【转】浅谈大学英语阅读技巧

[Abstract] Reading is one of the four important skills inEnglish as a second or foreign language. It is also a skill that the studentsneed to possess to support independent and self-directed learning. With theInformation Age’s arrival, the English materials gradually change from papermaterials to electronic ones. So, it becomes more and more important forEnglish majors to speed up their reading in order to acquire as muchinformation as possible. Thus, fostering a good English reading habit is essentialfor students. And being able to adopt different reading skills for differentreading materials and purposes will also help the students read moreeffectively. The paper mainly concerns some English reading skills anddiscusses how to foster good English reading habits for college students.
[Key Words] characteristics; English reading; make notes; foster the Englishreading habits

【摘 要】阅读是学习第二外语的必须掌握的四项基本技能之一，也是大学生用于自学须掌握的学习策略和技巧。随着信息时代的到来，英语阅读材料渐渐由传统的纸质材料向电子读物转变，提高英语专业学生的阅读速度尽可能多的获取信息变的越来越重要。因此学生有必要养成良好的英语阅读习惯。学生能对不同的英语阅读材料和不同的阅读目的采用不同的阅读方法，也将有助于他们更加有效的阅读。本文主要叙述一些与大学生相关的英语阅读技巧，并且讨论了如何养成良好的英语阅读习惯。
【关键词】 特点；英语阅读；做笔记；培养英语阅读习惯

 

1. Introduction

As reading is a part of academic literacy, English teachers usually have high expectations of astudent's ability to cope with the demands of reading in English. Most collegestudents wish to read more books. Reading is a way for college students to bemore knowledgeable and successful. However, it is also an activity that manycollege students don’t enjoy very much. To succeed at schools, students need topossess a range of strategies and skills that support self-directed learning.Traditionally, many of these strategies and skills, some of which are highlygeneric, are not explicitly taught to students in the expectation that studentseither already have these skills, or will naturally acquire and develop theseskills in their course of study. In order to improve the college students’ability of English reading, we should answer the following questions: What arethe English reading habits of students? How to become an effective reader? Howto foster the English reading habits?

2. The characteristics of college students

With the development of society, science and technologydevelop at high speed and the competition in the society become sharp. Studiesin the past have shown that the exam-oriented educational system promotes rote learning, and so that there needsto be a paradigm shift in how thecollege students view education and about the way they learn. Most college studentsread English materials only to pass exams and do not read for pleasure.However, the situation changes now. In order to become well-learnt people thatthe society needs, most college students long for extensive English reading,hoping to do preparation for the future job by this way. At the same time, thepurposes of college students are to complete the studies and to obtain goodresults. In order to adapt to the demands of society and school, collegestudents treat seeking knowledge as the first duty. They relate themselves tothe society closely, hoping to enrich themselves through reading and become thelearned persons who can face the challenges of the society. Therefore, themotivation of the majority of college students is definite. It is also obvious that the English reading materialsgradually change from the paper materials to the electronic reading materials.The Internet that opens another window for the college students becomes themost convenient tool for college students to get information. Now the seriousproblem is that college students can read on some level, but many do not readeffectively. In other words, manycollege students take it for granted that they could understand concepts orlessons by memorizing the English words and information rather thanunderstanding the ideas that are expressed by the words. Consequently,information is retained mainly for the purpose of passing an exam; memorization is mistaken for learning.

3. Effective English reading strategies

Because a large portion of time at schools is spent onworking with written sources, and because there are lots of English materialsto be covered in a short amount of time, it is essential that reading behaviorsof English majors should be both purposeful and efficient. Reading is talkingand discussing with the reader himself, with the author and others. So as thereaders, the first thing for the readers do is to accumulate information beforereading. To ensure the good results of reading, the college students also needto develop effective reading strategies. Knowing how to read effectivelyinvolves accumulating background information before reading, selecting theEnglish materials, understanding the structure of texts, how to read fordifferent purposes, and how to reflecton your reading.

3.1 Accumulating background information before reading

“Reading is a receptivelanguage process. It is a psycholinguisticprocess in that it starts with a linguisticsurface representation encoded by a writer and ends with meanings that thereader constructs. There is thus an essential interaction between language andthought in reading. The writer encodesthoughts as language and the reader encodes the language to thought.” Readingis not passive but active, and infact an interactive process that has been recognized for some time in first ornative language reading. [1] In the English reading, it is a process that needsnot only the college students’ active participation, predication andinformation processing, but also their prior experience and backgroundknowledge.

