本文分析了高三學生因遇到生詞、缺乏有效的學習策略而在閱讀時如何猜測詞義中出現問題的現狀，從理論和實踐的角度就如何提高閱讀技巧課的教學效果進行了探索
【關鍵詞】閱讀技巧，學習策略，語境  http://www.hk-ct.cn/
一、           引言
《普通高中英語課程標準（實驗）》（以下簡稱《新課標》）中指出，高中英語課程應根據高中學生認知特點和學習發展需要，在進一步發展學生基本語言能力的同時，著重提高學生用英語獲取信息、處理信息、分析和解決問題的能力；逐步培養學生用英語思維和表達的能力。在教學方式上，新課標強調學生參與、實踐、討論、探究和合作中學會英語來表達、交流，發展學生的綜合語言運用能力。隨著新課程標準的實施，對學生學習策略的培養越來越受到教師們的青睞。
在上海高考英語中，閱讀主要測試考生理解書面英語并完成相關任務的能力，具體目標為：1. 能理解文章的基本內容；2. 能根據上下文正確理解詞語和句子；3.能歸納文章的主旨大意；4. 能推測文章中的隱含意思；5. 能運用閱讀技能完成不同問題的閱讀任務。其中，猜測詞義題是是高考英語試題閱讀理解中的一類必考題，它是從特定的角度考查考生的閱讀理解能力和處理生詞的能力，包括對詞、詞組和句意的理解。在高三閱讀中，有效的閱讀技巧之一------如何猜測詞義，就能切實的提高學生的閱讀能力，因此，教師在閱讀教學中指導學生形成有效的猜測詞義的學習策略和技能具有重要意義。
二、           高三閱讀存在的問題
1.        缺乏詞匯，閱讀中生詞多
在閱讀中，學生不可避免地會遇上生詞。由于生詞的阻礙，學生的理解就會出現問題，反復回看文章，心理產生恐懼，逐漸從怕生詞到怕閱讀，最終導致做題速度慢，無法在規定時間內完成閱讀。因此，生詞是影響閱讀速度的重要因素。要提高閱讀速度就應培養學生在閱讀中猜測生詞的能力。
2.        片面死記單詞，閱讀中沒有形成有效的適合自己的英語詞匯學習策略
有些學生把單詞看作是“死的”、“孤立的”個體，拿著詞匯手冊死記硬背，忽視了詞義和使用語境的互相關系。雖然學生很用心地背單詞，但當給出語言情景時，學生往往束手無策。這樣學生就會認為背單詞是一種形式單一的學習活動，背下來也不會有用，逐漸他們就失去信心，對于閱讀就產生了畏懼心。在閱讀中，總會遇到一些生詞和短語或熟詞新義。在這種情況下，就應該充分發揮猜詞能力，運用閱讀技巧去猜測詞義。
三、           閱讀技巧課的設計依據和實施
針對閱讀存在的問題，基于閱讀教學的理念，筆者設計并實施了一節關于如何猜測詞義的高三閱讀技巧課。
1．感知閱讀技巧的語境，激發學生探求閱讀技巧的欲望。
閱讀過程中，教師首先要考慮為學生創設如何猜測詞義的語境，讓學生在有意義的語境中體會閱讀技巧的特定意義。
語境的創設可通過為學生提供可理解性輸入材料來實現。教師要確保該材料能比較集中地體現猜測詞義策略，且盡量貼近學生生活，具有真實的交際意義，這樣才能激發學生學習和探求閱讀技巧并運用的欲望。Ellis(2002)指出，教師應為學生提夠足夠的可理解性輸入，指導學生觀察和留意語篇中包含的目標語言特征，并作歸納、總結、然后練習使用。
在講解如何猜測詞義之前，筆者先就學生對構詞法的掌握程度進行了摸底，在前一節課把在高考詞匯手冊中的前綴和后綴通過有趣的方式呈現給學生，本課中在Warming-up階段讓學生及時反饋。為此，筆者給出了以下例子：
We are the generation of Post-80s.
