With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount i...With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount inBusiness English teaching and learning.And their reading abilityis often assessed by a text of reading comprehension.However,from my experience as a college teacher ofBusiness English,I have noticed some problems among studentswho have little knowledge of business.They seem to readBusiness English materials at a slower rate and with lessunderstanding than general English materials.Then there is the question:is Business English reading"simply"a problem of language competence? Or are there anyother more important factors?This article is an investigation into the effect of backgroundknowledge on Business English reading comprehension.Thestudy attempts to assess to what extent L2 readers might beaffected because of their lack of a background schematapresupposed by the author by comparing the test results of twopassages comparable in language lightness or heaviness.Morecomparable passages like these can be used in investigating intothe rival effects of background knowledge and linguisticcompetence.The implications of comprehension theory for L2pedagogy are discussed and suggestions for Business Englishteaching is put forward.展开更多
This paper discusses the question of how to teach word-formation knowledge effectively. To achieve a better result, teachers may not only be interested in the form, meaning and function of a certain word part, but als...This paper discusses the question of how to teach word-formation knowledge effectively. To achieve a better result, teachers may not only be interested in the form, meaning and function of a certain word part, but also in such aspects as the determining factor which governs the choice of variant forms and the various changes brought about by the word-formation process. When teaching word parts, teachers are advised to pay attention to their usefulness and productiveness and draw their learners’ attention to various linguistic patterns. A tentative procedure is suggested for the effective teaching of word-formation knowledge.展开更多
文摘With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount inBusiness English teaching and learning.And their reading abilityis often assessed by a text of reading comprehension.However,from my experience as a college teacher ofBusiness English,I have noticed some problems among studentswho have little knowledge of business.They seem to readBusiness English materials at a slower rate and with lessunderstanding than general English materials.Then there is the question:is Business English reading"simply"a problem of language competence? Or are there anyother more important factors?This article is an investigation into the effect of backgroundknowledge on Business English reading comprehension.Thestudy attempts to assess to what extent L2 readers might beaffected because of their lack of a background schematapresupposed by the author by comparing the test results of twopassages comparable in language lightness or heaviness.Morecomparable passages like these can be used in investigating intothe rival effects of background knowledge and linguisticcompetence.The implications of comprehension theory for L2pedagogy are discussed and suggestions for Business Englishteaching is put forward.
文摘This paper discusses the question of how to teach word-formation knowledge effectively. To achieve a better result, teachers may not only be interested in the form, meaning and function of a certain word part, but also in such aspects as the determining factor which governs the choice of variant forms and the various changes brought about by the word-formation process. When teaching word parts, teachers are advised to pay attention to their usefulness and productiveness and draw their learners’ attention to various linguistic patterns. A tentative procedure is suggested for the effective teaching of word-formation knowledge.
