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題 名 | Using the Interactive Model to Foster Reading Comprehension |
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作 者 | 陳麗蓉; | 書刊名 | 黃埔學報 |
卷 期 | 40 2001.01[民90.01] |
頁 次 | 頁51-62 |
分類號 | 805.1 |
關鍵詞 | 互動模式; 英語學習; 閱讀理解能力; Interactive model; Reading comprehension; |
語 文 | 英文(English) |
英文摘要 | The cornerstone of Interactive Model emphasizes that reading comprehension occurs only when a learner can activate and utilize information obtained from the "interaction" of both bottom-up and top-down processing models at levels. It brings a major breakthrough to the comprehension process. However, when applied to real classroom settings, It's the notion of "interaction" that misleads, maybe confuses in some way, by the teachers while teaching students various kinds of reading comprehension strategies. Language teachers tend to exaggerate the importance of top-down processing skills at the expense of the bottom-up language decoding skills, especially automatic perceptual ability and reading rate development. Yet, many empirical studies on second language reading have proved that fluent reading should entail bottom-up perceptual and linguistic skills as well as higher-level, top-down processing skills. In this paper, the author suggests that language teachers should design a proper reading instructional program according to students' language proficiency levels so that they can effectively train students to become fluent readers. |
本系統中英文摘要資訊取自各篇刊載內容。