“Language is a part of culture and also the carrier and thecontainer of culture. Language and culture is closely related, each influencingand shaping the other. To learn a foreign language implies to learn the culturein which it is spoken.”[2] “Reading is a kind of verbal communication. Thereaders communicate with the author(s) through the text. In this way, culturefactors are inherent to the reading act and therefore influence the readers’control over the input (Byra met al 1994)”. In the reading process, we cannotunderstand or interpret a text without the influence of our previous socialexperience and social context in which the reading takes place. The text weread, the topic we are interested in as well as the way we approach areculturally constructed (Kress, 1989).”[3]

The cultural factors play an important role in the processof English reading. Some cultural factors cause problems in reading directly soas to confuse college students and hinder their understanding. Other culturemisunderstandings may dangle in their mind and prevent them from grasping thereal meaning. [4] Culture and language are closely related to each other. Asone way of communication, reading English materials reflect culturaldifferences through the language in written form. The readers should aware thecultural differences and try their best to accumulate background knowledge ofall sorts. So the first piece of advice that willbe given here is to do as much reading as the students can.

College students in the school can make use of the libraryresources to support their study and self-learning. The kinds of resourcesinclude English books, English journal articles, English magazines, etc., aswell as a wide range of library services. Now thousands of books, magazines,journal articles and newspapers have electrical versions. It is no doubt thatthe college students’ task will be much easier if they know some websites theyreally want to find online.

3.2 Improving your English reading strategies

3.2.1 Choice reading

Choice reading is very important. Actually it is a processof selecting English materials. The reader should clearly recognize theclassification of the English books and should certainly know which type ofEnglish book he is reading. It is best if the reader know his purpose ofreading before reading starts. It means that the reader should turn hisattention to practical goals. To receive the information, the reader can readnot only the book title, the subtitle, the table of contents, but also theauthor's preface, the abstractintroduction and the index. These are all the information that authors want totransmit to the reader. According to these clues, the college students canchoose different types of English reading materials with the different demands.The college students should also be aware that different reading skills shouldbe adopted when the English reading material are different.

3.2.2 How to select English sources

In order to get useful information, the college studentshad better answer the following two questions: How well those English sourcesmeet the purpose of reading? How reliably the author presents those ideas andinformation in the book? The college students have better read things they areinterested in so that the hard work required for comprehension will seem muchmore pleasurable．Also，thecollege students will be much more eager to understand what they are reading，not only as a means to improve their reading comprehension，but also as a means to better understand the interestingsubject-matter. The process of selecting an English source includes examiningits publisher, its reference and its author(s). Depending on the reader’spurpose of reading, it can also involve assessing timeliness. Some ways of selecting English sources are follows:

(i) Pay more attention to the timeliness

When a book is published, it always has a special socialbackground. For example, if a reader wants to find some information aboutcomputers, he’d better check the materials published after 1940s.

(ii) Evaluating the publisher of an English book

Experienced readers may have some information about abook’s publisher. He may know the book that is published by an individual, anorganization or government agency. Generally speaking, authors and publishersusually have a bias about a particular topic or issue. When the publisher is ascholarly or professional journal, the reader can often gain an understandingof what kinds of articles it publishes by looking over the contents of severalissues of the journal or by reading a few of the articles found within it. It is very important for the English majorsto know some famous publishers of the English-speaking countries.

（iii）Evaluating the relevance of anEnglish book

If a reader reads with a definite purpose, such as for aresearch project, he should have a look at the relevance firstly. Relevance is the extent to which a sourceprovides information that person can use in evaluating the materials. There areseveral ways to determine whether the information presented in a scholarly orprofessional journal article is likely to be relevant to the reader’s readingpurpose. There are two main strategies to help the reader to determine whetherthe article is relevant to readers’ needs and interests. An abstract—a brief description of the article and its results—oftenappears at the beginning of the article. When an abstract is not used, anarticle's introduction often provides similar information.

