浅析教师在高中英语阅读教学中的角色
[Abstract] Nowadays, it hasn’t got a very authoritative definition on reading yet. According to the new theory on reading instruction, the process of reading is not a passive one, but a complex and active process. However, no matter how reading is defined, there is no doubt about the importance of the instruction of English reading. In foreign language teaching, reading plays an important role in mastering the language, obtaining information and improving language competence. Its importance has been proved by different grades of language curriculum design and test.
With the development of senior English reading teaching, the teachers have to realize that it is not enough to teach students only language knowledge. Though reading plays an active and important part in English teaching, the present situation is not satisfied. By analyzing the problems and weakness of traditional reading teaching method, this paper suggests that if they want to improve the effect of English teaching, the teachers should understand the concept of effective teaching and learning. Teachers play an important role in English reading teaching, this paper also provides some suggestions about what an English teacher can do during the reading teaching: teachers should continue their guiding role; help students raise good reading habits; try to promote students’ motivation; encourage students to read widely and enlarge the vocabulary; teach students reading skills and strategies.
[Key Words] reading; English reading teaching; traditional teaching method; teacher’s role; reading abilities; reading skills
[摘 要] 关于阅读，目前尚未有很权威的定义。新的研究理论认为，阅读过程不是一个机械的、被动的单向过程，而是一个复杂的、主动的过程。然而，不管怎样去定义阅读，阅读教学的重要性是不容置疑的。在外语教学中，阅读是掌握语言知识、获取信息、提高语言应用能力的重要基础，其核心地位在国内外的各种级别语言课程设置及测试中早已明确建立。
高中英语阅读教学到今天，教师已认识到只教给学生一些语言知识是不够的。虽然阅读在英语教学中占有重要位置，但是目前的英语阅读教学现状仍然不尽人意。本文通过分析传统阅读教学方法的不足，提出要提高英语阅读教学的成效，作为教师，应该拥有有效的教学理念，掌握有效的教学策略。教师在阅读教学中起着很重要的作用，笔者认为，在高中英语阅读教学过程中，教师应继续发挥其引导作用；培养学生阅读兴趣；鼓励学生进行广泛阅读、扩大词汇量；传授学生阅读技巧。
[关键词] 阅读；英语阅读教学；传统教学方式；教师角色；阅读能力；阅读技巧
1. Introduction
“This paper attempts to clarify and illustrate some aspects of the nature of reading. If the students fail to understand the nature of reading, they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so, they will be unable to help the students to develop effective reading skills.” [1] According to the new theory on reading instruction, the process of reading is not a passive one. It is an active complex and interactive process.
Reading is one of the four essential skills in English language learning, and has been a much-emphasized course in middle school learning and teaching in China. Reading comprehension is very important in learning English. So the new English curriculum standard considers promoting the students’ reading comprehension as one of the most important goals in English teaching. As we know, once one can master the ability of reading very well, he has the ability to learn by himself, and then he has a firm foundation for his further study.
Language input is vital to foreign language teaching. However, English teaching in middle schools in China lacks natural environment for language using. As language input through ing is not extensive. Language input dependents more on classroom teaching and students’ wide and effective reading, great attentions is therefore paid to reading teaching. A serious problem of middle school English teaching is its low efficiency. Problem may exist in the English reading teaching of middle school, and the traditional reading teaching may cause the problems. As a result, the traditional approach produced unsatisfactory teaching results. The students might have learned how to analyze sentence structures and how to translate, but they remain at a loss in actual language use. So the old teaching mode should be changed.
Teachers play an important role in English reading teaching. If we want to improve the effect of English teaching, the teachers should not only understand the concept of effective teaching and learning, but also know how to play their guiding role in reading teaching. Generally, the guidance should be given during three stages: the guidance before reading; guidance while reading under way; guidance after reading has been completed. It is important that teachers provide something to help students form motivation. There is no doubt that teaching reading skills can help students increase their reading abilities. Therefore, the basic reading skills are listed in this paper.
1.1 The definitions of reading
Not like some very basic factors in linguistics or pedagogy which usually have clear concepts or definitions, reading, a common linguistic phenomenon existing in most languages, has not yet got a very authoritative definition.
