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ey turned for help to neighboring Indians， who taught them how to plant corn and other crops. The next fall's bountiful harvest inspired the Pilgrims to give thanks by holding a feast. The Thanksgiving feast became a national tradition -- not only because so many other Americans have found prosperity but also because the Pilgrims' sacrifices for their freedom still captivate the imagination. To this day， Thanksgiving 　　dinner almost always includes some of the foods served at the first feast: roast turkey， cranberry sauce， potatoes， pumpkin pie. Before the meal begins， families or friends usually pause to give thanks for their blessings， including the joy of being united for the occasion. 　　为了达到最佳的关联效果，减少学生在对信息进行处理时的费劲程度，教师在学生阅读完首篇文章后为他们讲解分析词义，如，fall这个词在本文中意为“秋天”，其同义词为“autumn”；而“dinner”的近义词有“feast”“meal”；“crop”与“potato”及“pumpkin”等词可以构成上下义关系。在释义之后，教师继续引导学生，完成整篇文章的阅读理解。其后，教师可再为学生布置同一主题的文章，其目的是巩固所学词汇，增加更多新的词汇，并从不同视角全面了解感恩节的历史及由来。此时，教师可以不为学生在文章中做出任何标记，同时要求学生在阅读过程中找出所学词汇和它们的同义词、近义词、反义词、上下义词以及派生词等。　　II.Thanksgiving USA 　　Thanksgiving falls on the fourth Thursday of November， a different date every year. 　　The American Thanksgiving holiday began as a feast of thanksgiving in the early days of the American colonies almost four hundred years ago. 　　In 1620， a boat filled with more than one hundred people sailed across the Atlantic Ocean to settle in the New World. This religious group had begun to question the beliefs of the Church of England and they wanted to separate from it. The Pilgrims settled in what is now the state of Massachusetts. Their first winter in the New World was difficult. They had arrived too late to grow many crops， and without fresh food， half the colony died from disease. The following spring the Iroquois Indians taught them how to grow corn (maize)， a new food for the colonists. They showed them other crops to grow in the unfamiliar soil and how to hunt and fish. 　　In the autumn of 1621， bountiful crops of corn， barley， beans and pumpkins were harvested. The colonists had much to be thankful for， so a feast was planned. They invited the local Indian chief and 90 Indians. The Indians brought deer to roast with the turkeys and other wild game offered by the colonists. The colonists had learned how to cook cranberries and different kinds of corn and squash dishes from the Indians. To this first Thanksgiving， the Indians had even brought popcorn. 　　In following years， many of the original colonists celebrated the autumn harvest with a feast of thanks. 　　　　上面两篇标识出来的同一主题的文章，体现了词汇的重复率和内容的相近性，同时也显示出长短和侧重点的不同。学生可以通过逐步阅读越来越长和复杂的有关联的文章，切实达到习得词汇，提高理解能力的目的。　　六、需要注意的学习和指导方法　　总的来说，在关联理论指导下的窄式阅读，无论是对于自学者还是教学者都是一种操作性很强的习得语言的有效途径。对于窄式阅读的学习方法，StephenKrashen曾提出过4条建议：一是降低阅读的难度标准；二是不必介意快速推进及转入更复杂的语言资料；三是如果书籍和杂志的内容太过于枯燥和难懂，可以把它们抛开重新寻找新的资料；四是随身携带书籍，随时阅读。显然，StephenKrashen的几点建议是为自学者而提出的，但是同时也给外语教师如何实施教学以启示。在教学过程中，教师从选材到教学应该注意的是：一是要选择那些能够激发学生学习兴趣的素材；二是阅读素材要由易到难，逐渐过渡到相近领域；三是阅读材料应该极大程度地实现关联；四是基于运用关联理论进行窄式阅读教学的目的性，阅读可以迅速推进；五是为学生介绍运用关联理论进行学习的方法，让他们能够随时随地学习，并提升自学能力。　　著名的语言学家StephenKrashen在其二语习得研究成果中，还谈到了“i+1”理论，即习得语言的最好途径就是不断输入比他们现在语言水平稍高一点的语言信息。运用了关联理论的窄式阅读正是由于它符合了人类的认知过程，才能成功地帮助语言学习者克服词汇记忆困难，逾越句法、篇章的理解障碍，成为自学者和教学者学习外语不可或缺的手段。　　　　参考文献：　　［1］ Krashen， Stephen. Second Language Acquisition and Second Language Learning［M］. New York: Pergamon Press，1981:100-127 　　［2］Krashen， S. The Case For Narrow Listening［J］. System， 1996， 24(1): 97-100. 　　［3］Kreshen，S.The Case for Narrow Reading［J］. Language Magazine， 2004， 3(5)