（iv）Evaluating the author(s) of anEnglish book

In order to get a better understanding of a book, thereader had better know the author(s) as much as possible. No matter what kindof book the reader chooses to read, it's important to know its author orauthors. “Most scholarly or professional journal articles contain a shortbiographical note about the author of an article. If these biographical noteshave not been included and the reader would like to learn more about them, hemight consider searching for each author on the net. An increasing number of authorshave created home pages on which they list information about themselves, suchas their educational background, professional experience, and interests.”[5]

3.3 The process of English reading

If the readers face with a difficult and complex Englishtext, or if they do not read effectively under normal circumstances, the readers can improve the way of reading bybeing more purposeful in the approach to reading.

Think of reading as a three-stage process that consists of:

(1) Plan for English reading

(2) English reading

(3) Reflection

3.3.1 Planning for English reading

Planning for English reading will help the reader to givethe reading a focus. The reader can do preparation of reading by asking thefollowing questions:

What does the reader wants to get out of reading thisEnglish text?

Are there any ideas that should be taken into Englishreading?

Why has this particular English text been selected?

Can the English text be subdivided into sections to read?

What has skim reading told the reader about the Englishtext?

3.3.2 English reading

When a reader reads, the reader is looking at thecommunication of some kind of meaning in a structure. Since writers choose toorganize material in a particular way, the reader needs to be able to see thisstructure in the text. “In texts ideas are built up from sentence to paragraphto whole text; ideas and concepts tend to be developed from parts or segmentsto a whole. The uses of reading focusattention on authors as readers, on the use of sources, and on the art ofreading as a writer.”[6] Understanding the structure of an English textwill help the college students to know how to read it.

There are two main aspects of structure.

(1) The development of ideas in sentences and paragraphs;(eg, some authors show their main viewpoints in the first or last sentence)

(2) The development of the argument.

Once a focus has been developed for reading, how thecollege students read a particular English text depending on the nature andstructure of the English text. The following are some useful guiding principlesthat the student had better keep in mind.

(1) Identify the starting point of the writer’s argument -usually this will be found in the first or second paragraph.

(2) Remember that English follow rules of grammar. Byunderstanding the rules that govern speech，the readercan eliminate some false conclusions and gain a better understanding of what isbeing said.

(3) See if the reader can detect any assumptions the writerhas made, or the start of a particular method of argument.

(4) Identify important, or central, ideas (or any statedprinciples) in paragraphs as the reader reads them. (If there is more than one,try to work out which is the most important or central);

(5) Evaluate the evidence that has been presented insupport of ideas or principles, and decide whether the evidence is relevant,persuasive, and convincing;

(6) Assess whether the conclusions are justified on thebasis of the evidence that has been presented.

After the reader has read carefully through the Englishtext in full, as suggested above, make some brief notes on:

(1) the understanding of the English text;

(2) the preliminary response to the ideas and argumentsthat have been presented.

In the process of reading an English essay, the collegestudents should try to read without stopping when meeting unfamiliar words andphrases. The college students can underline the new words and look them up in adictionary after finishing. If reading is often interrupted, the collegestudents will find that it is very difficult to create an understanding of awhole text. Generally speaking, reading interruption has the opposite effectand even causes the reading to be fragmented. If the college students keepstopping, it might be difficult to create an overview of an article and toremember what they have read. “Actually, guessing the meaning based on thecontext is a better or more rewarding way. The reader can guess the meaningsince any sentence; paragraph or even the whole passage is a unity.”[7] Themeaning guessing strategy has been proved more effective than stopping thereader’s reading to look up individual words. When the college students try tofigure out a word's meaning from the context, they can answer the followingquestions. What does the close meaning of the word? What is the function of theword in the sentence? Is the word nonsensical in the sentence? By decoding themeaning of words in context, the college students are more likely to increasetheir reading speed, comprehension, and vocabulary. The college students canalso guess the meaning of words through the cause and effect relation. “Causeand effect relation is a common and logic relation that can provide us with theinformation of the meaning of the new words. A certain cause must lead to acertain effect and a certain result must be caused by a certain cause.” [8]During the process of reading, the college students may find some symbol wordsfor the relation, such as because, as, since, therefore, as a result, etc.These words will help the college students to grasp the whole idea of the essay.

