Outside Class Reading Contributes to English Learning --A Survey of Non-English Major University Students＇ Opinions on the Relation between Outside Class Reading in English and English Learning

The writer makes a survey among her students to know their opinions on the relation between outside class reading in English and English learning. After the analysis of the results, this paper points out that outside class reading plays a positive role in English learning. Furthermore, some suggestions are made in the end.

Teachers’Questioning Strategies in Reading Class—the Perspective of Adaptation

Teachers’questioning is one of the crucial means for classroom interaction.This study attempts to explore teachers’questioning strategies in reading class from the perspective of Adaptation Theory.It is found that the effective questioning can be realized in teachers’adaptation to their roles,the features of students and the features of reading courses.

＂Flipped Class Mode＂ Applied to Reading and Writing Class With WeChat APP

With the development of computer, technology way of language teaching has experienced great changes. In the past, the methods of language teaching mainly focus on the direct method, the grammar-translation, audio-lingual, the structure approach, communicative language teaching, community language learning, task-based language learning, etc. These methods start and develop with the need and application of some theories. At the present time, the computer is widely used in every field and the Internet is compulsory of daily life, especially more and more students use the WeChat APP. So the way of teaching language is changing accordingly. This paper is to analyze the new way of language teaching, the flipped class model, and how it is used with WeChat APP. The first part is the general introduction of the flipped class model, the second part is the application of the flipped class model to reading and writing classes, and the third part is the use of WeChat APP in the cell phone.

Help Build up Self-directed Learners in Reading Class-- An Evaluation between Two Pedagogic Approaches： Medium and Mediation

This paper evaluates the two pedagogic views, medium and mediation through practices in EFL reading class. The superiority of mediation view to medium view is accessed in that mediation can allow for the making of self-directed learner which focuses on learner-centered basis as against teacher-centered basic proposed by medium. In addition, the role of teacher and learner should be more mutually constructive in the making of self-directed learner. But it is also necessary for the teacher to design series of tasks to facilitate and inspire the process, and help students develop certain strategies for better problem solving and decision making.

Teaching Reading Comprehension in Large Classes

English language classes in most Chinese universities are bound to be large because of the phenomenal expansion, in students＇ enrollment. Thus, most English language teachers are confronting the challenge of teaching larger classes than before. The main purpose of this article is to state the main problems of teaching English reading comprehension that lie in the large classes and analyze how to overcome the constraints caused by the fact of having many different students in the large class. The goal of this article is to show it is possible to create an interactive learning environment in large English intensive reading classes.

TEACHING STRATEGIES IN ENGLISH MAJOR COLLEGE STUDENTS TEACHING — HOW TO HAVE A SUCCESSFUL INTENSIVE READING ENGLISH CLASS

How to have a successful Intensive reading English class? The teacher should possess a lot of practice based on the theory of second language acquisition and teaching strategies. This paper mainly discusses the way of how to manage Intensive English classes in the perspective of teaching approach, class design and teaching procedure, etc. The three aspects are associated with each other very closely. If the teacher can combine these three factors successfully, he can be regarded as a competent teacher.

TOWARDS A REALIZATION OF AN HOLISTIC MODEL OF TEACHING READING IN THE EFL CLASS IN CHINA

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.

A Study of Lesson’s Application of Input Hypothesis

This essay aims to analyse the Input Hypothesis and its application in a Chinese college reading class.The first part will briefly introduce the main concepts and effectiveness of the Input Hypothesis and elaborate on its implication for practice.The second part will analyse and reflect the hypothesis in a reading class at university level according to the implication of the Input Hypothesis.

TEACHERS' ROLES IN THE EXTENSIVE READING CLASS

Ⅰ. Introduction. Today, in most English teaching classes, owing to the popularity of the student-centered teaching approach, the traditional teacher-centered teaching approach has gradually lost its dominating place. As far as extensive reading classes are concerned, this is no exception. The more communicative student-centered approach has been popularly adopted. As a result, the teachers’ roles in the reading classes are changing accordingly. A qualified teacher should be prepared to take different roles at different stages of teaching. Jeremy Harmer has pointed out that a teacher can be expected to act, for example, as a controller, an assessor, an organizer, a prompter, a participant and as a resource (Harmer, 1983). In

HOW TO GET STUDENTS TO TALK IN AN INTENSIVE READING CLASS

Some suggestions on how to encourage students to take an active part in oral communication activities in the intensive reading class. 1. Introduction A common complaint among teachers today is that "My students won’t talk. " To avoid the frustrations of a non-communicative conversation class, teachers should work at setting up the students for "real" com-