Implementing Cooperative Learning in Intensive Reading Course for Chinese Learners of English

Studies on Cooperative Learning （CL） have demonstrated advantages and effectiveness of employing strategies of CL on English as a Second Language （ESL）. This report presents the processes of CL implemented in two English intensive reading courses at a Chinese university. The purpose is to arouse the students＇ awareness of working in groups in their English reading classroom and to enhance their reading comprehension at tertiary level. The results show that students can adapt to small group work when they realize the benefits brought to them. Although positive effectiveness of CL is prevalent at any levels in educational contexts, benefits of CL on ESL are not deeply cultivated as expected, particularly for Chinese learners of English and some problems can also be found in implementing CL. As the emphasis of curriculum of English Language Teaching （ELT） in China has been on developing students＇ competence in communication in English, it is necessary for teachers to adopt CL in classroom instructions rather than teacher-centered approaches.

Techniques of Activating Textbooks for Intensive Reading

This paper presents four teaching techniques of activating the textbook for intensive reading which include:injecting contemporary elements into the text,relating the text to students' life,questioning about the text challengingly and ingeniously,and spicing up the text.

Implementation of Reading Strategies in Intensive Reading of Colleges

College students have more difficulty in Intensive Reading course resulting from their language proficiency.Therefore,reading strategies should be focused on in intensive reading to help college students to lower the threshold of the course aswell as facilitate stu dents'performance in intensive reading.

On Vocabulary Teaching in Intensive Reading

In Chian,intensive reading is one of the main methods for teaching English in colleges.One feature of the textbooks is that they all have large quantities of new words in each text,so vocabulary is one of the most important aspects of this,course.At the beginning of thisterm,I made a survey among students who entered our college last term.To the question"What is the greatest problem in your English studies”,18 out of the 21 students answeredthat they could not remember new words——vocabulary.This,to some extent,suggeststhat our approaches to vocabulary teaching should be

Guiding Students To Read Actively in Intensive Reading Class

This article reviews the background and problems in the teaching of intensive reading (IR) to the students with non English majors and proposes some activities for improving the teaching and learning process of the IR classroom. It is expected that with some applicable and effective activities, the teacher can help students read actively and grow into effective and independent readers.

Research into the Application of Mind Map in English Intensive Reading Classes

Mind map has been widely recognized as an effective teaching and learning tool in all levels of education. This paper, based on the writer’s teaching practice, aimed to investigate the potential use of mind map in English intensive reading classes of college students, and found that it could help students to understand and memorize the main ideas and important details of reading materials in a systematical way.

Application of Stylistics in English Intensive Reading

Stylistic study concerns itself with the situational features that influence variations in language use,the criterion for the classification of language variety,and the description and interpretation of the linguistic features and functions of the main varieties(both literary and non-literary) of a language.At present,it is still a controversial topic about the difference between the literature and the non-literature.Actually,the boundary between the literary and the non-literary is not very clear,but vague.If we apply the language of exquisite AD to the literature class and discuss them together with poetry,its "literariness" and "aesthetic value" will not be less awe-inspiring.

Integrating Communicative Extensive Reading into Intensive Reading Course

With in-depth analysis of possible problems in Chinese traditional intensive reading courses,corresponding solutions are proposed according to the prevailing communicative practices in reading classes internationally to cope with the instruction-dominant and product-ended pedagogy in intensive reading course in China's Mainland.To integrate communicative extensive reading projects into intensive reading courses is believed applicable in the domestic context of teaching English reading with its strength in encouraging more exposure to authentic target language,in developing intrinsic motivation of learners and therefore enhancing learners' overall reading competence.

A Discussion of Intensive Reading Teaching of College English

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Vocabulary Acquisitionin Intensive Reading for EFL Learners

As an important component of intensive reading teaching, vocabulary teaching not only ties up with the quality of intensive reading, but also with the students'skills of listening, speaking, reading and writing. After discussing the place of vocabulary teaching in intensive reading, this essay provides several proposal strategies according to the current problems in vocabulary teaching in intensive reading class in China. And then it narrates that students'ability of vocabulary acquisition and cognition depends on adopting various and flexible teaching strategies and repetition.