Bill Gates is super-rich.
Now we are in the course of pre-reading.
這些例子較貼近學生的實際，包含了通過構詞法猜測詞義的現象，目的是讓學生感知猜測詞義的使用語境。
接著，筆者把一組問題呈現給學生：
1）The word “…” refers to / probably means / could best be replaced by _______. 
2) The word “…” is most likely to mean ______.
3) What do you think the expression “…” stands for?
4) The underlined word “…” means ______.
5) From the passage, we can infer that the word …means ______.
學生了解到在高考中，猜測詞義題也會出現，但他們只知道一種方法。當筆者告訴他們還有6種方法時，學生感到迷惑了，這就激發了他們學習如何猜測詞義閱讀技巧的欲望，筆者也就自然地引導學生開始學習猜測詞義法。
2. 加強輸入，及時反饋，啟發學生分析和推斷閱讀技巧
高中學生具有一定的認知能力，能夠利用已有的認知能力去分析和推斷語言規律。在掌握如何猜測詞義閱讀技巧的過程中，教師要善于利用學生的認知能力，啟發學生去分析和推斷語言規律，主動探求如何猜測詞義的閱讀技巧，而不是等待教師的灌輸。本課采用讓學生自己總結閱讀技巧，每次的回答都能取得老師的肯定和贊揚，他們的才華有一定的展示，以此培養學生的自信心，增強學生的自我效能感。同時，還采用小組討論的形式，讓學生互相學習、互相配合，增進同學間的友情，從而培養合作性學習的能力和習慣。這樣，提高了學生對7種閱讀技巧的關注度，培養學生主動運用外顯知識監控語言輸出的能力，幫助學生在大腦中形成如何猜測詞義閱讀技巧的外顯特征。
在處理如何猜測詞義的問題時，筆者充分利用了學生的認知能力。具體教法是：先呈現7個句子，他們分別代表在閱讀中猜測詞義的6種方法；接著讓學生自己思考，分析推斷這7個句子分別代表的6種猜測詞義法，并要求學生用自己的話語歸納表述。
1. Kleptomania is an illness of the mind that gives a person the desire to steal.
2. The modern age of medicine began with the stethoscope, an instrument for listening to a patient’s heartbeat and breathing.
3. Most of us agreed, however, Bill dissented.
4. They are too excited to sleep and are not even drowsy.
5. The door was so low that I hit my head on the lintel.
6.  Many United Nations employees are polyglots. For example, Mr. Simpson speaks five languages fluently.
7. John drives too fast，and he often drives in the middle of the street．He doesn't watch what the other cars are doing．He is a reckless driver．
在學生回答歸納是，筆者及時評價反饋，幫助學生形成6種猜測詞義法的外顯特征。歸納呈現內容如下：
1. Kleptomania is an illness of the mind that gives a person the desire to steal.（定義法）
2. The modern age of medicine began with the stethoscope, an instrument for listening to a patient’s heartbeat and breathing.（定義法）
3. Most of us agreed, however, Bill dissented. （對比法）
4. They are too excited to sleep and are not even drowsy. （相似法）
5. The door was so low that I hit my head on the lintel. （常識法）
6.  Many United Nations emloyees are polyglots. For example, Mr.Simpson speaks five languages fluently. （舉例法）
7. John drives too fast，and he often drives in the middle of the street．He doesn't watch what the other cars are doing．He is a reckless driver．（因果法）
   接著筆者設計了以下練習，讓學生將這些推斷出來的猜測詞義法加以實踐，完成這些方法的構建和再構建。
   猜測詞義的練習題：
1）Children need convictions, that is, something (and someone)to trust as a belief.(定義法)
2）Mark got on the motorbike, I sat behind him on the pillion, and we roared off into the night.（常識法）
3）In the corner there may be a Christmas tree with its branches decorated with shining ornaments such as coloured lights and glass balls, and sometimes hung with gifts.（舉例法）
4）A New Toy
In 1948, a lot of people got new televisions, but not us. My parents didn’t like television. They didn’t think it was good for children. Being a good, docile son, I didn’t argue with them. But I did secretly watch television --- at my friends’ homes.（相似法）
