Research on a Teaching Model of Improving Chinese EFL Learners’Comprehensive [2]
论文作者:WANG Jian-kun论文属性:短文 essay登出时间:2009-03-31编辑:黄丽樱点击率:8363
论文字数:2010论文编号:org200903312229322908语种:英语 English地区:中国价格:免费论文
关键词:comprehensivecommunicative competencereading courseteaching modelteaching
n teaching a text about manners, teachers can explain the differences of manners between Chinese and western people before the text explanation. On explaining a text, teachers can integrate the content of the text with the relevant culture. Take Contemporary College English published by Foreign Language Teaching and Research Press as an example. In Lesson 12, Book 1, there is a sentence “Several states later I was still thinking about the hitchhiker.” In China, most students could not comprehend the full meaning of “hitchhiker”. Therefore, teachers should explain the meaning based on American culture. Language teaching and culture teaching are closely related to each other and should not be separated. The meaning of a sentence must be understood on the basis of cultural tradition and social conventions. With this kind of accumulation over a long period of time, students will be much more interested in English-learning and will diminish the pragmatic failures in their intercultural communication.
In the teaching process, a teacher can compare the culture of target language with that of native language, for instance, both English and Chinese words have their own symbolic meanings. In the west “white” is a symbol of purity; girls wear white clothes in their wedding, but Chinese people wear white in funerals. Chinese people like to say “east, south, west and north”, while English takes this order “north, south, east and west”. Thus by contrast, students can have an awareness of the different cultures represented by the two languages.
3. Text Analysis Approach to Reading
Text analysis can be carried out on two aspects: how idea is developed and how words are arranged to achieve the coherence and cohesion of text. This approach not only contributes to students’ reading ability but also writing ability. The organizational patterns of a text involve in theme and support. According to Widdowson (1996: 136), the pattern of text can be illustrated as follows:
In addition, LIU Chen-dan(1999: 129-137) thinks that concrete textual patterns include: (1) problem-solution pattern; (2) claim-counterclaim pattern; (3) narrative pattern; (4) general-specific pattern. The above can be seen as devices for developing learners’ awareness of the structure of text. Meanwhile, it is also very necessary for teachers to guide their students to judge the text type of an article. The most common text types include narration, description, exposition and argumentation.
Cohesion and coherence are two obvious features of discourse. According to Michael Hoey, lexical cohesion is the main part to create texture. He (2001: 10) points out that the study of cohesion in text is to a considerable degree the study of patterns of lexis in text. He refers to lexical cohesion as one kind-repetition, which includes simple lexical repetition, complex lexical repletion, simple paraphrase, complex paraphrase and some other ways of repetition. Other ways of repetition include Superordinate and hyponymic repetition (such as the superordinate “flower” including hyponyms: rose, daffodil, tulip, chrysanthemum, daisy, dandelion, carnation, etc.). According to Hoey, a link occurs when there is a repetition of an item in a text. And a bond is formed only when there are no less than three links between two sentences. In other words, any two sentences are connected as packages of information if they share at least three points of repetitions. This lexical patterning
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