1、 影響英語閱讀的諸因素a variety of factors that influence english readingcontentsabstract.1i. introduction2ii. contents21. the linguistic element.21.1 grammar.31.2 vocabulary.41.3 identification of sentence meaning.62. the non-linguistic element.62.1 bad reading habits.72.1.1 pointing at words.82.1.2 head move

2、ment.82.1.3 vocalization.8 2.1.4 subvocalization.82.1.5 too many regressions.92.1.6 dictionary usage.102.2 lack of background knowledge.102.3 reading skills and strategies.112.3.1 skimming.112.3.2 scanning.122.3.3 studying.122.4 misunderstanding in the effective reading practice.133. reading psychol

3、ogy.14iii conclusions.14references.15a variety of factors that influence english reading摘 要：在聽、說、讀、寫、譯 這五項英語技能中，英語閱讀是多數中國大學生將來在工作中用得最多的一項，也是以英語為媒介進行交流和獲取信息的最主要形式。閱讀是一個復雜的過程，在這個過程中，單詞通過眼睛把信息傳遞給大腦。在經過分析、推理和總結后讀者才能明白他閱讀的內容。在這一系列過程中，有著許許多多影響英語閱讀的因素。它們有語言因素和非語言因素。對大多數大學水平的讀者來說，非語言因素是造成閱讀效率低的主要原因。在非語言因素中，

4、閱讀習慣和閱讀策略與技能應格外受到注意。除此之外，為了提高閱讀理解能力，讀者應學習一些有關英語文化、歷史等背景知識。另外，擁有一個好的閱讀心理素質，對讀者進行積極閱讀也是很重要的。本論文就旨在分析這些影響閱讀的因素，并隨行附帶一些高效英語閱讀的方法建議，希望能有益于讀者。關鍵詞：英語閱讀 技能 因素 效率abstract： among listening, speaking, reading, writing and translating, reading is what college students will use most in their future work and it i

5、s also the most important way of getting information and communicating through english medium. reading is a complex process, in which the words are reflected in the eyes and this information is conveyed to the brain, after analyzing, reasoning and concluding, a reader will understand what he is read

6、ing. during these sets of process, there are many factors that effect reading efficiency. they are linguistic element and non-linguistic element. for most college-level readers, non-linguistic element is the main cause for their reading inefficiency. in the non-linguistic element, reading habits and

7、 reading strategies and skills should be paid much attention. besides, in order to improve the ability of reading comprehension, readers should learn some background knowledge of english culture and history. in addition, a good reading psychological quality is also very important for doing active re

8、ading. this paper is aiming at analyzing these factors that influence english reading. along with those factors, some methods and advice on efficient english reading are provided in hope of benefiting some english readers. key words: english reading skills factors efficiencya variety of factors that

9、 influence english readingi. introduction:american famous psycholinguist goodman said, “reading is the guessing game of psycholinguistic which contains the intercourse of idea and language”. 1 among listening, speaking, reading, writing and translating, reading is the skills that college students wi

10、ll use most in their future work. it is also the most important way of getting information and communicating through english medium. therefore, the improvement of reading ability is always the aim of college english teaching. so the study on the factors that influence english reading is coming out.

11、reading is a complex process, in which the words are reflected in the eyes and this information is conveyed to the brain, after analyzing, reasoning and concluding, a reader will understand what he is reading. during these sets of process, there are many factors that effect reading efficiency. they

12、are linguistic element and non-linguistic element. for most college-level readers, non-linguistic element is the main cause for their reading inefficiency. in the non-linguistic element, reading habits and reading strategies and skills should be paid more attention. besides, in order to improve the

13、ability of reading comprehension, readers should learn some background knowledge of english culture and history. in addition, a good reading psychological quality is also very important for doing active reading. this paper is aiming at analyzing these factors that influence english reading. along wi

14、th those factors, some methods and advice on efficient english reading are provided in hope of benefiting some english readers. ii. contents:1the linguistic elementit is self-evident that one cannot read without basic linguistic knowledge, let alone read efficiently. so, i refer to it as the first b

15、asic factors that affect accuracy and speed in reading comprehension. much more evidence has shown that vocabulary has a high correlation with linguistic mastery. according to a survey to freshmen, the relative coefficient between vocabulary and a proficiency test is 0.81. another survey, done by du

16、 shichun, shows the relative coefficient between vocabulary and eft is 0.79; between vocabulary and tofel is 0.83. 7 it is noted that vocabulary has a very close correlation with reading comprehension, though the exact coefficiency has not been presented. linguist spolsky refers to a number of studi

17、es about the relevance of previous knowledge. particularly, a well-planned study including a test of general proficiency in english, a multiple-choice test and a cloze test (assumed to measure reading ability). he says that the results established that both language proficiency and prior knowledge p