By 1955 televisions weren’t so expensive and they were much larger. My parents still thought television wasn’t good for us, but my sisters insisted. They said we were the only people in the neighborhood who didn’t have one. All their friends talked about certain programs and actors, but my sisters couldn’t. Their friends laughed at them, and my sisters felt wretched, very unhappy.（相似法）
One day, my youngest sister came from school and started to cry. She said she was never going back to school and that life without a television wasn’t worth living. She cried and sobbed. My parents’ usual arguments only made her more inconsolable. Nothing they said made her feel any better. Well, what could they do?（因果法）
The next morning, without telling us, my parents went out and got a new TV. That afternoon an antenna was put on the roof. Suzanne came home from school and ran into the house. It’s in the living room that there’s a beautiful thing called a television.（常識法）
在完成了上述任務以后，筆者引導學生對猜測詞義中劃線部分不是單詞是短語的現象進行分析和推斷，進一步歸納猜測詞義方法，讓學生掌握猜測詞義法的外顯特征，從而完成對如何猜測詞義的輸入。在做詞義猜測時注意不要脫離語境，必須仔細地研讀劃線部分的上下文，有時閱讀的視線還要擴大一些。如果離開特定的語言環境來理解生詞意義，必然會理解錯誤。同時用上述所講的方法：構詞法、定義法、對比法、相似法、常識法、舉例法和因果法。
I was arranging to meet someone for dinner last week, and I said “I’ll pencil it in my diary”, but my friend said “You can ink it in.”, meaning that it was a firm arrangement not an uncertain one!
Q: The underlined part “I’ll pencil it in my diary” probably means ___________. （B）
A. it was a firm arrangement
B. it was an uncertain arrangement
C. the arrangement should be written as a diary
D. he prefers a pencil to a pen
 

3. 創設語言輸出機會，內化閱讀技巧
Swain(2000)發現，許多學習者在接觸了大量有意義的語言輸入后，語言的準確度仍然不高。究其原因在于僅靠輸入無法提高學習者的中介語水平。此外，學習者在表達目的語時可以對語言進行更深層次的句法處理，因為他們必須從理解層面過渡到準確表達層面。Swain（同上）一再強調輸出應作為一個過程，而不僅是語言學習的結果。DeKeyser（1998）提出，注重語言輸出的學習任務有助于學習者掌握接觸過的語言形式。語言輸出為外語學習者提供了表達語言和獲得反饋的機會。把注意力集中在自己的語言輸出上，學習者能發現自己的語言輸出與目標語之間的差異，發現自己的不足之處。
筆者在設計如何猜測詞義的閱讀技巧輸出這一環節時，利用感知階段的例子，讓學生再次通讀例子，以確認理解如何猜測詞義的閱讀技巧的運用，這樣就對本節課提出的問題有了呼應。學生第一次對單句到短文中的單詞進行閱讀技巧的語言輸出，然后，筆者讓學生第二次完成對單句到短文中的短語的語言輸出。在此過程中，教師在課上所選的練習題應難易錯落有序，從開始到結束，題目從簡單（單詞詞義）到復雜（短語結構意思），設立了一定的坡度。
1. Although the hazards of the trip were many --- for example, the unbearable heat, the lack of water, the possibility of getting lost, the presence of wild animals and poisonous snakes ---- Collins nevertheless decided that she must go.
Q：What does the underlined part “hazards” refer to?  （C）
A．pleasures 　　B. conveniences 　　C. dangers 　　D. equipment
2. （2007 上海/D）The traditional tent cities at festivals such as Glastonbury may never be the same again. In a victory of green business that is certain to appeal to environmentally-aware music-lovers, a design student is to receive financial support to produce eco-friendly tents made of cardboard that can be recycled after the bands and the crowds have gone home.
