奥克兰代写Essay:阅读策略
ASSIGNMENT代写

奥克兰代写Essay:阅读策略

2017-06-14 23:30

阅读策略作为学习策略的一部分,多年来一直是许多研究者的兴趣。引入了多种阅读策略来指导不同层次的学生。对许多学生来说,阅读是最难掌握的技能,因为他们无法从文本中获得意义——这是阅读的关键目标——阅读理解。据牛津(1990),运用适当的学习策略,帮助学生提高他们的能力和自我信心。她认为,学生也配备的策略,可以提高他们的理解。在阅读任何HETC,英语的课程时,学生学习英语不仅是他们的兴趣也是他们提高他们的学习需求,促进他们在职业生涯中实现长短期目标,尤其是一个关键的地方,他们中的一些人被分配到国外工作和生活。在学习过程中,学生在阅读课文时遇到了很大的挑战。学生阅读时面临许多困难。逐字阅读、翻译越南语、回答给定的理解问题是学生阅读活动中的活动。奥克兰代写Essay:阅读策略当他们遇到未知的词时,他们总是查字典。他们花了很多时间来完成阅读课文,理解不了很长的课文。即使他们能理解所有单词的意思,他们似乎也不符合答案的“正确”。有些学生在阅读课文中进行推理有困难。这就是为什么他们不能总结他们读过的东西或者找出他们阅读文章的最好的总结。那么,当前形势的主要原因是什么呢?老师决定开始对学生的阅读理解策略进行调查。她还进行了一次阅读测试,把学生分成4组。作为反映研究者的研究结果,“阅读策略与阅读理解能力HETC”学生,更优秀的学生知道如何帮助他们更好地阅读较优秀的学生。观察还表明,阅读教学过程的重点是为学生提供阅读文章,奥克兰代写Essay:阅读策略让他们读(无论是沉默还是大声),然后回答问题。然而,他们不重视指导学生如何有效地阅读。通过回顾前人的研究,找出阅读教学现实HETC研究员老师,了解更多的阅读策略训练对阅读理解和阅读对学生阅读策略指导作用的重要,以及。
奥克兰代写Essay:阅读策略
Reading strategies as a part of learning strategies have been become the interests of many researchers for many years. Many types of reading strategies are introduced to guide students of all different levels. For many students, Reading is the most difficult skill to master because they could not make meaning from texts - which is the key goal of Reading - reading comprehension. According to Oxford (1990), Applying appropriate learning strategies help students improve their proficiency and self - confidences. She assumed that students who are well - equipped with the strategies, their comprehensibility can be improved. At HETC, reading has a key place in any English courses when students study English not only as their interest but also their demand for improving their study and promoting in their career to achieve the long - term goals, especially, some of them were assigned to live and work abroad. In their learning process, the students meet great challenges when dealing with the reading texts. Students face lots of difficulties when they read. Reading word by word, translating into Vietnamese, answering the given comprehension questions are students' activities in their while reading activities. When they met unknown - words, they always looked up in the dictionary. It took them lots of time to complete their reading text and comprehend not a very long text. Even when they could understand the meaning of all the words, they seemed not to meet the "right- point" of the answer. Some students had difficulties with making inferences from reading texts. That's why they could not summarize what they have read or find out the best summarize of their reading texts. So what's the main reason of the current situation? The teacher decided the start a survey of the students' reading comprehension strategies use in her previous research. She also had a reading test to classify the students into 4 groups. As indicate in the result of the researcher's previous study, "Reading strategies and reading comprehension abilities of students at HETC", the higher profiency students knew how to help them read better than lower profiency students. And observation also showed that the teaching reading process has focused much on providing students with reading passages, asking them to read (both in silent and a loud) then answer the questions. However, they don't pay enough attention to instruct learners how to read effectively.By reviewing the previous studies and finding out the reading and teaching reality at HETC, the researcher teacher an understand more the important of reading strategy instruction to the reading comprehension and the effect of reading strategy instructions on students' reading comprehension, as well.