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说明：摘要：阅读被认为是可理解输入的主要来源之一，它在二语习得中发挥着重要的作用。而真实的阅读材料为语言学习者提供真实的语言环境，使得学习者更接近目的语文化，这是非真实材料不能比拟的。因此，利用真实材料进行泛读是一个有效的习得二语的手段。
现在高中课本中的泛读材料是专为第二语言学习者而设计，经过改写简化的语篇某种程度上缺乏真实性。高中泛读教学过程中强调对大量阅读练习的操练而缺乏真实性的投入。另外，人们存在一种直觉--第二语言水平是使用第二语言成功阅读的前提，中学生的英语水平有限，使用真实材料可能对中学生有难度，因此，很多人认为在中学英语教学中很难实现对真实语言材料的泛读。为此，笔者试图在所教授的FEC中外合作班级的英语泛读教学中使用真实的材料，以检验学生是否能够读懂真实的语言材料，以及对真实材料的泛读能否提高学生的阅读动机和改进学生的阅读策略。
本文研究介于描述性研究和实验性研究之间。实验的控制组和实验组被试是60名高二FEC中外合作班级中英文水平为中等程度以上的学生。在课内外，实验组被试只阅读真实的材料，而控制组被试只阅读非真实的材料。笔者控制了自变量—阅读材料。之后，笔者从前测、后测、问卷中收集数据，并从学生周记和访谈来获取有价值的信息。实验前两个组被试的英语水平无显著差异，但经过了30周的训练，结果显示：实验组被试的自信心和兴趣提高了，阅读策略增强了，从而检验并支持了上述的三个假设。笔者相信，本研究在高中英语泛读教学中、甚至在中国背景下的英语学习中，都具有一定的理论价值和实践意义。
关键词：真实材料；泛读；动机；阅读策略
Abstract ：Reading, as a source of comprehensible input, plays an important role in Second Language Acquisition. And authentic reading materials, which offer a real language environment for second language learners, bring them closer to the culture of the target language. In that sense, authentic materials are unrivaled by non-authentic materials in helping learners develop language proficiency. Therefore extensively reading authentic materials is an effective way to the second language acquisition.
Nevertheless, reading materials in English textbooks for Chinese learners, especially those for middle school students lack authenticity because they are specially designed for those alleged “under-competent” learners, and the extensive reading activities in senior middle schools often lack authentic involvement as the students are for the most part engaged in doing exercises for reading comprehension rather than authentic reading process. In addition, there exists a common intuition that the L2 proficiency is the prerequisite for L2 reading performance and that the limited command of English of middle school students as well as the difficulty levels of authentic reading materials makes it almost impossible to apply authentic materials in extensive reading activity in senior middle schools. In that case, the author attempted to use authentic materials in extensive reading activity in English in FEC (Sino-New Zealand Friendly Experimental Class), a class jointly run by a Chinese and a New Zealand school, to see whether those students could understand authentic reading materials in English, and to see whether this kind of extensive reading activity could improve the students’ reading motivation and their reading strategies.
This thesis involves both descriptive study and experimental study. The subjects of the experimental group (EG) and the control group (CG) are 60 FEC students, with their English proficiency of intermediate-and-above levels. In and outside class, EG only read authentic materials while CG only read non-authentic materials, and the author controlled the independent variable---the reading materials. Amount of valid data are collected through pretests, posttests and a questionnaire, and much valuable information are acquired through weekly book reports and interviews. No obvious difference was found about the English levels between the two groups before the experiment, but after the 30-week training sessions, the result revealed that the self-confidence and interest in the subjects of EG are much improved and they had developed certain reading strategies. It can be said that the experiment verifies and supports the three assumptions that the author put forward. It’s believed that this research is of theoretical value and practical significance for extensive reading activity in English in senior middle school classes, and for that matter, for Chinese students’ English learning.