What do we mean when we refer to “reading”? Although the question seems to be simple, there isn’t a complete agreement on its answer. Different people use the term reading in different ways, and much confusion can arise from consequent misunderstanding.
At the first step, let’s see some simple definitions of reading conceived in the minds of different people:
(i) Reading means pronouncing words for some teachers and students alike.
It is a definition of reading for the early reading stage. In a great many classrooms the reading lesson is used as an opportunity to teach pronunciation, to encourage fluent and expressive speaking and so on. For early readers reading aloud is of course an important aid. But the early stage does not last long. Once we have passed the early reading stage, reading aloud is not common outside the classroom. Most of our reading is done silently, unless there are some special circumstances.
(ii) For some teachers, the teaching of reading is nothing more than help students to learn hard words.
It seems to imply that unless we can correctly recognize the words we meet in print; we cannot even begin to read. Similarly, the process of identifying written words is mainly the concern on the teacher of early reading.
(iii) “Reading is a psychological process of acquiring information from the written or printed materials. It involves, not only the surface meaning the understanding of what one reads, not only the surface meaning of words and sentences, but also the implied meaning and the relationships between sentences in the context. In this process, basic skills are needed.” [2]
This definition narrows the purpose of reading down to get meaning from text in written form. Every day we may read different kinds of things, such as telephone directories, labels on medicine bottles, street maps, timetables and statistics. Reading such materials is a process of scanning to find the information needed. In fact, no matter what we read, it is unlikely that we are interested in the pronunciation of what we read except in a tiny minority of cases.
We read because we want to get something from the writing: facts, ideas and enjoyment. Whatever it is, we want to get the message that the writer has expressed, and we are interested in what the writing means. As we know, the writer’s purpose of producing a text is to inform, and the reader’s role is to find out this purpose and get the text producer’s information. Hence this definition turns out to be the most important and suitable definition of reading for us. It indicates the fundamental reason for reading. It also indicates that the reader’s role in reading is active rather than passive.
1.2 Reading process
Reading is a problem-solving process. The problems to be solved in the process of reading as we find out are of four dimensions: lexical, syntactic, discourse and social-cultural. The solving of the problems is undertaken in the second reading and proceeded from the beginning of the text to the end. In this model, the reader need not use all of the textual clues.
According to schema theory, reading comprehension is an interactive process between the text and the readers’ prior background knowledge. Reading comprehension involves one’s knowledge of the world, which may be culturally based and culturally biased. Good readers bring their knowledge of the world and their experience with other books and their knowledge of the subject to the text. The text provides signals and clues to predict the content of the text. In this way, good readers are always one step ahead. They make guesses about what will follow, continue reading, and sometimes change their predictions. Then, if they see their expectations were not correct, they would make new predictions with the help of clues and signals, and in such a way they could understand the text better. Such a psycholinguistic reading process is referred to as the top-down reading process. In this process, the reader, being himself on the knowledge stored in his memory, predicts, samples, and confirms or corrects his hypotheses about the written text. Contrary to the top-down process is the bottom-up process, in which process reading involves the reader’s recognition of letters and words and the accumulation of individual sentence meanings. During the process of reading, both of the top-down model and the bottom-up model will be used.
2. The position of senior English reading in China
2.1 The importance of the instruction of English reading
Since the policy of opening to the outside world and china’s entry of WTO were put into effect in China, English as a tool of communication has been playing a more significant part in acquiring cultural, scientific and technical knowledge, for collecting worldwide information and carrying out international exchange and cooperation.
English is learned as a basic and compulsory subject in senior schools for various purposes. For example, some high-school students are expected to be well equipped for their further studies at colleges and universities, where English is taken either as a compulsory course or as a major course; other high-school students are supposed to master the basic skills of communication, necessary for employment. Employers have started to set certain requirements in foreign language communication abilities for the personnel they recruit. Thus, the instruction of English as a foreign language at high-school level undertakes a task of quality-oriented education.
