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个人专题研究报告(英语阅读)

个人结题报告

刘波

一、研究背景

大家众所周知，阅读是人们在日常工作和学习中进行信息交流的重要途径。在现在世界经济飞速发展，信息飞速交互的时代．在英语已经成为联合国工作语言之一的现代，用英语进行阅读的能力已经成为人们获得更大信息量的必备技能之一。中学的教学大纲中指出，要培养学生具有较强的阅读能力，使学生能以英语为工具获取所需要的信息，为进一步提高英语水平打下良好的基础。在中高考中，阅读理解题型已经作为考查学生英语实际运用水平的重要题型，而且它的分值也每年都会增加一些．所以，通过对学生进行阅读习惯的培养和阅读方法上的训练与指导对于提高学生的阅读理解能力是非常有帮助的。传统的阅读课教学中，教师只对阅读文章进行单词、句子等的解释，阅读课上成了词汇教学课。久而久之，学生形成了重视阅读词汇，轻视英语语言、文化知识方面的积累，学习方式也主要是老师讲学生听的被动授课形式，从而严重影响了学生阅读能力的提高。对学生阅读能力的培养中学英语新课标中的重要目标之一，并且，阅读也是学习英语的重要手段，而在阅读教学中，培养学生在英语阅读中通过语言环境对词义进行正确判断的能力又是阅读教学的重中之重，所以本人在我们学校总课题《初中英语英语词汇教学与阅读教学的有效融合》的研究之下承担了“在语境中进行生词词义推断和词汇理解”的子课题的个人研究。

二、研究目标

1. 改变陈旧的英语阅读教学方法，谋求新的科学的阅读教学方法；

2. 通过丰富的阅读材料，让学生对英语阅读产生兴趣，让学生更多地了解英美文

化，增加知识底蕴。

3. 使学生形成良好的英语阅读习惯，形成阅读技巧，从而大面积提高英语教学质

量；

4. 让学生能在不同的语境中对目标词语进行正确推断和猜测其词义的能力。

三、研究内容

1.依据前后辍及词性来推断词义；

2.依据上下文的同义词反义词来推断词义；

3.依据上下文中毗邻句子的意思来推断词义和句义。

四、研究对象：

我校八年四班学生。

五、研究方法

采用调查研究，实验研究，问卷研究、案例研究、经验总结、比较研

究等各种研究方法。

六．研究步骤

本实验周期为年（2013年1月——2013年 12月），分三个阶段实施：（1）第一阶段：准备阶段（ 2013年1 月——2013年2月）

接受课题组培训、拟定研究方案、前测统计与分析、学习研究并制定个人实验方案、

（2）第二阶段：实施阶段（ 2013年3月—— 2013年10月）

全面实施研究内容：修改完善实验方案、做好研究观察与测试、进行阶段性总

结。

（3）第三阶段：总结阶段（ 2013年11月—— 2013年12月）

进行实验后测统计与分析、完成个人实验结题报告、汇编研究成果、作好验收准备工作

五、教学实践研究

1.研究内容分析

词汇是语言的基本要素 ,词汇依存于语境并受它影响。我们大部分的学生习都没能认识到它的重要性，只是一味的记下某词在字典中的多个含义，不能将其放入语境中灵活运用，所以我们旨在从利用语境理解词汇的外延意义和利用语境理解词汇的内涵意义等几个方面进行研究和探索以期达到激发学的英语阅读兴趣和提高阅读效率，提升英语阅读水平的目的。

在实验的我初期本人对所任教的七年级四班的28名学生做了阅读学习习惯和阅读方法的问卷调查，学生英语阅读是出现的问题主要有这么几点：

1.1习惯

没有读英语文章的习惯和爱好，认为阅读英语文章太枯燥乏，看到太长的文章，太多的生词，就认为自己读不懂，干脆就不往下看了，就等着老师给出答案，没有查阅资料的习惯，也不愿意和周围的同学交流自己的得失，没有向别人汲取好的阅读方法的愿望，缺少课外阅读的习惯。

