悉尼学派语类教学法对大学英语写作教学之启示——“以读促学”与王初明“以写促学”的结合

Implications of Sydney School's Genre Pedagogy for College English Writing Instruction in China:A Combination of Reading to Learn and Writing to Learn

本文通过引介悉尼学派基于语类的支架式学术读写能力教学法,介绍了语类教学法的理论来源、理论发展和教学步骤,进而结合David Rose的"以读促学"与王初明的"以写促学",倡导一种将交互与支架构建融于课堂的读写结合教学新模式,并探讨其对我国大学英语写作教学的指导意义。

This paper introduces the theoretical background, the theoretical development, and the teaching procedures of genrebased scaffolding academic literacy pedagogy of the Sydney School and advocates a new literacy teaching approach which pays particular attention to interaction and scaffolding in class, by combining David Rose＇ s Reading to Learn and Churning Wang＇ s Writing to Learn. Finally, it discusses the implications of this approach for college English writing instruction in China.