For students in China, reading is paramount. English learned as a foreign language (EFT) and face-to-face communication with native speakers of English is still largely confined. This is not just because English is learned primarily as a means of gaining information through the written language, but also because reading provides the most efficient and the most important channel of linguistic competence. For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language.
Reading is useful for other purposes too: any exposure to English (if students understand it more or less) is a good thing for language study. At the least, some of the language sticks in their minds as part of the process of language acquisition. If the reading text is especially interesting and engaging, students can obtain knowledge even more successfully.
“Besides, reading texts provides opportunities to study a language: vocabulary, grammar, and the way we construct sentences, paragraphs and texts. Reading texts also provide good models for English writing”. [3] To teach the skill of writing, teachers will need to show students models if what they are encouraging topics, stimulate discussion, excite imaginative responses and be the springboard for interesting lessons.
What’s more, in the college entrance examination, close, reading comprehension, multiple choice and mistakes correction require that reading be emphasized. The students can finish the test only after understanding the sentences and paragraphs. Reading comprehension in the examination covers 45%. Therefore, reading is of special value for the students who are eager to pass the entrance examination.
Therefore, reading has been a much-emphasized course in meddle school learning and teaching in China. It refers to reading with quality in order to gain a high degree of comprehension and has come to be recognized as a highly complex cognitive process. It requires complex psychological processes of strategic speech, organization for remembering, use of natural units in problem solving, the discovery of rules and order, and the economical use of them.
2.2 Main characteristics of senior English for China (SEC)
One of the main characteristics of the currently used textbook SEC is thus: trying to improve the four skills, i.e. listening, speaking, reading and writing competence, and put more emphasis on reading. It is clearly stated in the syllabus for SEC as thus:
(i) Students in the stage of senior middle school should be able to understand the reading materials, which are no more difficult than what they have learned with the help of a dictionary. The number of the new words in each material is no more than 3%. According to the explicit implication in the context and word-formation knowledge, they should have the ability to infer the implications of new words or primarily confirm the fields of utterance.
(ii) Students in senior grades two and three can at the speed of 40 to 50 words per minute (WPM) and 50 to 60 wpm with the new words no more than 3%, read such materials as biography, fables, activity narrations, historical knowledge, science and culture, etc., and can grasp the key event and main ideas. The rate of correct comprehension should be up to 70%.
(iii) They should understand such simple practical writings as letters, instructions, notice, note, direction, form, figure, sign and signal, and so on.
(iv) They should be able to grasp the principle logical clues, time and spatial sequence.
(v) According to the content, students in grade three should be able to understand the writer’s attitude, opinions and the implications of the passage.
(vi) According to the known facts, students in grade three should be able to infect the implied meanings of the passage.
This set of textbook SEC is arranged in units according to topics. Each unit is composed of dialogue, intensive reading, language study, word study, listening and writing practices, among which reading is the core of each unit or at least our teachers all treat it as the core of each unit. Thus, we can see the important position of reading in the textbook SEC.
3. The present situation and problems in English reading
3.1 The current situation of English teaching in China
With only one teaching period a day, each unit must be completed in four periods. No wonder teachers complain that the teaching time is inadequate. Usually two reading comprehensive passages are included in each unit to train the students’ reading competence. “Moreover, most teachers, doubting that their students can understand the instruction materials independently, deal with these two passages intensively. As a result, teachers make full use of every minute in class to “teach” their students, while the students are busy taking notes when listening to their teacher attentively.” [4] Therefore, the teaching process is prolonged and teachers and students both feel tired. What’s more, the students cannot gain much from their learning. Some even do not understand the content of the passage after being taught, because they pay too much attention to the individual language points instead of the over-all meaning of the information that passage carries. Meanwhile, it has been observed that in China many students are unable to read efficiently, and frequently fail to comprehend texts. Most teachers attributed their students’ poor reading comprehension to linguistic deficiencies. Consequently, poor readers are encouraged to expand their vocabularies and to gain greater control over complex syntactic structures so as to improve reading comprehension. So most teachers focus mainly on the teaching of vocabulary and grammar in an attempt to help students improving reading comprehension. They think that students would have no difficulty in comprehending the whole text if they could gain the meaning of each word, each sentence, and each paragraph. But the result is not always satisfying.
