Therefore,theimportanceofextensivereadingcannotbeoveremphasized.TeachersshouldrepeatedlyemphasizetheimportanceofextensivereadinginEnglishlearningintheclassroom.Thistopicrunsthroughthefour-semesterextensivereadingteaching,promptlyurgingstudentstoreadalargenumberofEnglishbooks.

3.1.2Selectionofreadingmaterials

Secondly,thechoiceofreadingmaterialsshouldstartwithinterest,from“narrow”to“wide”andfrom“shallow”to“deep”.Afterteachershelpstudentsrecognizetheimportanceofreadingalot,theyshouldthenguidestudentstochoosethereadingmaterialsthatarerightforthem.Duetodifferencesinstudents’Englishproficiency,hobbies,andknowledge,teachersarerequiredtoprovideprogrammaticguidancetostudentsinadditiontospecifyingspecificbibliographiesforstudents.

A.Theprimaryconsiderationofinterests

First,thechoiceofreadingmaterialsshouldbetheprimaryconsiderationofinterests.Asthesayinggoes,interestisthebestteacher.Studentsshouldstartwithtopicsofinterest,readafewbooksofthesamekind,andslowlygotobooksonothersubjects.Krashenbelievesthat“thereadingbehavioritselfwillincreasetheinterestinreading”,“sometimesagoodreadingexperiencecanmakepeoplefallinlovewithreading”,soifstudentsdonothaveatopicofspecialinterest,theycanreadthebookatrandom.Oncestudentsfindthatabookistoodifficultortooboringtosuitthem,theycanchangethebookatanytime.Studentscan’t“kill”thestudent’sinterestinlearningatthebeginningofalongextensive-readingtrip.

B.Thereadingmaterialsfromnarrowtowide

Second,thereadingmaterialshouldbefrom“narrow”to”wide”.Theso-called”narrow”and”wide”refertothewidthornarrownessofthetopicorsubjectmatterofthereadingmaterial.KrashenproposesNarrowReading,whichis“narrowreading”or“topicreading”.Hebelievesthatstudentsshould“getalotoflanguageinputfromreadingmaterialsinanarrowerormoreconcentratedrangeoftopics,suchasreadingafewworksofthesametopic,thesamegenreorthesameauthorinacertainperiodoftime”.Narrowreadingcanfocusoncultivatingstudents’familiaritywithlanguageknowledgeandbackgroundknowledgeofatopic,andconsolidatingcommonbasicvocabulary.Whenstudentsarefamiliarwiththematerialofatopic,theycanchoosetoslowlyexploreothertopic,whichgraduallybroadensthereadingmaterial.

C.Thereadingmaterialsfromshallowtodeep.

Third,thechoiceofreadingmaterialsshouldbefrom“shallow”to“deep”.Theterms”deep”and”shallow”hererefertothedifficultyofreadingmaterials.Fromshallowtodeepistheuniversallawofhumancognition.However,thedifficultyofreadingmaterialsthatneedtobeemphasizedhereisnotonlytheproblemoflanguageknowledge,butalsodirectlyrelatedtothebackgroundknowledgeofstudents.AstudentwhohaswatchedtheHarryPotterserieswillnotfeelthattheoriginalEnglishtextofHarryPotterisdifficulttounderstand;andastudentwhohasneverbeeninvolvedinsciencefictionmayfeelthatthesimpleversionofTimeMachineisveryhardtounderstand.Therefore,ifastudentisinterestedinatopicbutdoesnotunderstandit,heorshecangiveupandre-selectabooktoread.

