中國(guó)校外教育教學(xué)方法percentage of uers when giring cach reason, The majority of wearers seem to fel3. 5Non - linguistie informationthat contact lenses are more atactive than glasse. Although the writer purpoelyReading needs both visual and non - visual infomation. If a reader lacksetablishes his contextual relationship within the paragrnph, it may still be difi- non - visual information ( what he has already known about the reading text, 8cult for the students to work out what he reallyl means 10 transfer.bout the language , and about the world in general) , his itrpretation of the vis-3.3Anaphoric expressionsual infornation will be severely limited, because what he can see is his braing in-Anaphorie expresion is another pitll for Chinee studentes in their reading terpretation of the brain (Smith, 1973). This is an interaction between thoughtcomprchension. Accoring to Cui Shichun (1991) , reference, subtitution, e and graphic designs. Therefore, in order to decode those gaphic deigns, alipis and lexical cohesion are ofen tlkled about under that topic of anaphors in reader must be equipped with both the knowledge of language and of the word,Haliday自' and Hasani wring. By reference and subtitution the author means just s Scot (1984) says" reading is esesnially athe fact that a writer reles back or forward to a word, a fact, a sentence or what- by the reader samples the text viually, a teacher may take these two things intoever has been mentioned somewhere else in the text. Besides pronouns, almost account: one is that the reading material should be readable for the Chineseall other parte of speech can be used as relerence worde. Usually these words fol- students; the other is that the necessary prior knowledge should be provided inlow closely the parts they refer to, but sometimee they appear far from the men- one way or another" . .tioned part. Students should be able to idenify the coreference, and, if nece4 Conclusionsary, they should be asked to search the adjacent text unil they find the requiredIn this study I can quote several more retraint which hinders the Chinese. referents.students from eficient reading. However, my intention here is not to make an 03. 4 Diferent ways of thinking and expreasionverall decripion of the known facts , but to bring our atention to some of the pit-Chinese people and English native speakers have diferent ways of thinking flls, which purticularly tap the Chinese atudents into misunderstanding. Toand modes of expresion, owing to their respective and unique social practice and make the reading cla8s more eficient, we have for many years incorporated somegeogmaphie environments. In this connection arise the problems in our studente’foreign language teaching thcniquee into the present framework. However, thiscomprechension of their English texts: because we dont have their experience, does not mean to discard completely the traditional way or adopt an out - and -we dont know what it means, not only lingitically, but also emotionally and out new forcign approach. As we are teaching Chincse students inside of Chins,cognitively.any teaching methodology deriating from the concrete aivation is neither posibleA case in point is the English way of negation. We often come across the nor realistic. The correcet atitude we should have is to adopt advanced foreignstatements