The teaching of reading in the EFL class in China is supposed to be the most important course forEnglish learners in colleges and universities because it is expected to fulfil two tasks:the develop-ment of reading ski...The teaching of reading in the EFL class in China is supposed to be the most important course forEnglish learners in colleges and universities because it is expected to fulfil two tasks:the develop-ment of reading skills and the development of language skills.The former set of skills is assigned tothe course called Extensive Reading,which is top-down oriented,and,like the top-down model be-fore 1980’s,its emphasis on the language competence such as syntax and vocabulary often leads to"wild guessing"and misunderstanding.Another reading course,Intensive Reading,is supposed to beresponsible for the latter set of skills.This bottom-up manner of reading often results in word-to-word reading and also causes miscomprehension.The Holistic Model of Reading,as developed on thebasis of interactive models with particular concern over the Chinese learning environment,attemptsto combine the two courses into one and the result,as our studies show,turns out to be promising.展开更多
Introduction In China, Intensive Reading is the most important course for freshman and sophomore English majors; it dominates the English curriculum for non-majors. This has been the case for several decades, and in f...Introduction In China, Intensive Reading is the most important course for freshman and sophomore English majors; it dominates the English curriculum for non-majors. This has been the case for several decades, and in fact has become deep-rooted in the minds of learners and teachers.展开更多
IntroductionMost teachers and students in China are quite familiar with the term‘extensive reading’,but how itshould be taught still remains a problem.This paper covers the aims of extensive reading and the methodsa...IntroductionMost teachers and students in China are quite familiar with the term‘extensive reading’,but how itshould be taught still remains a problem.This paper covers the aims of extensive reading and the methodsand materials used in the course.Then some practical suggestions will be given to make the course moreinteresting and efficient.According to Dzao(1990).extensive reading is‘the course where other reading skills-speed,predictionand making inference-can be developed,’and‘where there is practice in geting the gist,in summarisingmain ideas,in understanding the author’s purpose and theme...’.So the aims of this course are todevelop general reading skills,the ability,to read quickly and to grasp the main ideas of the text.Toachieve these,students must enlarge their vocabulary,so this is also regarded as one of the aims.展开更多
The State Education Commission’s Senior English Syllabus(1993) (SETS) stipulates precisely that English teaching shouldplace a primary emphasis on cultivating students’ reading ability.However, it seems most middle ...The State Education Commission’s Senior English Syllabus(1993) (SETS) stipulates precisely that English teaching shouldplace a primary emphasis on cultivating students’ reading ability.However, it seems most middle school English teachers cannotsee its value. This article will argue that it is essential to high-light reading in middle school English teaching and it also offerssome suggestions for doing so.展开更多
一、导言希伯来圣经中的《创世记》第1 1章记载了一个'巴别塔'(Tower of Babel)故事。传统上这个故事常常被解释之为人类语言的多样性以及人类迁徙的推源故事(aeteology)。但学术界早已注意到这种阅读视角存在问题,它削弱了多...一、导言希伯来圣经中的《创世记》第1 1章记载了一个'巴别塔'(Tower of Babel)故事。传统上这个故事常常被解释之为人类语言的多样性以及人类迁徙的推源故事(aeteology)。但学术界早已注意到这种阅读视角存在问题,它削弱了多样性语言和多元性文化的价值,并把它们看作是上帝对人类心高气傲的惩罚。此阅读视角下的《圣经》中的上帝非常奇怪,而且被看作为是一位胆小、容易受惊的神明,虽然高居天庭却害怕人类,不能容忍人在地上建造一个高大到可以'塔顶通天'(11∶4)的建筑物。把'混乱语言'和'分散人类'(1)解释为众多语言之起源和多元社会诞生,这个基本观点一直被认为是'因为人对上帝自恃不敬而受到的审判'的结果(2),甚至一些经文鉴别学者也坚持这种观点。展开更多
文摘The teaching of reading in the EFL class in China is supposed to be the most important course forEnglish learners in colleges and universities because it is expected to fulfil two tasks:the develop-ment of reading skills and the development of language skills.The former set of skills is assigned tothe course called Extensive Reading,which is top-down oriented,and,like the top-down model be-fore 1980’s,its emphasis on the language competence such as syntax and vocabulary often leads to"wild guessing"and misunderstanding.Another reading course,Intensive Reading,is supposed to beresponsible for the latter set of skills.This bottom-up manner of reading often results in word-to-word reading and also causes miscomprehension.The Holistic Model of Reading,as developed on thebasis of interactive models with particular concern over the Chinese learning environment,attemptsto combine the two courses into one and the result,as our studies show,turns out to be promising.
文摘Introduction In China, Intensive Reading is the most important course for freshman and sophomore English majors; it dominates the English curriculum for non-majors. This has been the case for several decades, and in fact has become deep-rooted in the minds of learners and teachers.
文摘IntroductionMost teachers and students in China are quite familiar with the term‘extensive reading’,but how itshould be taught still remains a problem.This paper covers the aims of extensive reading and the methodsand materials used in the course.Then some practical suggestions will be given to make the course moreinteresting and efficient.According to Dzao(1990).extensive reading is‘the course where other reading skills-speed,predictionand making inference-can be developed,’and‘where there is practice in geting the gist,in summarisingmain ideas,in understanding the author’s purpose and theme...’.So the aims of this course are todevelop general reading skills,the ability,to read quickly and to grasp the main ideas of the text.Toachieve these,students must enlarge their vocabulary,so this is also regarded as one of the aims.
文摘The State Education Commission’s Senior English Syllabus(1993) (SETS) stipulates precisely that English teaching shouldplace a primary emphasis on cultivating students’ reading ability.However, it seems most middle school English teachers cannotsee its value. This article will argue that it is essential to high-light reading in middle school English teaching and it also offerssome suggestions for doing so.
文摘一、导言希伯来圣经中的《创世记》第1 1章记载了一个'巴别塔'(Tower of Babel)故事。传统上这个故事常常被解释之为人类语言的多样性以及人类迁徙的推源故事(aeteology)。但学术界早已注意到这种阅读视角存在问题,它削弱了多样性语言和多元性文化的价值,并把它们看作是上帝对人类心高气傲的惩罚。此阅读视角下的《圣经》中的上帝非常奇怪,而且被看作为是一位胆小、容易受惊的神明,虽然高居天庭却害怕人类,不能容忍人在地上建造一个高大到可以'塔顶通天'(11∶4)的建筑物。把'混乱语言'和'分散人类'(1)解释为众多语言之起源和多元社会诞生,这个基本观点一直被认为是'因为人对上帝自恃不敬而受到的审判'的结果(2),甚至一些经文鉴别学者也坚持这种观点。