3.3.3 Reflection

Interacting with a piece of English reading materialincludes responding to the content of what the reader is reading. So whilereading, the college students should not accept passively what an author says. Instead, they should ask questions,argue, comment, and match their experience and what they know against what theauthor is talking about. They should think about what they have read for a fewminutes, and then consider the following:

(1) Are there any unanswered questions about the meaning ofthe English text? If so, they should go back and skim read and/or read specificsections again.

(2) Have they failed to recognize any assumption?

(3) Have they understood the section of the English textrelated?

(4) Have they made connections between the English text andother English materials they have read?

(5) What’s their opinion on the conclusion of the Englishbook?

The questions above can help college students to work outwhat an English essay or story means to them. And the answers are alsoimportant here because a piece of English material never means precisely thesame thing for every reader. The reader shapes his own comprehension by joiningwhat he knows and what the author tells him and becomes a unique reader.

4. Ways of reading English texts

4.1 Skim reading & Scanning reading

What is skimming? Skimming is a reading technique that canhelp one to:

(1) read more quickly

(2) decide if the English text is interesting and whetherthe reader should read it in more details.

When college students should use skimming? This is thestrategy that college students employ when they want to obtain a quick overviewof a English text. “Skimming requires that the readers selectively omit someparts of the reading material. When readers skim, they read to get the mainidea and a few, but not all of the details of an article or story.”[9] The termskimming is often confused with scanning. “Remember that skimming is used toobtain the gist (the overall sense)of a piece of text. Scanning is a reading skill to find a particular point ofinformation quickly in a text. It is very useful for the readers to scan thetext for particular bits of information they are searching for.”[10]

E.g. Use skimming to get the gist of a page of an Englishtextbook to decide whether it is useful and should therefore be read moreslowly and in more detail.

E.g. Use scanning to find a particular number in atelephone directory. Scanning is used to obtain specific information from apiece of English text.

Sometimes the college students can use both readingmethods. They can skim a piece of English text to find out somethinginteresting; they may wish to use scanning techniques to locate specificinformation. When the college students use skim reading method, they shouldn’tread the whole text word-for-word. The college students should use as manyclues as possible to get some background information: eg pictures or imagesrelated to the topic; an eye-catching title, etc. With the eyes skim over thesurface of the text, the college students must try their best to find out anyclues that can help them to understand the main idea of the text, and then lookout some key words. The strategies always employ when they want to obtain aquick overview of an English text can be listed below:

(1) reading the title, subtitle and subheading to find outwhat the English text is about.

(2) reading the first and last sentence of each paragraph.

(3) looking the illustration that may give the readerfurther information about the topic.

(4) skimming over the English text to take in key words.

(5) using the marker pen to mark out any items that thereader wants to re-read, or refer to later.

Take reading English magazines and English newspapers forexample.

When reading an English newspaper, people typically onlyconcentrate on the most interesting and glamorous parts of the newspaper. Sothe presses always use the eye-catching tile to attract the attention of thepublic. They will often ignore less interesting information that may beessential to a full understanding of a subject. It is typical that areas ofuseful information are padded out with large amounts of irrelevant waffle orwith advertising. Newspapers tend to be arranged in sections. If one reads anEnglish paper often, one can learn quickly which sections are useful and whichones one can skip altogether.

The most effective way of getting information from Englishmagazines is to scan the contents tables or indexes and turn directly tointeresting articles. If the reader finds an article useful, he may cut it outand file it in a folder specifically covering that sort of information. Thereader builds up sets of related articles that may begin to explain the subjectin this way.

4.2 In-depth English reading

This is the most essential of all reading skills. Itinvolves reading an English text thoroughly in order to comprehend the ideasand arguments it contains. In-depth reading is consequently much slower thanskim reading, and the college students may find that they needs to read certainsections of a difficult English text more than once. When reading in-depth itis useful to read the opening paragraphs and conclusion first. This will helpthe college students to digest the intention and conclusion of the writer priorto a closer reading of the text. It is useful to go back to the beginning, andread through the whole text and at the same time mark out some key words andphrases. Therefore, In-depth reading requires the college students to beattentive to the important ideas, facts, and data. By in-depth reading, thecollege students can understand the writer’s main ideas and arguments, and theoverall message of the text well. The attitude of the college students shouldbe active and critical.