Key word: authentic material; extensive reading; motivation; reading strategy
Chapter One Introduction
The Input Hypothesis, which is put forward by Krashen in the late 1970s, states that comprehensible input is the real key to acquiring a language. Krashen and Terrell (1983: 131) also suggest that “reading may also be a source of comprehensible input in a second language”. Therefore, a large amount of comprehensible reading is a good way to acquire a second language. And the researchers of Second Language Acquisition claim that the second language can be acquired through subconscious processes in a natural linguistic environment. Communicative Approach of Language Teaching proposes that language will be acquired only when it is utilized so that the communicative ability is developed. Extensively reading authentic materials, which provides an interaction between the reader and the authentic foreign words, will make it possible for a second language learner to come closer to the culture of the target language and subconsciously acquire the target language in a natural setting. It is the authenticity of reading materials in language learning that draws our attention and this thesis studies the application of authentic materials to extensive reading activity in middle schools.
目录：Chinese AbstractI
AbstractII
Chinese SynopsisIV
SynopsisVI
Chapter One Introduction1
1.1 Drawbacks of the present English reading activity in China’s schools1
1.2 Purposes of the present study2
Chapter Two Literature Review and Theory5
2.1 Authentic materials5
2.2 Extensive reading9
2.3 Krashen’s input hypothesis and application of authentic materials in ER14
Chapter Three Research Design16
3.1 Hypothesis16
3.2 Subject16
3.3 Activity arrangement17
3.4 Reading materials18
3.5 Data collection instruments of the study20
3.6 Procedure22
3.7 Result23
Chapter Four Results and Analysis24
4.1 Quantitative evidence from FCE Exam24
4.2 Results of MRQ27
4.3 Qualitative evidence from weekly book report28
4.4 Qualitative evidence from interview33
4.5 Results of questionnaire on the students’ attitudes and reading strategies35
Chapter Five Discussion38
5.1 The feasibility of authentic materials’ ER in senior middle school38
5.2 The effect on the students’ motivation in EFL learning39
5.3 The effect on the students’ reading strategies41
Chapter Six Conclusion44
6.1 Findings44
6.2 Pedagogical implication45
6.3 Limitation and assumption for future research47
References49
Appendix 1 The Result of 2005 FCE Reading Exam(Prestest)53
Appendix 2 Reading Instruction55
Appendix 3 A List of Authentic Materials for the EG56
Appendix 4 A List of Non-authentic Materials for the CG57
Appendix 5 Self-report Questionnaire for Motivation58
Appendix 6 The Samples of Weekly Book Report59
Appendix 7 Questionnaire on the Students’ Attitudes and Reading Strategies62
Appendix 8 Interview Questions63
Appendix 9 The Result of 2006 FCE Reading Exam(Posttest)64
Statementi
Acknowledgementsii
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作者点评：This concluding chapter will summarize the major findings of the study, probes into the pedagogical implication, and proposes the limitations of the study and suggestions for further research in this area.
6.1 Findings
Nuttall (1982: 36) states that “the best way to improve your knowledge of a foreign language is to go and live among its speakers. The next best way is to read extensively in it”. The empirical evidence of the current study obviously demonstrates that after the subjects of the EG had received large quantities of comprehensive input with less anxiety, namely, the ER of authentic materials. With the help of schema theory, and use of variable and efficient reading strategies, they not only understood the authentic materials, but also obviously improved their reading ability overall. Vice versa, the successful experiences of the subjects of the EG in reading authentic materials resulted in the growth of the reading motivation. They read authentic materials on their own initiative. Such regrets about not continually reading made the author experience the positive impact the ER of authentic materials had on students. The one reason for boosting the students’ motivation in reading is that enjoyable and familiar authentic materials within the linguistic level of the readers met their various needs in terms of content, language, culture, and training in reading strategies. The other reason is the favorable climate, where reading was valued not only as an educational tool, but as a source of enjoyment.
Furthermore, accuracy and fluency in writing, and writing styles of the students in the EG positively improved according to the author’s observation. The subjects of the EG tended to use appropriate words, natural sentence structures, and informal writing style, while the subjects of the CG produced unnatural and complicated sentences in an attempt to write in a more formal style. Although the current study doesn’t aim at reading-writing relationship, several researches (Elley & Mangubhai, 1983; Elley, 1991; Hafiz & Tudor, 1989; Lai, 1993; Tsang, 1996; Mason & Krashen, 1997) have confirmed that writing performance is positively related to reading.