18、redicted the cloze score; in each case, language-proficiency appeared more important. 5as a matter of fact, we have noticed plenty of such examples in our daily teaching: in most cases, the students who have some lexical and syntactical knowledge, or a good command of a large vocabulary and systemat

19、ic study of grammatical structures, can read faster with higher accuracy. they have obvious advantage over others in reading ability. compared with them, those who do not have a good basis of linguistic knowledge often feel confused not only by new words, but also by the complicated grammatical stru

20、ctures, for english is quite different from chinese, especially in word order. in reading text, we do much more than identify words. however, identification of words is clearly an important first step in comprehending text. as the eyes move across the printed page, presumably words are first identif

21、ied and then glued together into larger structures such as phrases, sentences, and paragraphs. from these larger structures we are able to understand or comprehend the text we are reading. we are able to infer the gist of the text or infer certain relationships and store this information in memory.

22、the central task in reading research is to understand how all these are accomplished by the reader. if we are really to understand the process of reading, we would like to know the details of this cognitive activity from moment to moment. for example, if a sentence such as "the man bites the do

23、g" is read, we would like to know when and how each word is identified, when and how the reader identifies the man as the actor and the dog as the recipient of the action, and when and how the reader realizes that the sentence is grammatically correct but mildly absurd. 1.1 grammar.language is

24、composed of words and grammatical structures. the accuracy rate of comprehension is based on the mastering degree of the words and grammar. in case of learning a language, for instance, a child or a beginner who learns a foreign language, learns some words first, and then begins to get in touch with

25、 the regulation of sentence-grammar, then he can use words to make sentence himself. only by understanding the rules of the game, you can win the game. sometimes, we find some learners recite a large number of words and they can say the meaning of them as they see them, but when these words are arra

26、nged into a sentence, these learners cannot make sense of them. why? that is because they are not familiar with grammar. grammar is the skeleton which produces the variety of different words combinations. we know that if you thread coins with a cord, you can carry away many coins at a time easily; i

27、f the coins scatter on the floor, it is hard to pick up every one. grammar is like the cord to give life to the combination of words and make the expression diversified. it makes us know the approval, interrogatory or surprising tones and the like. mastering grammar is the first step to make progres

28、s on english reading, more exercises on grammar are needed too. sometimes, in the reading, you will find that comprehension of an entire passage depends on your ability of understanding a single sentence which have more than one meaning, or sentence which contain difficult grammatical patterns often

29、 cause comprehension problems. in this case, readers should keep the following points in mind.(1) if the sentence is long, try to break it up into small parts. for example:mr. black then added, “the only reasonable solution to the sort of problems caused by the current unstable political situation i

30、s one of diplomacy and economic measure and not the use of military of force.”you should read the sentence like this: “the only reasonable solution to the sort of problems caused by the current unstable political situation is one of the diplomacy and economic measures and not the use of military for

31、ce.” (2) look for key words that tell you the relationship within a sentence. for example:“the west had sent armies to capture and hold jerusalem; instead they themselves felt victim to new ideas and subtle influences.”“instead” indicates that something happened contrary to expectation. 1.2 vocabula

32、rywhen grammatical difficulty is overcomed, vocabulary is the barrier for most readers because of its large number and complexity. much more evidence has shown that vocabulary has a high correlation with linguistic mastery. according to a survey to freshmen, the relative coefficient between vocabula

33、ry and a proficiency test is 0.18. another survey, done by du shi chun, shows the relative coefficient between vocabulary and ept is 0.97. it is noted that vocabulary has a very close correlation with reading comprehension, though exact coefficiency has not been presented. as a matter of factor, we

34、have noticed plenty of such examples in our daily study. in most cases, the readers who have some lexical and syntactical knowledge, or a good command of large vocabulary and thematic study of grammatical structures, can read faster with higher accuracy. they have obvious advantage over others in re

35、ading ability. so some readers will be discouraged to expect to know every word, and also it is not necessary to recognize every word appearing in a passage. upon encountering an unfamiliar word in a passage, there are several strategies you can use to get the meaning of the sentence. first, you can

36、 continue reading, realizing that often a single word will not prevent understanding the general meaning. if further reading does not solve the problem, you can use one or more of the following three basic skills to arrive at an understanding of the unfamiliar word.(1) vocabulary from contextguessin

37、g the meaning of an unfamiliar word from context clue, you can use the following kinds of information:a. knowledge of the meaning of other words in the sentence or paragraph in which the word occurs.b. knowledge of grammar and punctuation clues, which point to the relationships among the various par