3.2 Traditional procedure of teaching English reading course
Teachers all treat the texts as intensive reading both in the traditional textbooks and in the present used textbooks, in most of the traditional reading classes, teaching has remained at the level of words and sentences. Most of teachers still take the common traditional teaching procedure of reading courses as the following:
(i) Students preview the text before class, mostly memorizing the words and understanding difficult sentences.
(ii) In the class, the teacher explains the texts word by word and sentence by sentence, translates difficult sentences into the mother tongue and lists all the language points in the texts, including words, phrases and complicated sentence structures.
(iii) After the explanation, the teacher check students’ comprehension by asking some questions, if having, but the check mostly rest on the understanding of the literal meaning.
3.3 Problems and weakness of traditional reading teaching
Traditionally, the teachers are seen as the provider of knowledge and the students dutifully assimilated the teachers’ words of wisdom, working their way ploddingly through the textbook. So Chinese students tend to consider their teachers as the main source of learning, which, to a great extent, results from the philosophical foundation for education in China lay by Confucius, one of the greatest thinkers in ancient China. Even today, no one can deny his unparalleled contributions to Chinese education. Many of his wise sayings and maxims still govern the behavior of learners in China. Take TEFL (teaching English as foreign language) for example, students are still accustomed to the speech dominated education by a teacher-centered, book-centered, grammar-translation method and an emphasis on tote memory. There is little student initiative and, if any at all, little student-student interaction. Teachers who are keen on spoon-feeding their students generally receive higher appreciation than teachers who are not. Any attempt from a teacher for simulated interactions such as games, role-plays, talk-based communicative activities, i.e. pair/group/team work, risks resistance or even resentment from the students. The students tend to associate games and communicative abilities in class with entertainment and, exclusively and accordingly, are skeptical of the use of games as learning tools. To make things worse, there are students who may go so far as to distinguish “good teachers” from “bad teachers” solely by how many pages they can cover in their notebooks. Teachers who advocate communicative approach to teach English are likely, though unfairly, to be considered lazy or irresponsible by some students.
3.4 Students lacking interest and motivation
Language learning is considered to have much to do with students’ EQ (educational quotient) rather than their IQ (intelligence quotient), so there remains much to be done by English teachers to give the students enough courage as well as some corrections to help them keep up their interest and vigor in reading, and what’s more important, to help them stick to the right road in the hard task of reading.
3.5 Lack of prior and cultural knowledge
Reading comprehension is about relating prior knowledge. Lack of prior knowledge is frequently the major cause of many Chinese EFL students’ poor reading comprehension. As we know, prior knowledge is important to reading comprehension. So the teachers should pay attention to the important role background knowledge plays in reading comprehension so that in their instruction of reading they might attach importance to develop students’ prior knowledge before reading, which has been proved to be so effective in improving comprehension. It is safe to say that to possess a comparatively large amount of cultural knowledge about some culture; it will be comparatively easier to learn its language. For example, jokes and humor depend on shared cultural knowledge between the writer and reader. So it is better for teachers to encourage students to read widely out of class.
3.6 Wrong understanding of choosing reading materials on the teachers’ part
Many teachers are often reluctant to embrace the use of easy high-interest materials, though the mix of difficult and boring materials can be deadly, teachers and students alike often appear to be under the spell of what might be called the maxim of reading instruction: no reading pain, no reading gain. This is unfortunate because struggling with difficult dull material is not the way to become a willing EFT reader. Nor is it, in fact, the most effect way of becoming an able reader.
4. The teacher’s role in English reading teaching
4.1 As a guide in reading teaching
As we know, reading is a complex one with psychological guidance involved. So, as teachers, we should let the students get right guidance.
Before the students begin to read the article, at the first, teachers can ask students to predict, after that，teachers replenish something about the text. Such as supply some background information. That can help students comprehend the text more correctly and raise students’ interest.