1.2方法

用手指着单词读，出声阅读或在心里字字句句默念；反复地读前面已经计过的句子，不能根据阅读任务找到有效的信息，缺乏总结和归纳的能力等，最重要的是遇到生词或不理解的语句时就查字典或问同学，而查到的词汇释意往往是不合题意的，大部分学生不会将词汇或句子置于文章或段落之中，去推断或猜测其正确含意。

2.研究对策

2.1养成良好的阅读习惯

让学生认识到良好阅读习惯和有效的阅读方法对于提高英语阅读能力有着怎样的好处，并了解到它们对于英语学习的重要性，并使学生养成良好的阅读习惯掌握科学的阅读技巧和方法。良好的阅读习惯就是在阅读时一定要专心致志，聚精会神，不能边听音乐边阅读，或边阅读边吃东西，对于不同内容的阅读材料，要采用不同的阅读方法，对于经典的文章，精彩的段落典型的句式要精读，逐字逐句地推敲，达到脱口而出的程度。对于一般的任务型阅读文章只需泛读，即只需了解文章的大致内容或故事梗概，带着问题读，以求达成任务即可，对于那些与自己实际英语水平相关太多，过难或过于简单的文章可以略读，跳读或干脆不读，这样才能有的放矢，在一定的时间内收到良好的效果。

2.2掌握有效的阅读方法

教师除了通过让学生在阅读篇章中注意人物，时间，事件，数字等关键词语以提高阅读的目标性和能过限制阅读时间来让学生克服出声读，指读的不良习惯外，教师更应引导学生通过上下文来猜测目标词的词义及推断重点句子的含义，即通过语境进行词义推断和词汇理解。Martin & Ringham (2000)的《符号学辞典》中语境定义如下: 语境一词指在任何特定的所指单位之前的或伴随该单位的语篇, 语义赖之而存在。在这个意义上的语境,可以是清晰的、隐蔽的或情景的。清晰语境可以是说话人作为立论依据的各种文件 ,隐蔽语境可以是导致作此演讲的事件或理由,而情景语境当指作演讲时的种种环境的组合,它们对所产生的语义有影

响。词汇是语言的基本要素 ,词汇依存于语境并受之影响。我们只有在语境中学习词汇，才能真正掌握其确切意义，灵活地进行语言交际。

2.2.1根据定义、解释或同位关系来猜测词义

句子中有些词在其前或其后的文字中就有该词的定义或解释，学生们可通过对它的定义或解释的理解来推测出它的词义，还有一些标点符号，如：冒号、破折号、括号等都表示后文要继续解释说明前文。例如，The harbor is protected by a jetty—a wall build out into the water.根据破折号的解释，我们可以猜测出jetty的意思是码头。

2.2.2通过对比关系来推测词义

一个生词的前面或后面有时会出现它的反义词或对比词语，学生们由此可推知生词的意思。能体现对比关系的词汇很多，主要有but, yet, however, while, unlike, instead, on the other hand, on the contrary, in contrast with 等。标点符号分号也可表示对比。

例如，Jane was talking with others while Eliza remained reticent all the time.通过对比关系可知reticent 是“沉默寡言”的意思。

2.2.3通过同类关系来推测词义

有时文章的作者为了使他的意思表达得更清楚明白，通常用一个同义词或近义来解释另一个比较难的词或关键词，这些同义词或近义词为我们推断生词词义提供了线索。另外有些文章的作者在表达同一概念时喜欢用两个或更多的同义词或近义词，基中必定有我们所熟悉的词，根据已知的词语，就不难推断出生词的词义来了。一些常见的引出同义词的标志性词语有or, like, similar等。例如：Mr. Green loves to talk，and his brothers are similarly loquacious.句中similarly表明loves to talk与生词loquacious之间是同类关系。由此可以推断出loquacious词义为“健谈的”。

