阅读课教师必须区分精读和泛读。前者一般来说是慢速的;而后者是快速的,其目的是获取对所读课文的总体理解。现在,泛读被之泛地使用和称赞,它被认为是一种者一系列的活动,其目的是“培养良好的:阅读习惯,巩固词汇和语法结构知识,而且或增进对阅读的爱好”(Richards等1985100)。在我教阅读课的西蒙,博利瓦大学Univer-sidad Simon Bolivar),新生报告说,阅读对他们而言就是把印好的英语材料译成他们的母语——西班牙语。这也许意味着大部分只具备一些不甚牢固的中学英语能力的学生,只能逐词阅读,既不会喜爱阅读,也读的不多,对英语课文理解也不够透彻——恰似Nuttal(1982)描述的关于不良读者恶性循环的一系列特点。在西蒙·博利瓦大学,教师们普遍认为,我们的任务就是带 Reading class teachers must distinguish between intensive and extensive reading. The former is generally slow; the latter is fast, the purpose of which is to gain a general understanding of the text that is read. Now that generalization is widely used and praised, it is considered a series of activities aimed at “developing good habits of reading, consolidating knowledge of vocabulary and grammatical structures, and enhancing the interest in reading” (Richards et al. 1985100). At Simon Leivat, Simon Bolivar, the University of Bolivar where I taught reading, the freshmen reported that for them to read, the printed English material was translated into their native language, Spanish. This may mean that most students who have only some weak middle school English proficiency can only read word by word. They neither read nor read very much, nor do they fully understand English texts - just as Nuttal (1982 ) Describes a series of characteristics about the vicious cycle of bad readers. At Simon Bolivar, teachers generally agree that our task is to bring