“Reading, to those who have certain knowledge background,is not only a process of the mechanical and passive following of the writer’sthoughts but also a process of application of his initiative and creativenessto the reading material. On the one hand, he will, through comprehensive means,seek to obtain the objective information conveyed literally; on the other hand,he will also apply his own emotions, wishes and moral and value standards tothe material and reach his own judgment, evaluation and appreciation of it.”[11]

4.2.1 Active English reading

When the college students are reading an English documentin detail, it is helpful if they highlight, underline and annotate theimportant information on the materials. This action will help them to memorizethe information and to review important points later. Italso helps to keep their mind focused on the English material and stop it fromwandering. The college students should be active in connecting what theyhave already known to what they encounter as readers. If the college studentsfind that active reading helps, then it may be worth photocopying some rare English information. They can then read andmark the photocopies. If the college students are worried about destroying theEnglish material, they can ask themselves how much their investment of time isworth. If the benefit they get by active reading reasonably exceeds the valueof the book, then the book is disposable. It means that the college studentscan take notes on the English book arbitrarily.

4.2.2 Critical English reading

“Critical reading is a further dimension of in-depthreading. Critical reading requires reading skills beyond the ‘thoroughcomprehension’ stage of reading. It is expected on the part of student toarrive at a critical judgment of the author’s discourse as they would in theirown language.” [12] Reading an English text critically means that the collegestudents do not accept the whole value of what they are reading. This does notnecessarily mean that the college students should find fault with a text, butrather that they should question and judge the merit and worth of theinformation it contains. The college students should remember that the purposeof r English reading is to analyze and solve problems and make a valuablecomment of the English text by absorbing information or using receivedinformation. Thus, critical English reading proves to be quite helpful.Critical English reading involves a number of inter-related processes. They areinterpretation, analysis and evaluation.

（i）Interpretation

“Readers can take the responsibility for determining themeaning of the text. They can work as though they were doing something otherthan finding ideas already there on the page and they can be guided by theirown impressions or questions as they read”.[13] When the college students readcritically for interpretation, they read to determine what conclusions could bedrawn about the various messages the English text contains. Sometimes, there ismore than one possible interpretation, and in such cases it is possible thatthe reading may be directed at the best or close meaning. Interpreting anEnglish text will also frequently involve the process of meaning guessing.

（ii）Analysis

This is the process by which the reader examines the waythe ideas and messages in an English text fit together to create the overallmeaning while English reading. The college students should focus on thefollowing points:

(1) identifying assumptions (the hidden values thatunderlie what a writer is saying )

(2) the structure of the argument (the development andsequence of ideas, the relationship between ideas, whether the argument isinductive or deductive);

(3) the relationship between evidence/data and argument (whether the evidence supports and illustrates the argument, and whether itsupports any conclusions that are drawn).

（iii）Evaluation

This is a process by which the reader establishes the worthor merit of an English text. Evaluation is a higher order process that involvesall of the other processes described above. When the college students evaluatean English text, they should attempt to look at the ideas and messages in abroader context. The college students might say that this is a good argument,but is it worth anything, or does it has any merits? The college students wouldthen use their knowledge of the subject or field, or of competing arguments, toestablish the merit or worth of the argument of analysis. “Evaluation: That is,according to the reader’s own measure of value, to evaluate the writer’s idea,position and their truthfulness and correctness.”[14]

5. How to make notes in the process of English reading

Purchasing an English book means having an English book,but it doesn’t mean that the English book really belongs to the buyer. The bestway of making a book become a part of a student is to take notes. Taking notesis one of the main activities of being a good reader. A good reader can work inhis own personal ways to make the core of an English book become a part ofhimself. Making notes is hard work, but it serves all these purposes:

(1) Focusing the reader’s attention. Making notes stops thereader’s mind from wandering as the reader reads.

(2) Making sense. Writing notes forces the reader to seekout some sense in the words in the English text. It also helps the reader to formulateideas from the English text in ways that make sense to the reader.

(3) Forming an external memory. The reader’s notes act as akind of extension to the memory capacity of the reader’s mind. They give thereader rapid access back to the knowledge he has been accumulating.

(4) Focusing on the conjunction. A conjunction signals theway the writer wants the reader to relate what is about to be said to what hasbeen said before.[15]

(5) Pulling the course together. As the reader studies acourse, the reader’s mind becomes cluttered with disconnected bits and pieces.