2.2.4通过因果关系来推测词义

可通过对原因或结果进行逻辑推理，猜出结果或原因中的生词词义。通常由because, so that, so / such…that等词汇及结构来体现。如：

We have to put off the sports meeting because it’s raining outside. 句中because为因果连词。既然下雨，足球赛就得“推迟”。

2.2.5利用已学过的词汇带生词来推测词义

有时在理解原词的基础上，分析它的新词性，并结合原词含义发挥合理想象，可以猜出它的新词义。如：

She coloured the pictures with a yellow crayon.

colour通常为名词，在这个语境中显然为动词，意为“给……着色”。

2.2.6通过具体例子猜测词义

为了讲清某一抽象的概念，作者往往会采取举例的方式对这一观点或概念进行个体的说明和解释。从而使读者更容易理解。作者举例时，通常用for example, for instance, such as, like等词语，从例子可理解生词的词义。如：例如：Many United Nations employees are polyglot. Ms White, for example, speaks six languages.根据所举的例子,我们不难猜出polyglot的意思是“懂多种语言的”。

2.2.7根据逻辑推理推测词义

作者在写作时，要把一些分散的，复杂的信息组织在一起，使他们之间有密切的

内在联系，使之成为结构严谨，层次分明，形式与内容一致整体，如果我们按照

上下文，顺着作者的思路，通过语境对文章进行合乎逻辑的推断，就能推测出生词的大概意思。例如：Although the fisherman was wearing sou’wester, the storm was so heavy that he was wet through.因生词sou’wester是wear的宾语，应当是一种

“衣”或“帽”，又由although和后面一个分句，可以推知它是指“防雨的衣”。

2.2.8根据构词法猜测词义

英语单词的构词法以派生和合成为主，了解构词法并记住一些派生词词缀，可以扩充词汇量，也可以猜测生词词义。一个英语单词一般可分为三个部分：前缀，词干和后缀。英语中大量的词是通过在词干上加前缀和后缀派生出的新词，熟练地掌握和运用这种构词法，不仅有益于对生词词义作出科学的推测，有助于阅读理解，而且有益于词汇量的扩充。还有就是通过派生构词法来猜测词义，要通过这种方法猜词，我们常常需要把生词分解为构成它的各个部分。如uncomfortable 这个词可分为un, comfort, able 三部分。如果你知道词干comfort 的意思是“舒适”，根据前缀 un的意思“不”和后缀able的意思“能”，你马上就可猜出uncomfortable是“不舒服的”

2.2.9利用常识猜测词义

猜测词义时，可利用上下文语境，结合自身生活经验或已有的常识将其推测出来。如：

例如：The snake slithered through the grass.

根据有关蛇的生活习性的知识，我们可以推断出slither的词义为“爬行”。

下面就是我在平时对学生进行教学实验研究的一个小课例及中考阅读中出现的语境猜词的简单小例文：

例文1：

John was a bookseller. He didn’t like paying for anything. One day, a big box of books fell on his foot.”Go to the doctor,”said his wife. “No,”he said, “I’ll wait until the doctor comes into the shop next time. Then I’ll ask him about my foot. If I go to see him, I’ll have to pay him.”The next day the doctor came into the shop and bought some books. When John was getting them ready, he told the doctor about his bad foot. The doctor looked at it. “Yes,”said the doctor, “you must put that foot in hot water every night.”“Thank you,” said the bookseller, “And now sir, here are your books.”“How much?” said the doctor. “Two pounds,” answered John. “Good,” said the doctor, “I shall not have to pay anything.”“Why?” asked john in surprise. “I told you about your foot. I want two pounds for that. Good-bye.”

1.John was _________. A.a worker B.a doctor C.a book seller D.a

bookmaker

2.The bookseller’s wife told him to ___________.

