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大学英语四_六级阅读理解题型剖析_马黎华

山东外语教学2002年第2期(总第87期)

大学英语四、六级阅读理解题型剖析

马黎华1

　朱涌河

(1.浙江海洋学院外语系,浙江舟山316000;2.丽水师专外语系,浙江丽水323000)

作者简介:马黎华(1967-),女,汉族,湖北武汉人,讲师。研究方向:第二语言学习策略。收稿时间:2001-11-10

摘要:文章从分析四级考试中的一篇阅读理解文章入手,阐述了该题型中常见的几种解题方法。目的在于提高学生的英语阅读能力,培养一定的阅读技巧。文章指出:根据上下文线索结合相应的背景知识进行猜词悟义是提高阅读能力和阅读速度的有效方法。关键词:阅读量;主题句;构词法;略读

中图分类号:H319 文献标识码:A 文章编号:1002-2643(2002)02-0053-03 随着高校英语教学改革的不断深入,如何培养英语阅

读能力已成为一项紧迫的任务,纵观近几年的各类英语水平考试,阅读理解所占分数的比例逐年增加。淡化语法,突出交际,加强阅读的趋势已引起人们的重视。在大学英语四、六级考试中,阅读理解文章有四篇占总分的20%,其测试是通过与四篇文章相关的20个小题的选择来进行的。四级的总阅读量为1000词,六级的总阅读量为1400词,文章题材广泛,包括人物传记、社会、文化、日常知识和科普常识等;体裁

多样,包括叙述文、说明文、议论文等。文章的语言难度不超出教学大纲中的规定,其题型主要归纳为以下四种:

一、主旨题(Topic Questions )二、细节题(Specific Questions )三、推断题(Inference Questions )四、释义题(Reference Questions )

2000年6月大学英语四级考试中有一篇阅读理解文章其后相关的测试题概括了这四种题型,全文如下:

Long after the 1998World Cup was won ,disappointed fans were still cursing the disp uted refereeing decisions that denied victory to their team .A researcher was appointed to stud y the performance of some top referees .

The researcher organized an experimental tournament involving

four youth teams .Each match lasted an hour ,divided into three pe -riods of 20minutes during which different referees were in charge .Observers noted down the referees 'errors ,of which there were 61over the tournament .Converted to a standard match of 90min -utes ,each referee made almost 23mistakes ,a remarkably high number .

The researcher then studied the videotapes to analyze the

matches in detail .Surprisingly ,he found that errors were more like -ly when the referees were close to the incident .When the officials got it right ,they were ,on average ,17meters away from the action .

The average distance in the case of errors was 12meters .The re -search shows the optimum distance is about 20meters .There also seemed to be an optimum speed .Correct decisions came when the referees were moving at a speed of about 2meters per second .The average speed for errors was 4meters per second .

If FIFA ,football 's international ruling body ,wants to improve the standard of refereeing at the next World Cup ,it should encour -age referees to keep their eyes on the action from distance ,rather than rushing to keep up with the ball ,the researcher argues .

He als o says that FIFA 's ins istence that referees should retire at age 45may be misguided .If keeping up with the action is not so important ,their physical condition is less critical .

(一)第一道选择题为:

1.The experiment conducted by the researcher was meant to .

A )Review the decisions of referees at the 1998World Cup

B )Analyze the causes of errors made by football referees

C )Set a standard for football refereeing

D )Reexamine the rules for football refereeing

第1题正确答案为A 。很显然这是一道主旨题。根据

第一段第二行“A researcher was appointed to study the perfor -mance of s ome top referees .”判定A 项为实验目的。四选项中,

B 项最具干扰度,但它是实验本身,实验过程,而非实验目的。这类题型主要对文章的中心思想(main idea ),标题或论

题(title on topic ),文章或作者的目的(purpose )以及结论(conclusion )进行提问,其正确答案往往是文中主题的重述或推论,因此要善于识别主题句,注意其与细节句或意思太泛

的陈述的区别。主题句在哪里没有绝对的模式,在文章开头居多,提出观点看法,再用论据证明,为演绎法;或放在文章

末尾即先摆实例后下结论,为归纳法。有时文章并没有开宗明义的主题句,或者说文中只有各个段落的主题句,有时甚至连主题句也没有,中心思想隐藏于文章的字里行间,遇到这种情况应从文章的全篇结构入手,略读(skimming)全文的有关内容,在步骤上可暂时把这个题放一放,先做细节型题目,这些试题做完了,对文章了解更透彻了,主题型试题很可能就不攻自破了。

(二)回到上面的阅读理解文章中,第二道为细节题,题目如下:2.The number of refereeing errors in the experimental matches was.

A)slightly above average

B)higher than in the1998World cup

C)quite unexpected

D)as high as in a standard match

第2题正确答案为C。主要依据在第三段。注意“con-verted to a standard match of90minutes”的含义,是指“转换成90分钟的标准比赛”。最关键的提示词为“a remarkably high number”文章并未涉及模拟比赛和标准比赛错误率的比较,也没有提及法国世界杯上的误判率,所以A、B、D项均无法推断。

细节的内容经常包括时间、地点、人物、名称、数量、质量、性格、特征等,解题时可用查读(scanning)方式,即迅速返回原文查阅有关内容。后用“细读”(study readin g)的方法,来确定答案,要回答问题时,可在文中划出关键词句,以此作为答题的依据。全部问题答完后,如果时间允许,可再快读一遍全文。阅读过程中对某些容易出题的细节作记号,将有助于提高做题速度。细节题常用特殊疑问词发问,如:who, what,where,which,why,whose,how等。

(三)第三道和第四道为推断题型,题目如下:

3.The finding s of the experiment show that.

