In this article, we first identify one of the most common issues in the teaching of Intetive Reading at teachers’ colleges. That is, in the teaching of Intensive Reading, EFL teachers tend to teach linguistic knowled...In this article, we first identify one of the most common issues in the teaching of Intetive Reading at teachers’ colleges. That is, in the teaching of Intensive Reading, EFL teachers tend to teach linguistic knowledge to such extent that the importance of other language components-sociolinguistic, discourse, and strategic competence diminishes. We then try to analyze the main causative factors which inhibit EFL teachers from imlementing effectively new teaching methods such as Communicative Language Teachillg. Through theoretical discussion, we attempt to present some pedagogical implications for the solution to the problem identified. In conclusion,we comment briefly on the proposed solutions to the problem, hoping to improve the teaching of Intensive Reading at Teachers’ college in China.展开更多
文摘In this article, we first identify one of the most common issues in the teaching of Intetive Reading at teachers’ colleges. That is, in the teaching of Intensive Reading, EFL teachers tend to teach linguistic knowledge to such extent that the importance of other language components-sociolinguistic, discourse, and strategic competence diminishes. We then try to analyze the main causative factors which inhibit EFL teachers from imlementing effectively new teaching methods such as Communicative Language Teachillg. Through theoretical discussion, we attempt to present some pedagogical implications for the solution to the problem identified. In conclusion,we comment briefly on the proposed solutions to the problem, hoping to improve the teaching of Intensive Reading at Teachers’ college in China.