YOU CAN' T SEE THE FOREST FOR THE TREES!"──REFLECTIONS ON THE TEACHING OF INTENSIVE READING AT TEACHERS' COLLEGES IN CHINA

In this article, we first identify one of the most common issues in the teaching of Intetive Reading at teachers’ colleges. That is, in the teaching of Intensive Reading, EFL teachers tend to teach linguistic knowledge to such extent that the importance of other language components-sociolinguistic, discourse, and strategic competence diminishes. We then try to analyze the main causative factors which inhibit EFL teachers from imlementing effectively new teaching methods such as Communicative Language Teachillg. Through theoretical discussion, we attempt to present some pedagogical implications for the solution to the problem identified. In conclusion,we comment briefly on the proposed solutions to the problem, hoping to improve the teaching of Intensive Reading at Teachers’ college in China.

Reflection on the Final-term Intensive Reading Test in a Secondary Vocational School

This article begins with a brief description of a final-term intensive reading test for students in a secondary vocational school in Shaoxing;then it argues about the test's validity and reliability.Most significantly,it discusses the backwash effect of the textbook-based test in students' learning process.Finally,a conclusion is drawn that a final achievement test like this is valid,reliable and applicable to vocational students.Consequently,the textbook-based test is recommended for secondary vocational students(SVS)in their EFL learning.

Teaching Intensive Reading Communicatively

The course of Intensive Reading is one of the key courses for the students who major in English at the tertiary level in China. This paper presents the writers＇ experiment of the communicative approach adopted in the course and discusses its effectiveness. The experiment focuses on the teaching of texts. The effectiveness of the approach is discussed drawing on the analysis of the questionnaire.

Integrative Interpretation of Textual Coherence and Teaching of College English Intensive Reading

The text-based and reader-based are two contrasting groups of approaches existed in the field of textual coherence study.On the basis of the integration of the two kinds of approaches,an integrative interpretation of the nature of coherence is proposed,that is,coherence is both a text-related and reader-related phenomenon.In order to construct coherent interpretation of text meaning more efficiently,readers should not only be able to identify and use text-immanent coherence cues,but also be capable of drawing coherence-related information by perceiving the contextual features and by engaging actively in activating their background knowledge and in using their cognitive skills.Coherence construction based on the integrative interpretation is the key to success in reading comprehension,so it can generate important pedagogical implications in the college English intensive reading classroom.

The Application of "Infiltration" Intercultural Communication Teaching in English Intensive Reading Teaching

Due to the general promotion of the new English curriculum standards,the training of students'intercultural communication skills has become the main goal of the current English teaching reform.In English teaching,reading teaching includes all aspects of English country customs,human accidents,political diplomacy,etc.The intensive reading of English reading helps students to understand the culture of English-speaking countries.Therefore,in order to improve the quality of English intensive reading in China,starting from the important role and main principles of"infiltration"intercultural communication teaching in English intensive reading teaching,to explore the application of"infiltration"cross-cultural communication teaching in English intensive reading teaching.

Using Culture Penetration and Culture Aside in Teaching Culture in College English Intensive Reading Course

Teaching culture is an indispensable part of English teaching.Teachers should teach western cultures along with teaching linguistic knowledge itself.In college English intensive reading class due to heavy workload,tight schedule and large classes,culture teaching,to certain degree.,seems hard to be realized.In this article,the authors introduce two practical,flexible and user-friendly methods: culture penetration and culture aside which can help teachers to teach culture in intensive reading class so that to improve students' intercultural awareness and competence.

Change of Teachers' Roles in the Intensive Reading Class

This paper gives an account of characteristics of the intensive reading in English teaching, and change of teachers’ roles in the learner-centered teaching approach. Suggestions are put forward as to how to be a qualified teacher in the intensive reading class accordingly.

GUIDING STUDENTS TO READ ACTIVELY THROUGH INTENSIVE READING

This article reviews the background and problems in theteaching of intensive reading (IR) to the students with non-English majors and proposes some activities for improving theteaching and learning process of the IR classroom. It is expectedthat with some applicable and effective activities, the teachercan help students read actively and grow into effective andindependent readers.

IN DEFENCE OF INTENSIVE READING

In his article‘Why Intensive Reading Hinders the Development of Both English Language Teachingand English Language Learning in China’.Ian Cotton.a British lecturer in Chongqing University,concludes thai the teaching method of Intensive Reading(IR)in China is mainly responsible for the,comparatively low level of Chinese students skills in listening and speaking.He believes IRcontributes nothing to the development of English language teaching and learning in China.Such aconclusion,in my.opinion,is extreme and does not reflect the actual situation of ELT in China.Infact.IR has proved to be an effective teaching method to improve students’English.The question ishow to use the method effectively.

TEXTS FOR INTENSIVE READING IN CHINA: AN ANALYSIS

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.