A)Errors are more likely when a referee keeps close to the ball

B)The farther the referee is from the incident,the fewer the errors

C)The more slowl y the referee runs,the more likely will errors occur

D)Errors are less likely when a referee stays in one spot

4.What is one of the possible conclusions of the experiment?

A)The ideal retirement age for an experienced football referee is45.

B)Age should not be the chief consideration in choosin g a football referee.

C)Football referee should be as young and energetic as possi-ble

D)An experienced football referee can do well even when in poor physical condition.

第3题正确答案为A。最关键的提示出现在第四段第二句“Surprisingly,he found that errors were more likely when the referees were close to the incident”,以及第六段第二行”...it should encourage referees to keep their eyes on the action from a distance,rather than rushing to keep up worth the ball,...”。

第4题正确答案为B。依据为文章最后一小段。

推断题是考生失分最高的题型。它不同于主旨题、细节题无法从文章中找到现成的答案,但可以文章提供的事实或观点为前题,进行演绎或归纳,从而得出正确的答案。推断不能凭主观臆想,要以文章的材料为依据,要体会作者话语的隐含意义或表露出来的感情、态度和语气。在解题过程中,应注意吃透题义,把握文章主题,进行合乎逻辑的推理。

(四)第五道题目如下:

5.The word“officials”(Line2,Para.4)most probabl y refers to

A)The researchers involved in the experiment

B)The inspectors of the football tournament

C)The referees of the football tournament

D)The observers at the site of the experiment

第5题正确答案为C。猜测词义最根本的方法应根据该词出现的上下文,即该词的语境。该词上下文提到:当referees离incident靠得比较近时,就越可能出现误判,而当officials判罚正确时,他们距离犯规地点平均17米。显然,of-ficial就是指上文的referees。故C正确。

释义题包括对文章的关键词语、句子、有时是一个小段文字进行解释,培养一定的猜词悟义的能力,对于提高阅读能力和阅读速度是至关重要的。阅读理解部分的生词比起词汇部分的生词处于单句中有更为广阔的猜测背景,因为有上下文可供借鉴。解这类题可以参考《大学英语》教材所谈到的几种猜词技巧。这主要是根据上下文的同义、对照、比喻、定义、重述等关系来判断词句的意义,以及根据逻辑推理来确定某词语和句子的意义。

如何引用上下文给出的线索进行猜词悟意,相信很多读者已有所体会,这里以例句形式归纳几种常见的猜词方法,以利大家更好地掌握这类题型。

(1)寻找现成的释义。

例:They are vertebrates,that is animals that have backbones.

通过下文给出的释义可推知vertebrates为“脊椎动物”。

(2)根据同义线索推测词义。

例:I didn't have a roll on my play,but I do not like bread very much anyway.

假定roll是生词,通过下文的同义词bread可推知其义。

(3)根据反义线索推测词义。

例:Jane was talking to others while Mike remained reticent.

假定reticent是生词,由上文的反义词talking可推知其义为“沉默寡言”。

(4)根据因果关系推测词义。

例:She did not hear what you said because she was completely engrossed in her reading.

有什么原因就产生什么结果,因果之间的逻辑联系使我们推测“engrossed”的含义,不外乎“被吸引”“全神贯注”,以致没听到……

(5)根据构词法猜测词义。在阅读中会遇到一些似曾相识的词,这些词大多是由所熟悉的单词派生或合成的词。

例:I didn't buy a hardback,I bought a paperback.

句中的hardback与paperback均为合成词,我们可根据常识推测出“hardback”为“精装书”,paperback为“平装书”。

提高阅读能力不只是提高理解能力,还要提高阅读速度,所以阅读的技巧还应该包括提高速度的技巧。高效的阅读活动不是用声音读,而是用眼睛读,它是一种视觉活动,应主动地用眼睛搜寻信息,同时结合已有的背景知识进行逻辑判断推理,从而大致预见下文。预见性越高,理解的连贯性就越强,阅读的速度和理解的能力也就越高。提高速度的技巧包括:(1)培养默读习惯,避免眼睛过多的回视停顿,以免影响理解的连贯性,不利于中心思想的把握。(2)扩大视幅(eye span)以减少视停,从而提高阅读速度。(3)以意群为单位进行整体阅读(read in thought groups)。从词为单位逐步过度到以语义、意群、句子为单位,不仅速度快,而且有助于理解。(4)增加背景知识。图式理论解释了为什么读者容易理解以他们熟悉的语言与文化为背景的文章,当读者不具备作者的背景知识时,读者很难进入作者的世界,自然也不能按照作者的意图去理解文章的内容。比方说,上面引用的这篇文章对于一个足球爱好者来说是很容易理解的。有时候,背景知识是理解特定语篇所必备的外部知识。有研究表明,在阅读理解的高级阶段,背景知识对理解的影响大于语言知识。高效率的阅读理解要求读者具有将语言与背景知识联系在一起的能力,背景知识的缺乏或具备相关的背景知识但不会运用都会造成阅读理解的障碍。

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Key words:foreign language teaching;cultural contrast

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