高中英语阅读理解中词汇障碍的消除

高中英语阅读理解中词汇障碍的消除

摘要：高中英语教学中，阅读理解是高考中考查学生词汇量、语法、英语综合运用能力的有效途径。但学生在做阅读理解时常常苦于不认识生词，把握不了文章主旨，解题效率不高。因此，本文简要探讨如何帮助学生消除阅读理解中的词汇障碍，从而提高学生的综合阅读能力。

关键词：高中英语；阅读理解；词汇障碍

1影响学生阅读理解的因素

1.1基础知识掌握不够

1.1.1词汇量不多。学生阅读时遇到的第一困难就是生词。学生掌握的词汇量的越大，在阅读过程中碰到的问题就越小。反之，词汇量越少，学生就越难读懂文章，曲解词语的含义，误解语句意思。

1.1.2语法掌握不牢。目前，有人认为英语教学工作要尽量淡化语法，因此，学生就以为语法不重要，学不学都无所谓。其实，学习语法知识，有助于学生理解英语文章中的常用结构或篇章结构。若这些知识掌握得不好，就会造成学生对英语句子或段落进行语法分析的能力较差，不利于阅读理解。

1.1.3习语了解少。习语是人们在生活实践中积累、提炼出的一种固定短语或短句，类似我国的成语、俗语。由

于高中学生没有很好的途径接触英语，导致对习语的掌握更少。

1.2文化背景知识的欠缺，不利于阅读理解

做好阅读理解，不仅要求学生掌握一定的词汇量、语法知识，更需要他们对英语国家的文化背景知识有所了解。

1.3不良的阅读习惯

学生在阅读时存在过多依赖语法分析、查字典、复读次数过多等不良习惯。

2消除词汇障碍，提高阅读理解能力

2.1丰富学生的词汇量

英语学习中，词汇是很重要的一环。学生要掌握科学的词汇记忆方法，首先要了解英语的构词法。英语词汇一般分为五种：基本词、合成词、缩略词、拼缀词、转类词。

基本词：即不可再分的词。尽管在英语词汇中比重较小，不过其出现频率偏高，需要专门进行记忆。

缩略词：该类词分为两种，一种是在原有词语的基础上加工，缩略其中部分字母，形成新词。比如，phone=telephone，auto=automobile，ad=advertisement；第二种缩略词是将词组中的每个词语的首字母连起来，形成新词，比如，UN=United Nations，USA=United States of America.

拼缀词：将两个词进行剪接，取其中一部分，构成新

词。比如，medicare=medical+care.

2.2在阅读理解中突破生词障碍

高中阅读理解中，每一篇文章都会有几个生词，甚至有的生词还很多。怎样在规定的时间内保证阅读理解的答题量和准确率，这需要学生有一定的猜词技巧。常用的猜词技巧一般有下列几种：

2.2.1根据语境猜词。从内容上讲，每篇文章中的句子都不是绝对孤立的，它都和所在段落及全文有所关联。因此，学生要善于根据上下文语境提供的相关情境及线索，通过合乎逻辑的综合分析来推测生词的含义。

2.2.2利用文中的解释或列举。在阅读文章过程中，尽管有的生词很陌生，但它后面常常都用一些句子或短语对其进行解释说明。因此，我们要善于从生词的周围去找它的含义。

2.2.3利用同义或同位关系。英文文章中常常有同义词出现，一个可能很常见，另一个可能很陌生。不过，通过揣摩语境是可以猜测出来的。同位关系，一般采用同位语或同位语从句对其进行解释及说明。

2.2.4利用关联词，把握语句的实际含义。一般要根据关联词来确定各语句、段落之间的实际逻辑关系，以提高阅读速度。通常关联词有以下6种：转折关系：but，however，although，in spite of，nevertheless.顺序关系：first，

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