which are afrmative in form but negative in content, or vice versa.theoriea on the one hand, and build on the strenghe already inherent in the pree-I know bttrt" means" I dont think so" , while" I couldnt fel better" is under- ent teaching framework on the other. In conclusion, since a reading class is bystood as "Im felig great". The fllowing two sentences may also puzle the nature a text - based one, we should go into further study of the constnints exist-Chinese readers:ing between the students and their texts, so a to help them remore the impedi-You could have come at a better time.ments to the communcation between writers and readers, and enable them to beI hope youfe none the worse for that fall from your horse.come efective readers.To Chinese students, English speaking people have a peculiar way of negs-References:tion in the above two sentence. In my clao only eficient readers can understand[1]Smith, F. Understanding Reading[ M]. New York: Holt, Rinchart &the first sentence胡"You have come at a wrong time" and the sccond one as "IWinston. 1971.hope you didnt hurt by the fll from your horse[2]oodman, K. s. Reading: A Paycholinguistic Cuessing Game: JoumalAmbiguity sometines arises when Chinese people and English speaking peo-of the Reading Specialist ,1967.ple look at thing at diferent angles. Look at these sentences:[3]itlewood, w. Communicaive Language Teaching: An Introducion1 was siting behind a pint.[M]. Cambridge: Cambridge University Press. 1981He was not the eldest son of his father for nothing.[4]Belyayev B. V. The payholoy odf Teaching Forcign Languages[ M].In my class, not all students can understand the first sentence 園"I wasOxford: Pergamon Pres. 1963.drinking beerand the second one 8s " He was[5]Scot, M. et al. Using a " Standard Exercise* in Teaching Reading Com-ther" , influenced by their owmn idiomatie way of saying things , Chinese studentsprehension. ELT Joumal,1984.have an inclination to mistake a English idiom for a Chinese one.(作者單位:陜西銅川職業(yè)技術(shù)學(xué)院)(.上接第41頁(yè))對(duì)大學(xué)生來(lái)說(shuō),人際交往情感困惑、學(xué)業(yè)壓力、經(jīng)濟(jì)負(fù)擔(dān)等處 在心理疾患邊緣地位的學(xué)生來(lái)說(shuō),一般的教育和引導(dǎo)已經(jīng)無(wú)法起到有效是引發(fā)負(fù)性情緒的主要方面，學(xué)校可以在人際交往訓(xùn)練、愛(ài)情心理生命意的積極 作用時(shí),專業(yè)心理健康工作人員的干預(yù)和服務(wù)就會(huì)走向前臺(tái),針對(duì)義、逆境生存等方面針對(duì)需關(guān)注的學(xué)生重點(diǎn)開(kāi)展工作.對(duì)處于兩頭的學(xué)生，這一 特殊群體進(jìn)行情緒管理方面的輔導(dǎo)和矯正,專業(yè)人員的及時(shí)介人可有開(kāi)展新生入學(xué)適應(yīng)及畢業(yè)生就業(yè)指導(dǎo)等專題工作。其中尤其要注意對(duì)人效的預(yù)防因負(fù)性情緒 而引發(fā)不良后果。際交往的研究,引導(dǎo)學(xué)生妥善處理各種人際關(guān)系,人際關(guān)系質(zhì)量是影響情參考文獻(xiàn):緒的重要因素,良好的人際關(guān)系會(huì)為自己創(chuàng)造和諧的精神氛圍,緩解心理[1]陳偉偉.大學(xué)生情緒智力的初步研究.浙江教育學(xué)院院報(bào),2005,壓力、調(diào)解心理平衡、保持健康愉快的情緒。-些大學(xué)生的情緒問(wèn)題之所(1):107 -112以越來(lái)越嚴(yán)重,其主要原因之一就是人際關(guān)系質(zhì)量低下,性格孤僻內(nèi)向,挫[2]許若蘭.論大學(xué)生情緒管理和情緒教育.成都理工大學(xué)學(xué)報(bào)(社會(huì)折心理無(wú)處傾訴發(fā)泄,壓抑得不到及時(shí)調(diào)解緩沖所致。因此在情緒管理工科學(xué)版) ,2003 ,1(4):116-118.作中,有很多高校引人相關(guān)的處理人際關(guān)系技巧的課程,教育學(xué)生寬以待中國(guó)煤化工征的研究心理料學(xué)204.2人,真誠(chéng)相處,懂得如何在社會(huì)環(huán)境中獲得-一個(gè)良好的人際關(guān)系。3.對(duì)已被負(fù)性情緒困擾的學(xué)生,提供及時(shí)的心理健康服務(wù)C N M H G學(xué)生心態(tài)的實(shí)驗(yàn)研究.北京建重視對(duì)有情緒困擾學(xué)生的心理輔導(dǎo),充分發(fā)揮高校心理咨詢機(jī)構(gòu)的作筑工程學(xué)院學(xué)報(bào),2003 ,(6):64 -68.用,高校心理咨詢機(jī)構(gòu)是舒緩大學(xué)生情緒問(wèn)題的重要渠道，尤其對(duì)于一些(作者單位:江蘇南通大學(xué))12/2008 89