Applying Cognitive Strategies in the EFL Reading Classroom

認知策略於英語閱讀教學上的應用

10.6372/JEFLL.200607.0081

黃淑芬(Shu-Fen Huang)

英語爲第二語言 ； 英語爲外國語言 ； 學習策略 ； 認知策略 ； 閱讀策略 ； English as a Second Language ESL ； English as a Foreign Language EFL ； learning strategies ； cognitive strategies ； reading strategies

教育暨外國語文學報

3期（2006 / 07 / 01）

81 - 94

英文

在臺灣英語教育已實施多年。爲了提升國際競爭力，政府也一再疾呼英語能力的重要性。然而經過長期英語閱讀的訓練後，學生的閱讀能力仍須加強。爲了增進臺灣學生的閱讀能力，本文研究著重於三個方向：(一)認知方法的定義、(二)認知技巧在學習或是閱讀上的運用、(三)良好讀者的閱讀特性。作者除了提供可以應用在英語教學上的閱讀技巧之外，並利用這些技巧設計出一些閱讀練習活動作爲英語教師參考。

In Taiwan, English is a prevailing foreign language (EFL). The juniors and seniors are obligated to take six years of English classes. While attending the college or university, they enroll in freshman English. Among the four language skills (listening, speaking, reading, and writing), reading comprehension is highly emphasized for either exam-taking or academic purpose in most English classrooms. In the language classroom, the teacher controls content, topics and turn taking. Students practice rote-memory and grammar translation. This paper aims to help Chinese learners become successful readers. In the related literature the author examines effective reading strategies which are considered better approaches in the EFL classroom. She focuses on the following topics: (a) definition of cognitive approach, (b) how it works in learning/reading strategies, and (c) what we can learn from good readers. Additionally, she relates the theory to the ESL/EFL teaching and applies the activities to the ESL/EFL classroom.

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