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 t...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.展开更多
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....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 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...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.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.
文摘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
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 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.
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.