While they are reading, teachers had better let the students work on their own. “Since the reading process is in essence private, hence it is often recommended that reading instruction should be made as individual as possible.” [5]
After the students finish the reading, teachers have to be inventive or imaginative. They have to design tasks, which are relevant to the text being studied and appropriate to the students’ level. Some general tasks which can be used in class are listed as following:
(a) Discussion. “Discussion in class is quite often used as a way of exploiting reading texts. And discussion is often used for exchange of personal opinions. It can also be used as a basis for other activities, such as problem solving, the ranking of alternatives, deciding upon priorities etc.” [6]
(b) Role-play. It is a very common language learning activity where students play different roles and interact from the point of the roles they play.
(c) Gap-filling. The teacher provides the students with a summary of the text, leaving some blanks for the students to fill it
(d) Retelling. The teacher provides key words and phrases and students retell the story according to these words.
(e) Writing. The students are asked to write something based on what they have read.
(f) Eliciting a personal response from the students.
(g) Linking the content with reader’s experience.
(h) Speculating about what had happened before or would happen after the story.
Additionally, it is important for the teacher guiding students to raise good English reading habits. Some students have formed bad reading habits, such as word-by-word reading, mental reading, etc. As a result, even there are no new words in a text, the students cannot understand it.
4.2 To promote students’ motivation in English reading
Nothing is more important to reading success than motivation. Student’s motivation is often low because they have to work too hard on reading while the reading material is not enjoyable. So it is suggested that teachers provide students with proper reading material. Students learn to read by reading a lot instead of spending all their time on taking notes and then reciting them. Interesting reading material is always the first choice to use to promote students’ reading motivation. They say that interest is the best teacher, and it also works in the field of learning a foreign language. When choosing reading materials, teachers should also remember to find materials at the right level of difficulty.
Besides a harmonious relationship between the teacher and students is also very critical to promote reading motivation. During the process of teaching, the teachers’ positive attitude is very influencing. Teachers’ belief in students will help them believe in themselves. As much as possible, teachers’ approach in teaching reading should be fun. We learn best when we are relaxed and feel as if we are playing a game. “Teachers’ encouraging attitude is essential in the process of helping students become an active reader. To build a harmonious relationship, teachers can also spend time discussing an interesting book or article, which is much more enjoyable than doing a worksheet.” [7] The social aspect of enjoying a story or of leaning something new is important. It can add a new dimension to teachers’ relationship with the struggling students or enhance an already solid relationship.
What’s more, it is important to let students have the feeling of satisfaction and achievement, just like climbing a mountain, to make the top the only goal is not clever, that will make most climbers feel the aim is too far and more easily to give up. Instead, to choose a nearer place helps people see their progress and feel encouraged. Reading is a mental activity, and helping students monitor their own progress can help increase their motivation. Students’ motivation naturally has to do it with their desire to participate in learning progress. So it is better for teachers to help the students see their accomplishments.
4.3 Vocabulary: a key element in reading
There is no doubt that vocabulary is a hard nut to crack for the students. As we know, the English vocabulary is quite large. “The new word is one of the main causes affecting students’ reading comprehension. Besides there are many unfamiliar phrases, expressions, sayings, idioms, etc.” [8] Teachers have to consider which words are active words or passive words. Active words are very often used in daily life, so the students are expected to know and be able to use, whereas passive words that is not often used in daily life, and students are only required to know. “Even in our native language this destination exists, and our passive vocabulary remains lager than our store of active words. However, most students cannot tell which are active words and which are passive words, they need help from teachers. Teachers’ guidance can save them lots of time and energy. It is also obvious that, as students improve their English; many passive words should become active ones.” [9] So teachers can often introduce some good methods to the students about remembering words: Use word formation rules and common affixes; Use synonyms and antonyms to explain meanings and so on.
Word memorization calls for repetition, which means teachers, will have to create as many chances as possible to help students meet the same words often during a comparatively short period of time. There is one simple method to achieve this: to use the word card approach.
It is very unlikely that a reader will understand all of the vocabulary in a text, especially at a first reading. Tell the students first to see from the context in which the writer uses many ways to help them figure out the meaning of unknown words：
“定义（Definition）. 如：Jane is indecisive, that is, she can’t make up her mind.
复述（Restatement）. 如：I’m a resolute man. Once I set up a goal, I won’t give it up easily.
