In Chinese EFL context,reading course is considered as the most important way to acquire linguistic skills compared with other skills such as listening,speaking and writing.In university,the students whose majors are ...In Chinese EFL context,reading course is considered as the most important way to acquire linguistic skills compared with other skills such as listening,speaking and writing.In university,the students whose majors are non-English need to take part in CET 4(College English Test Band 4)which is closely relevant to bachelor degree or a promising prospect if they are able to pass the test with a high score.Therefore,a large amount of time is devoted to reading by English learners,while what most of the teachers tend to do is focusing on drills of grammatical rules,sentence analyzing and word memorization,neglecting the part that the students actually have to apply in the real context.It should be noted that reading plays a vital role in the daily life,such as"to get information,to respond to curiosity about a topic,to follow instructions,to perform a task,for pleasure,amusement,and personal enjoyment;to keep in touch with friends and colleagues;to know what is happening in the world;and to find out when and where things are"Rivers&Temperley(1978:187).Additionally,readers can get enjoyment through reading,which can be embodied in various aspects such as reading stories,novels,or poems and so on.However,to some extent,reading has become a way to gain knowledge or pass examination for EFL learners.The common reading problems of the students in my context will be identified in this essay.Meanwhile,it is generally believed that most of the students have no motivation at all in terms of reading.How can reading be taught efficiently and effectively?Considering the features of the students in Chinese university context,what kind of approaches should be the most suitable?展开更多
The purpose of designing the assessment is to drive curriculum development and learning,and to promote students’inference making ability when reading at the college level.The focal construct of this study is inferenc...The purpose of designing the assessment is to drive curriculum development and learning,and to promote students’inference making ability when reading at the college level.The focal construct of this study is inference making based on text information and the reader’s background knowledge.Therefore,reading in the assignment means reading between the lines to learn the implied underlying meaning.This study applies a principled,theory-based approach to develop reading assessment.Test specification is made at the end.展开更多
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
文摘In Chinese EFL context,reading course is considered as the most important way to acquire linguistic skills compared with other skills such as listening,speaking and writing.In university,the students whose majors are non-English need to take part in CET 4(College English Test Band 4)which is closely relevant to bachelor degree or a promising prospect if they are able to pass the test with a high score.Therefore,a large amount of time is devoted to reading by English learners,while what most of the teachers tend to do is focusing on drills of grammatical rules,sentence analyzing and word memorization,neglecting the part that the students actually have to apply in the real context.It should be noted that reading plays a vital role in the daily life,such as"to get information,to respond to curiosity about a topic,to follow instructions,to perform a task,for pleasure,amusement,and personal enjoyment;to keep in touch with friends and colleagues;to know what is happening in the world;and to find out when and where things are"Rivers&Temperley(1978:187).Additionally,readers can get enjoyment through reading,which can be embodied in various aspects such as reading stories,novels,or poems and so on.However,to some extent,reading has become a way to gain knowledge or pass examination for EFL learners.The common reading problems of the students in my context will be identified in this essay.Meanwhile,it is generally believed that most of the students have no motivation at all in terms of reading.How can reading be taught efficiently and effectively?Considering the features of the students in Chinese university context,what kind of approaches should be the most suitable?
文摘The purpose of designing the assessment is to drive curriculum development and learning,and to promote students’inference making ability when reading at the college level.The focal construct of this study is inference making based on text information and the reader’s background knowledge.Therefore,reading in the assignment means reading between the lines to learn the implied underlying meaning.This study applies a principled,theory-based approach to develop reading assessment.Test specification is made at the end.
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.