Therefore, the college students should know how to takenotes while they are reading an English material. Take notes only on Englishmaterial that is worthwhile and reliable, and make sure that notes areaccurate. That does not mean that everything should be taken down everythingfrom the source word for word, although sometimes an especially well-worded orstimulating quotation will be recorded. It is usually best to paraphrase as much as possible, inorder to reduce college students’ dependence on the source and to encouragetheir own analysis of the English reading material. However, even whenparaphrasing, make sure to preserve the original intent of the reader’s source,and record page numbers, since the college students may wish to cite the sourcelater, even if they do not quote directly. Notes that are the summary of asection of the English course help the college students to create order. Thesenotes also make the college students’ new ideas less confused and more useable.It is found that college students at different proficiency have differentpreference for taking notes. And there are several ways of taking notes:

(1) drawing lines;

(2) marking the most important statement and the paragraphof an English book with asterisks.

(3) writing down other page numbers in the blank, andemphasizing the same opinion that the author has mentioned in other parts .

(4) circling the key words or the sentence;

(5) using a small notebook for each essay;

(6) using file cards and allowing one note per card;

(7) keeping reader’s notes on separate cards from relyingtoo heavily on one source; note cards are also a flexible way of recordinginformation because they can be easily sorted.

(8) identifying the source by a short name, and noting thepage number on each card.

6. How to foster the English reading habits

When seeking to improve any skill，it is important to have a positiveattitude，to set clear goals，andto practice regularly. These elements are alsoimportant for the college students to foster their ability of English reading.There are some useful principles for the college students to promote theirability of English reading. To foster personal English reading habits, it is betteruse the following ways:

(1) Having an English book around oneself. Don’t goanywhere without English reading materials. Keep English magazines or shortEnglish stories in one’s bathroom. Always have something in one’s bags to read.Keep an English book by one’s bed. Arrange the books on the shelf that are easyto reach. Having things available makes it easier for one to steal otherwiselost moments.

(2) Setting an English reading goal. Determine how muchtime one wants to spend on English reading, or how many English books one wantsto read over time. The reader’s goal might be an English book per month,several English articles per week, or to read 30 minutes per day. When settinga goal or a target English book，it is important tochoose something that will challenge the reader but will not be so difficult asto discourage him．The reader had better read Englishbooks within their comprehension level at the beginning. This will give thereader a solid foundation to build his confidence upon.

(3) Keeping a list. Make a list of English books one wantto read in the future. Ask one’s friends and colleagues about what they arereading. Watch for recommendations in the English newspaper and Englishmagazines. Once one starts looking for good English books, he will find themeverywhere. By knowing what great stuff one want toread, one will reinforce one’s English reading habit.

(4) Listening when one can’t read. There are great Englishaudio versions of all sorts of books. Listening to radio also gives one theexperience, ideas, and imagination that reading an English book do.

(5) Visiting the library or bookstore often. If the readerhas his own list, he will have some ideas of what he is looking for when hewalk in. If not, he can browse in the library or bookstore. It is also a greatway for the reader to find something interesting or new English books.

(6) Turning off the television. Many people say they justdon’t have enough time. Television is one of the major time consumers. Makeone’s television watching more conscious and less habitual. There is nothingwrong with one who watches his favorite TV programmes. Actually, the time getslost when one turns the TV on and scans to find “something to watch.”

(7) Keeping a log. Keep a list of the English books onehave read, or keep track of how much time one read each day.

Practicemakes perfect. The differences between the skilled and unskilled collegestudents are their ability of English reading and their speed of Englishreading. There is no shortcut to foster the English reading habits exceptpracticing again and again. It will be meaningless if college students don’tput theory into practice.

7. Conclusion

The college students have the expectation of improvingtheir English reading ability, so it’s helpful for them to know some Englishreading skills. These skills can assist in the promotion of self-study and makecollege students more resourceful. Improving one’s English reading skill willnot be easy, but it is possible. The college students had better keep apositive attitude, set realistic goals, and not have the expectation ofimproving greatly overnight. Altogether, knowing some English readingstrategies, the college students may change their attitude towards the Englishreading materials and really enjoy the pleasures of English reading.

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