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 knowled...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.展开更多
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 imp...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展开更多
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 qual...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.展开更多
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 c...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.展开更多
To Chinese students who are learningEnglish as a foreign language,the“inten-sive reading”course is of great practicalvalue,especially in the intermediate stage,i.e.senior-middle school or the second orthird year in ...To Chinese students who are learningEnglish as a foreign language,the“inten-sive reading”course is of great practicalvalue,especially in the intermediate stage,i.e.senior-middle school or the second orthird year in college.“Intensive reading”implies the recognition of the configura-tion,pronunciation,grammatical inflexionand strueture of words,sentences,par-agraphs,and the whole text.It strengthens listening and speaking,affordslanguage,content,and models for writing.展开更多
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...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.展开更多
Intensive reading has once come under attack in Mr.Ian Cotton’s article(Cotton,1990).He arguesthat intensive reading contributes nothing to the development of English language teaching andlearning in China.Although,a...Intensive reading has once come under attack in Mr.Ian Cotton’s article(Cotton,1990).He arguesthat intensive reading contributes nothing to the development of English language teaching andlearning in China.Although,as a teacher of intensive reading(IR),I disagree with some of hisconclusions,I think that he makes many relevant remarks about the drawbacks in the teaching ofintensive reading.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
Many students have difficulties in obtaining the globalmeanings of texts.This paper proposes some suggestions on howto help students reach a deeper understanding of texts in intensivereading classrooms within the fram...Many students have difficulties in obtaining the globalmeanings of texts.This paper proposes some suggestions on howto help students reach a deeper understanding of texts in intensivereading classrooms within the framework of modernpsycholinguistics.It mainly discusses the important effect ofprior knowledge on further understanding and provides threemethods to help solve this problem:make good use of pre-reading activities;enrich the students’background information;and analyze the structure of texts.展开更多
IntroductionIn China,the significance of intensive reading in language learning and teaching is known to allconcerned.For a long period of time,roughly halfa century,there have been no great changes in the wayintensiv...IntroductionIn China,the significance of intensive reading in language learning and teaching is known to allconcerned.For a long period of time,roughly halfa century,there have been no great changes in the wayintensive reading is taught.As a result some schools and colleges continue to place too much emphasis onusage rather than use.The teacher spends a great deal of time explaining language points,paraphrasingdifficult sentence structures,and introducing the author’s background.Students,on the other hand,areaccustomed to accepting whatever is presented to them passively.展开更多
This paper is a product of intensive reading teaching reform practice held in Shantou Universityin 1998,under the instruction of Mr.Black(professor of New York City University).It summarises therational and procedures...This paper is a product of intensive reading teaching reform practice held in Shantou Universityin 1998,under the instruction of Mr.Black(professor of New York City University).It summarises therational and procedures we used in the teaching practice of intensive reading.Modes of top-down and bot-tom-up processing are introduced,procedures such as skimming,scanning,careful reading,writing,role-playing,presentation and practice are described,particular importance is attached to group work orpair work.The rationale and procedures we put forward in this paper are not revolutionary but a combi-nation of traditional Chinese teacher-centred mode with contemporary western student-centred approachin the teaching of intensive reading in China.However,they have been proved highly efficient and prac-tical,which makes this paper worth reading.展开更多
The intensive reading class should focus on students’ reading problems and the techniques they need to become efficient readers. A model of reading technique training, including attack skills at the word, sentence an...The intensive reading class should focus on students’ reading problems and the techniques they need to become efficient readers. A model of reading technique training, including attack skills at the word, sentence and discourse level, is presented.展开更多
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 ...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-展开更多
This paper points out the problems existing in the Intensive Reading Course classrooms conducted under the teacher-centred pedagogy and proposes that varied warm-up activities be applied at the beginning of every clas...This paper points out the problems existing in the Intensive Reading Course classrooms conducted under the teacher-centred pedagogy and proposes that varied warm-up activities be applied at the beginning of every class. The purpose is to motivate the students to be active participants in class, provoke communication at different levels, and foster the top-down reading schema, all of which serve to enable the students to become effective readers. The theoretical and applicative considerations of the warm-up activities are discussed in detail in the paper.展开更多
文摘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.
文摘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
文摘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.
文摘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.
文摘To Chinese students who are learningEnglish as a foreign language,the“inten-sive reading”course is of great practicalvalue,especially in the intermediate stage,i.e.senior-middle school or the second orthird year in college.“Intensive reading”implies the recognition of the configura-tion,pronunciation,grammatical inflexionand strueture of words,sentences,par-agraphs,and the whole text.It strengthens listening and speaking,affordslanguage,content,and models for writing.
文摘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.
文摘Intensive reading has once come under attack in Mr.Ian Cotton’s article(Cotton,1990).He arguesthat intensive reading contributes nothing to the development of English language teaching andlearning in China.Although,as a teacher of intensive reading(IR),I disagree with some of hisconclusions,I think that he makes many relevant remarks about the drawbacks in the teaching ofintensive reading.
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Many students have difficulties in obtaining the globalmeanings of texts.This paper proposes some suggestions on howto help students reach a deeper understanding of texts in intensivereading classrooms within the framework of modernpsycholinguistics.It mainly discusses the important effect ofprior knowledge on further understanding and provides threemethods to help solve this problem:make good use of pre-reading activities;enrich the students’background information;and analyze the structure of texts.
文摘IntroductionIn China,the significance of intensive reading in language learning and teaching is known to allconcerned.For a long period of time,roughly halfa century,there have been no great changes in the wayintensive reading is taught.As a result some schools and colleges continue to place too much emphasis onusage rather than use.The teacher spends a great deal of time explaining language points,paraphrasingdifficult sentence structures,and introducing the author’s background.Students,on the other hand,areaccustomed to accepting whatever is presented to them passively.
文摘This paper is a product of intensive reading teaching reform practice held in Shantou Universityin 1998,under the instruction of Mr.Black(professor of New York City University).It summarises therational and procedures we used in the teaching practice of intensive reading.Modes of top-down and bot-tom-up processing are introduced,procedures such as skimming,scanning,careful reading,writing,role-playing,presentation and practice are described,particular importance is attached to group work orpair work.The rationale and procedures we put forward in this paper are not revolutionary but a combi-nation of traditional Chinese teacher-centred mode with contemporary western student-centred approachin the teaching of intensive reading in China.However,they have been proved highly efficient and prac-tical,which makes this paper worth reading.
文摘The intensive reading class should focus on students’ reading problems and the techniques they need to become efficient readers. A model of reading technique training, including attack skills at the word, sentence and discourse level, is presented.
文摘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-
文摘This paper points out the problems existing in the Intensive Reading Course classrooms conducted under the teacher-centred pedagogy and proposes that varied warm-up activities be applied at the beginning of every class. The purpose is to motivate the students to be active participants in class, provoke communication at different levels, and foster the top-down reading schema, all of which serve to enable the students to become effective readers. The theoretical and applicative considerations of the warm-up activities are discussed in detail in the paper.