| 課程目標 |
大二”英文閱讀”以下列幾種不同的閱讀過程來引導學生 -- 解讀過程, 視覺引導過程, 思考性過程, 心理語言學過程, 整體認知過程, 以及科技過程等過程來學習新的閱讀領域. 再者, 分析文章結構, 解釋字辭關係, 例如 文章主要子句, 支持句, 結語; 字首, 字尾, 字根, 同義字,與反義字等等, 都是英文閱讀學習者, 不可不知的要點. 藉由閱讀不同主題的文章, 訓練學生熟悉各類型文章及其相對應之閱讀技巧, 字彙及句型反覆出現 習題多變化 以提高閱讀成效. |
Objectives |
The reading process is a complicated act the involves the following processes: a decoding process, a visual process, a thinking process, a psycholinguistic process, a metacognitive process, and a technological process. Merely sounding out words is not reading. The curriculum of English reading for sophomores covers, first, the structure of a standard essay, such as the opening paragraph with topic sentence, supporting paragraphs, and the conclusion paragraph. Later, “vocabulary development” will be introduced, including “word relations”, such as prefix, suffix, word roots, synonyms, antonyms, associations, homonyms/homophones, homographs, classifications, multiple meanings, and denotative-connotative meanings. In addition, authentic reading materials selected from novels, personal experiences, editorials, commercial, scientific reading materials, as well as newspaper, magazines, and articles will be covered. Furthermore, language learning strategies and academic power strategies will be integrated in this course. |
| 教學內容 |
熟悉閱讀技巧
系統性地介紹課程內容
發展個人閱讀策略
增加閱讀速度 |
Syllabus |
By the end of this course students should
1. be familiar with the reading skills: skimming, scanning, reading
intensively, making inferences, making predictions, etc.
2. be familiar with SQ3R: a systematic approach to textbook reading
3. be able to develop individual preferences for reading strategies.
4. be able to increase reading speed |