Q:“Eco-friendly tents” in paragraph 1 refer to tents               .  （B）
A．economically desirable
B．favorable to the environment
C．for holding music performances
D．designed for disaster relief
3. (2009安徽/B)  Of course, the good of oxen is not limited to plowing.  In fact, they are seen as "boats on land" for their ability to carry loads. Besides, the whole body of an ox is full of treasures. Their meat and milk are food full of nutrition, and their skin can be used to make clothes and shoes. With all these qualities, oxen are regarded as generous creatures.
Q：The words "boats on land" underlined in Paragraph 2 refer to ________.   （A）
     A. animals for taking goods             B. creatures for pulling plows
     C. treasures of the folk culture           D. tools in the farming economy
4. Most people want to know how things are made. They honestly admit, however, that they hardly know a thing when it comes to understanding how a piece of music is made. Where a composer begins, how he manages to keep going --- in fact, how and when he learns his trade --- all are covered in complete darkness. The composer, in short, is a man of mystery.
Q：What does the underlined part “covered in complete darkness” refer to?   （D）
A. difficult to be made                B. without any light
C. black in color                                      D. not known
5. （2008 上海/C）A study involving 8,500 teenagers from all social backgrounds found that most of them are ignorant when it comes to money. The findings, the first in a series of reports from NatWest that has started a five-year research project into teenagers and money, are particularly worrying as this generation of young people is likely to be burdened with greater debts man any before.
     University tuition fees (學費) are currently capped at ￡3,000 annually, but this will be reviewed next year and the Government is under enormous pressure to raise the ceiling.
Q: The phrase "to raise the ceiling" in paragraph 2 probably means "______".   （C）
A. to raise the student loans                                  B. to improve the school facilities
C. to increase the upper limit of the tuition          D. to lift the school building roofs
在實現語言輸出的同時，教師還應充分地注重學生在教學環節中運用語言進行交流的自信，鼓勵學生讀題目，回答問題，表達學生自己的想法，這不僅回答了問題，而且提供了機會讓學生練習了朗讀，更加有助于建立學生用英語表達的自信。
四、           結束語
為了達到預計的目標，就必須弄清在課堂上預計會出現的問題，并采取相應的對策。首先，所選材料是否適合學生的能力范圍。選擇的例題一定要極具代表性，一目了然能總結出其中所包含的猜測詞義的閱讀技巧。實際操練的題目全部節選于歷年高考原題，更能驗證這些閱讀技巧的實用性；其次，萬一學生不知道如何回答問題，采用先示范的方法，引導學生按照一定模式進行答案分享。最后，不能讓學生單一進行猜測詞義。堅持由淺入深，由易到難，層層遞進的原則，設計的題目有一定坡度，給學生實踐的空間，讓不同水平的學生通過操練都有相應的提高。
總之，教師要注重為學生提供足夠的可理解性、加強性的語言輸入，培養學生的語境意識；強調語言學習的過程中，讓學生在反復接觸和運用語言的過程中逐步體會和感知英語閱讀規律，這樣才能使外顯知識內化為內隱知識，才能使學生的所掌握的猜測詞義的閱讀技巧內化為語言能力。
參考文獻
Ellis,R 2002. Does form-focused instruction affect the acquisition of implicit knowledge? [J]. Studies in Second Language Acquisition, 24: 223-236
Swain, M. 2000. The output hypothesis and beyond: Mediating acquisition though collaborative dialogue [A]. In J.P. Lantolf  (Ed.), Sociocultural Theory and Second Language Learning [C]. Oxford: Oxford University Press, 97-114
教育部. 2001. 全日制義務教育普通高級中學英語課程標準 (實驗稿) [M]. 北京：北京師范大學出版社
上海市教育考試院. 2009年11月. 《2010年全國普通高等學校招生統一考試上海卷考試手冊》，上海古籍出版社