38、ts of sentence.e.g. “our uncle was a roamer, an incurable wander who never could stay in one place.” the coma ( , ) following “roamer” indicates a phrase in apposition, that is, “an incurable in one place” is used as an explanation for the unfamiliar word. “wander” and “never could stay in one place

39、” have the same meaning of “roamer”. then reader can guess the meaning of “roamer” without looking up the dictionary. “the major points of your plan are clear to me, but the details are still hazy.” in this sentence, “but” leads a “coordinate clause”, which express an opposite idea to the former cla

40、use of the sentence “the major points” and “the details” are expressed in different methods. “hazy”, opposite to “clear”, means not clear. (2) stems and affixesmany english words have been formed prefixes: com ; con ; col ; cor ; co; in ; im ; il ; ir ; micro by combination parts of older english, g

41、reek, and latin words. if you know the meanings of some of these word parts, you can often guess the meaning of unfamiliar english word. so the second way is word analysis stems and affixes. a stem is the basic part on which groups of related words are built. affixes are word parts, which are attach

42、ed to stems. the affixes attached to the beginning of stem are called prefixes; the affixes attached to the end of stem are called suffixes. generally, prefixes change the meaning of a word and suffixes change its part of speech.for example:stem: pay (v.) 付款，給予prefix: repay (v.) 付還，回報suffix: repayme

43、nt (n.) 付還，回報 word analysis is not always enough to give you the precise definition of a word, but it will help you understand the general meaning of the word so that you can continue reading without stopping to use a dictionary. 1.3 identification of sentence meaningas balota et al (1990) suggest,

44、when we read text, there is an underlying grammatical structure that influences the ease of understanding whereas some approaches to understanding comprehension processes are based on the assumption that readers go from individual words to a more global semantic internal representation of the text.

45、recent research clearly documents the important role that syntax plays in reading. it is the case that most work on syntactic processing merely uses reading as the context for the research. that is, the questions asked are very much the same whether the subjects in the research are reading or listen

46、ing to discourse. however, it is suspected that understanding the way that individual words are passed into their appropriate syntactic constituents is vitally relevant to understanding how moment-to moment comprehension processes occur. nuttall 3 holds the view that when a sentence is not understoo

47、d although the vocabulary is known, it is often because it is long and difficult to unravel syntactically. here, another problem will be tentatively brought forth which, if not handled skillfully, will also be very troublesome in understanding a sentence even if the vocabulary poses no threat. that

48、is the cohesion problem. halliday and hasan (1976) give a comprehensive account of cohesion. in their book, they deal with cohesion between different sentences of a text. however, most of the relationships described in that book can also occur within the boundaries of a single sentence and can cause

49、 similar problems for readers. hence, the identification of the sentence meaning should as well be incorporated into reading comprehension as an independent stage. up to now, the three aspects of comprehension that are involved in understanding a text have been illustrated from the perspective of li

50、nguistics. all these three aspects compose an organic body and none of them can be left out. however, when so much attention is drawn to the linguistic aspect, the aspect of non-linguistic aspect should not be ignored because it plays an equally important role in reading comprehension. 2. the non-li

51、nguistic elementteachers of english often complain that students seem to read with less comprehension and slower speed than they expected. it is true that their failure is due to inadequate knowledge of vocabulary and grammar, but it has also been found that some students who dont have language prob

52、lems are still unable to comprehend what they read in english. just as widdowson says the acquisition of linguistic skills does not seem to guarantee the consequent acquisition of communicative abilities in a language. 6 according to the content schemata, there are at lest three possible reasons to

53、account for the failure in comprehending a passage. for one thing, students may not have the appropriate schemata the author anticipated. so, they simply cannot understand the concept being communicated. for another, students may find a consistent interpretation of the text, but many not find the on

54、e intended by the author. in this case, students will understand the text, but will not understand the author. finally, students may have the appropriate schemata, but the author does not provide sufficient clues in the text for them to effectively utilize a bottom-up skill to activate the content s

55、chemata the reader may already possess.2.1 bad reading habitsthere are a number of bad habits that effect readers reading. most of these involve using extra body movement in reading process. in efficient reading, the muscles of eye should make the only extra movement. the extra body movements, such

56、as pointing with the finger or moving the lips, do not help reading but often slow it down.2.1.1 pointing at wordsa teacher may often notice that some students point to the words with a finger, pencil or ruler when theyre reading. this may mean that they are trying to concentrate. but pointing at ea

57、ch word in turn is absolutely unnecessary. any child old enough to learn how to read is certainly skillful enough to follow a line of words without pointing. the normal reader, of course, can catch the meaning without extra help from fingers or rulers. pointing not only slows down the reading, but also causes the students to focus their attention on individual words, whereas the aim of reading is to catch the idea that the author is trying t