Combiningtheabovethreepoints,itisrecommendedthatEnglishmajorsreadtheEnglish-languagesummaryoftheEnglishclassicsinthefirstsemester,suchasthe“bedsidelamp”seriespublishedbyAviationIndustryPress.Thissetofbookstotals50books,allofwhichareshorthand’sofliteraryclassics.Theyareverystory-tellingandcanonlybereadbymastering3000words.Studentscanchoosetoreadthesubjectstheyareinterestedin.Inthesecondsemester,youcanstartreadingchildren’sliteratureoriginals,suchas”TheCharlotte’sNet”,”PeterPan”,”LittlePrincess”,etc.,andslowlytransitiontoromancenovelssuchasJaneEyreandTess.Inthethirdsemester,studentscanbeencouragedtoreadEnglishoriginalssuchas”SonandLovers”,”WutheringHeights”and”ReturningHome”,aswellasnewspapersandmagazinespublishedbyBritishandAmericancountries.

3.1.3Focusingonteachingskills

Finally,thefocusofclassroominstructionistheteachingofreadingmethodandskills.Thecorrectreadingmethodistheguaranteeofalargenumberofindependentreading.Manystudentsreadverylittle,notbecausetheydon’tknowtheimportanceofextensivereading,orbecausetheydon’tfindtherightmaterials,butbecausetheylackthecorrectandeffectivereadingmethod.Therefore,theEnglishreadingclassshouldfocusonteachingmethodandskills,insteadofintensivereadinginshortarticles,andteachingspecificknowledgesuchaslexicalgrammar.

Inordertoteachstudentstoreadindependently,readingclassroomteachingshouldbebasedontheteachingmethodandskill.Teachersshouldsystematicallyintroducevariousbasicreadingskillsintheclassroom,includinghowtoguesswordsaccordingtocontext,howtograspthesubjectmatterofreadingmaterials,howtounderstandlongsentences,howtodistinguishbetweenprimaryandsecondarydetails,howtodistinguishfactsandopinions,andhowtojudgeReasoningandsoon.Atthesametime,teachersshouldalsopointoutandcorrectstudents’badreadinghabits,suchassilentreading,habitualreading,etc.,andhelpthemgraduallydevelopgoodreadinghabits.Finally,teachersshouldalsotaketimeineachlessontodiscusstheproblemsstudentshaveencounteredintherecentreadingprocess,suchashowtosortoutandremembertheintricaterelationshipofcharactersinthenovel.Inshort,extensivereadingofclassroominstructionshouldhelpstudentslearnhowtoread,ratherthanteachingspecificlanguageorculturalknowledge.

　　3.2TrainingMethods:”PracticingofSkills”and”PeerCoaching”

Theteachingcontenthasbeenadjusted,andtheteachingmethodshavetobeadjustedaccordingly,otherwisethereformofteachingcontentcannotbecompleted.Intheextensivereadingclass,teachersshouldabandonthetraditional”specificknowledge”explanationsandexercises,butcombinetheoreticalmethodteachingwithpracticalteachingtosystematicallyteachstudentsbasicreadingconcepts,methodsandtechniques.Thesametheoryormethodisrepeatedlyexplainedanddrilledforseveralweeks,helpingstudentstograduallyinternalizeandabsorbthesemethodsandtechniques.Inthefollowingteachings,trytouseorcreateopportunitiestotrainalreadylearnedreadingtechniques.

3.2.1Practicingofskills

Eachclassteacherteachesoneortwomethodsindetail,withspecificexamplestoexplainthedefinition,sothatstudentscanunderstandandabsorptionthisconcept.Thenthecoacherneedstofindouttheappropriateexamplestomakethestudentspractice.Finally,heshouldarrangethereadingaftertheclasstomakethestudentspracticeunderstanding.

