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題名 | Teaching Reading Comprehension to EFL Students=以英語為外國語學生閱讀測驗的教學 |
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作者 | 鄭月琴; | 書刊名 | 松高學報 |
卷期 | 1 1998.06[民87.06] |
頁次 | 頁303-324 |
分類號 | 805.1 |
關鍵詞 | 英語; 外國語; 學生; 閱讀; General comprehension strategies; |
語文 | 英文(English) |
英文摘要 | Recent studies on reading comprehension have shifted their focus from the language to be comprehended to the process in which the reader does the comprehension. The shift has most directly resulted from the study of the schema theory. Schemata are the reader's prior knowledge of structures which are highly hierarchically organized, from the most specific at the bottom to the most general at the top. Therefore, many researchers have consented to that reading comprehension is a constantly constructive process in which the reader produces hypotheses about the text and then compiles test against them. During the process of producing hypotheses, readers may use their knowledge of the world combined with the syntactic and semantic clues given by the authors to make a prediction or draw an inference. When these hypotheses are confirmed, the readers achieve their comprehension. If not, they must revise their hypotheses. From analyzing schema theory, Fischer-Kohn has compared American and Chinese strategies of teaching reading comprehension and has found that Chinese teachers usually use close-reading strategies while Americans generally use general comprehension strategies. In my opinion, strategies of reading comprehension used by Americans and Chinese are both crucial for EFL students in Taiwan. Teachers should pay attention to both the improvement of students* language competence and their reading comprehension strategies. |
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