举例（Example）.如：Select any of these periodicals: Times, Newsweek, Reader’s Digest or the New Yorker.
对照（Contrast）. 如：Peter was not frugal since he spent money so freely.
比较（Comparison）. 如：The snow was falling. Big flakes drifted with the wind like feathers.
有关信息（Related information）. 如：Timken was now angry…Once again he flew into a rage.” [10]
At their first reading of a text, it is usually best not to stop and consult dictionary. This will interrupt their process of reading and understanding. Often the meaning of unfamiliar words and phrase becomes clear as you continue to read through the text. The dictionary can be used at a later stage.
4.4The teaching of reading skills
Many people argue that the best way to improve reading is just to read and read. In order to improve students’ reading ability, it’s important to teach them the reading skills. Various reading skills are used in various situations, and here, the most basic reading skills are:
(i) Anticipate information in the text. Before a student starts reading, tell him to ask himself what he already knows about the topic.
(ii) Predicting. “Predicting is an important reading skill. The students’ predictions, no matter right or wrong, will get his mind closer to the theme of the text to be read. Predictions can be done in many different ways.
(a) Predicting based on the title. Look at the title. A title will often tell the reader what the article is about and will help him anticipate its content.” [11]
(b) Predicting based on vocabulary. Students can be asked to predict some lexical items that they think are likely to occur in the text.
(c) “Predicting based on the T/F questions. The teacher gives the students some true or false statements. The students predict if these statements are true or false. Then the students read the text and check if they have made the right predictions.” [12]
(iii) Look at the illustrations. Pictures, photos and other graphics are often used to emphasize a written message.
(iv) Look for discourse markers. Text contains words that indicate the relationships between and among ideas. Such words include: enumerators (in the first place, in the second place), chronological markers (at first, then), contrast indicators (however, on the other hand) and summarizers (in short, finally), and so on. These discourse markers help anticipate what might follow. Remembering these words is a really good idea.
(v) Look out for words that refer to other words. Passages usually obtain words or phrases that refer to something that was mentioned earlier. “This is usually done by means of pronouns and synonyms such as: it, its, they, them, their, this, that, those, one, ones’ etc.” [13] For example:
（1）“Mr. and Mrs. Smith visited Paris last week. They liked the city very much. (代词They和名词city 分别指代上文的Mr. and Mrs. Smith 和 Paris)
（2）They met in 1973 and have been friend since then. (时间状语then 指代上文 的年代1973).” [14]
(vi) Skimming. It means reading quickly to get the main idea of the text. Below are some suggestions that may help teachers to set up skimming activities.
(a) Ask general questions. For example: “why did the writer write the article?”
(b) “Provide 3-4 statements one of which represents the main idea. Ask students to read the text and decide which statements is the correct one.
(c) Provide subtitles for different parts of a text and ask students to put them in the right place.”[15]
(vii) Scanning. It means to read to locate specific information. It is useful to use some materials (news headlines, phone numbers etc.) for practice in the classroom. When conducting scanning activities, the teacher should bear in mind the following things:
(a) “Set a limit.
(b) Give clear instructions for the task.
(c) Wait until 70% of the students finish.
(d) Make clear how you are going to get feedback.
(e) Make sure that answers to the scanning questions should be scattered throughout the text rather than clustered at one place.” [16]
5. Conclusion
Reading is a complex process, and it plays an exceptionally important role in the development of the overall linguistic competence. To draw the attention of teachers and students, the importance of reading is emphasized in this paper. For some reasons, many teachers still take the traditional teaching approach, which mainly explains difficult language points to help students overcome their language barriers during reading. The teaching of reading in traditional pedagogy does not reflect how and what people read in real life. As a result, the teacher is exhausted and the students feel boring. The teaching of reading should both focus on teaching language knowledge and developing students’ reading skills. The traditional teaching approach should be changed; the teaching mode should be changed from “teacher-centered: explaining” to “student-centered: reading and discussion.”
This paper is, however, a shallow and tentative study in this field. More study should be added on the application of linguistic theories to practical language teaching, so that language teaching can be constantly improving.
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