IntroductionAs the SMSTT(Senior Middle School Teachers Training)trainees enter the Communicative classroomwith a history of eight years of learning and teaching English in the Traditional Approach(Grammar-Translation ...IntroductionAs the SMSTT(Senior Middle School Teachers Training)trainees enter the Communicative classroomwith a history of eight years of learning and teaching English in the Traditional Approach(Grammar-Translation and Audiolingual)behind them,they are confronted with the problem of transition andadaptation.In the early stages of trying to change from traditional to the communicative approaches,theyface the issue of Instruction Comprehension.Instruction Comprehension(IC)means the skill of identifying a given task’s aims and requirements andthen deciding on how best to do the task within the time allowedIC will be discussed in the following sequence:a description of the problem,an analysis of its causes anda set of strategies to tackle the problem.展开更多
Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom tea...Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.展开更多
文摘IntroductionAs the SMSTT(Senior Middle School Teachers Training)trainees enter the Communicative classroomwith a history of eight years of learning and teaching English in the Traditional Approach(Grammar-Translation and Audiolingual)behind them,they are confronted with the problem of transition andadaptation.In the early stages of trying to change from traditional to the communicative approaches,theyface the issue of Instruction Comprehension.Instruction Comprehension(IC)means the skill of identifying a given task’s aims and requirements andthen deciding on how best to do the task within the time allowedIC will be discussed in the following sequence:a description of the problem,an analysis of its causes anda set of strategies to tackle the problem.
基金supported by the Excellent Teacher Cultivation Program of UESTC under Grant No.Y02025023701051
文摘Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.