A.wait until the doctor came to the shop

B.go to see the doctor

C.be careful when he did things

D.asked the doctor to come at once

3.The doctor came into the shop to _____.A.buy some books B.have a look at

medical books C.have a look at John’s bad foot D.pay John some

money

4.When the doctor got his books, he gave John__________.

A.some medicine

B.one pound for the books

C.nothing at all

D.two pounds

for the books (此题可教学生根据文章中的第二行到第三行John与妻子的对话中分析可知，John要等医生来他这里买书就顺便问问他的脚伤如何处理，想不花钱就把他的脚看了，便聪的医生却没让他占到便宜，说他的问诊费和书一样都是两英镑，所以此题的正常答案应该是C)

5.When did the bookseller tell the doctor about his foot?

A.As soon as the doctor came into the shop

B.While he was getting the

books

C.After he handed the books to the doctor.

D.After the doctor had books in his hand

中考链接：例题：Tom can’t play tennis now because he can’t find his white sneakers.

A.Money

B. bowls

C. shoes

【解析】sneakers中学课本中未出现过的新词。根据英语语法，A。B、C代入句子中都正确一。作为名词的A、B、C代人句中意思也说得通。但在speakers前加一个修饰语white就成为Tom can’t find his white sneakers．那么A则可去掉，答案则可能是B和C。而在这句的前面再加一层意思，这就是：Tom can’t play tennis now because he can’t find his white

sneakers. 这样一看就知道bowls(碗）与打网球没有什么联系，而shoes与打网球却有密切联系，不穿鞋怎么打网球呢？C就成为唯一正确选项。总之，同学们在解这类题时一定要注意不要脱离语境。有些常用词在特定的上下文中，或专业性文章中，具有特殊的或专门的词义。在解这类题时，必须仔细地研读划线部分的上下文，有时阅读的视线还要扩大一些。如果离开特定的语言环境来理解生词意义，必然选

六、研究成果及分析

经过一年的教学实践研究，实验班的27名学生的英语阅读习惯已经初步养

通过实验前后学生阅读成绩的对比可见，学生对这种在语境中推断词义的阅读方法掌握的还是不错的，能较灵活的用在实际的英语阅读中，优等生的接受能力较好，成绩呈稳步上升的趋势，中等生阅读水平也有较大辐度的提高，学困生由于英语基础较差，提高辐度不大，有的甚至没有提高，这应是我在今后的教学中要继续研究的课题。

七、研究中的不足和今后设想

英语阅读的教学方法不仅是我国外语学界一直探讨的话题，也是全球英语作为第二语言教学的专家们不断研讨的课题，如何使用外语教学理念付诸于教学实践，教学实践又促使教学理念的飞跃，是摆在我们外语教学工作者面前的重要任务。作为一名工作在教育第一线的英语教师，我深感学生阅读能力水平的提高是一个长期而漫长的过程，要想提高学生的英语阅读能力，仅仅教给学生一些阅读策略，其实是远远不够的，说白了，英语语言学习的过程，实际上也是学习英美文化的过程。对英美文化了解越多，学习英语过程中文化障碍也就越少，越有利于学生们尽快地掌握这门语言。英语新课标中也清楚的给我们指明了学习目的和学习语言与提高文化素质的关系。在打好语言基础的同时，拓宽视野，尽可能多地汲取外国文化的精华，这是我们应当遵循的基本学习原则，这也应该是我们在今后的英语教学中要进一步研究的课题。

参考文献：

1《试论语境对隐喻的制约作用》杨为刘汝荣 - 《内蒙古电大学刊》- 2006 2.《原语语境对翻译的制约》轩治峰 - 《青海师范大学学报：哲学社会科学版》- 2003

3.《英美文化与英语翻译 - 考博英语-考博-cc网知识库 - cc网》 - 互联网数据 - 2011-12-21

4.《浅谈图式理论对大学英语阅读教学的启示》淮亚鹏 - 《科技咨询导报》- 2007

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