3.2.2Peercoaching

Atthesametime,teachersshouldintroducea”peercoaching”mechanismtoassistteaching.Duetoindividualdifferencesamongstudents,sometimestheteacher’sexplanationisnotsatisfactory.Well-knowledgestudentsquicklymasteredamethodologicalskill,whilesomestudentshavedifficultyunderstanding.“Peer-assistedguidance”isbothateachingstrategyandacooperativelearningmethod.Inpeercounseling,well-foundedstudentsplaytheroleof“smallteacher”tohelpstudentswithweakfoundationsunderstandthecontentoftheclass.Studentsaremorelikelytocommunicatebecauseofsimilarlanguagelevels,cognitivelevels,andbackgroundknowledge.Andteachingisabetterlearning,andboththeteacherandtheeducatedarewin-win.So”companioncounseling”canbeusedasateachereffectivelysupplementedandservedtogethertoachievetheteachingobjectives.

　　3.3Establishingasupervisionsystemforreadingafterclass

Supervisionherereferstothesupervisionfromthestudentsthemselvesandthesupervisionfromtheteachers.Studentsshouldrecordtheirreadingsintimetoreflectontheirownlackoflearning.Whenthestudents’willpowerisweak,teachersneedtosuperviseandhelp.

3.3.1Readingvolumeandskills

Studentsrecordthemasteryofthereadingmethodskillstaughtintheclassandtheamountofself-readingafterclass,andalsoassesstheirperformanceinthedailylearningprocess,suchaslearningattitude,progressmadeandlearningreflection.Studentsalsoshouldrecordthemasteryandapplicationoftheirreadingskillseveryweektoimprovethemasteryandapplicationofbasicreadingskills.

3.3.2Teachers:buildingreadingfiles

Inordertoevaluatethestudent’slearningprocessobjectivelyandfairly,theteachermustcreateareadingfileforeachstudenttorecordthestudent’sclassroomperformance,readingattitudechanges,problemsencountered,andtheamountofbooksread.Atthesametime,studentsarerequiredtowriteaGPSjobeveryweek,whichistorecordtheGains,theproblemsencountered,andthesuggestionstotheteacherorhimself.Thesefilescanhelpteacherstrackandunderstandstudents’learning,andcanhelpteachersdiagnoseproblemsinteachingandlearning,andadjustteachingprogressandmethodsinatimelymanner.

　　Chapter4Conclusion

　　4.1Summary

Alotofinformationisobtainedfromreading,andtheofficiallanguageoftheworldisalsoEnglish,sothisrequiresustomastertheskillsofEnglishextensivereading.ThiswillnotonlyhelpimprovetheEnglishreadingability,butalsoimproveourunderstandingoftheworldandtheefficiencyofgettinginformation.Inthispaper,inordertoimprovethelevelofstudents’extensivereading,IputforwardsomesuggestionsbasedonthecurrentsituationofChinesestudents’extensivereading.Fromtheanalysiswecanseethatmanystudentshavealowlevelofextensivereadingskills,becausemostoftheirtimeisdevotedtointensivereadingexercises,analyzingsentencegrammarandwords.Insummary,thereasonwhyEnglishextensivereadingskillsarenotwellmasteredisthatintheclassroom,theteachersdidnotspecificallyexplaintheseskills,andthentrainthemtoreadalot.Therefore,wemustpayattentiontotheimportanceofEnglishextensivereadingskillsinEnglishlearning,andmasterthemethodstoimprovetheseskills.

Inshort,teachersshouldpayattentiontotheimportanceofteachingEnglishextensivereading,andshouldnotturnextensivereadingintointensivereading.

Finally,someofthesuggestionsthatthispaperproposedcanleadscholarstothinkandexploreindepth,andpromotecontinuousattentiontothedevelopmentofEnglishextensivereadingskills.

　　4.2Limitations

Sincethisarticleisbasedonthesearchforliteratureandanalyticalliterature,itisnotappliedtopractice.Everythingisstillinthetheoreticalstage,andthereisnospecificapplicationtopractice.Therefore,thespecificeffectsarestillwaitingforspecificresearch.Secondly,duetotimeconstraintsandthelimitationsofmyknowledge,manyideashavenotyetfoundtheoreticalsupport.Someconclusionsarestillneedtobeindeepdiscussionanddiscussion,therewillbedeficiencies.

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