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
This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulti...This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulties encountered by the L2 learners in the process of acquiring listening skills and competence in an attempt to find out how these problems are related to classroom teaching, and their implications for pedagogical classroom practice.展开更多
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.
文摘This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulties encountered by the L2 learners in the process of acquiring listening skills and competence in an attempt to find out how these problems are related to classroom teaching, and their implications for pedagogical classroom practice.
