Research on a Teaching Model of Improving Chinese EFL Learners’Comprehensive [3]
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:8364
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
plays an important part in textual organization and in other words it contributes greatly to the coherence of a text.
Hoey’s theory aims at observing and noting how words come together and organize the text. In reading classes it is better for teachers to try to make use of patterns of lexis to analyze texts in order to improve students’reading and writing ability.
4. The Cultivation of Stylistic Awareness in Text
In English teaching, it is very necessary for teachers to cultivate students’ English thinking mode which is different from Chinese one. As we know that culture not only lies in the content of texts but also can be seen in the form which the text takes. Thus, Chinese writers encode Chinese culture; American writers encode American culture and so on. The cultural variability in text structuring can be seen in many different kinds of discourse. In Chinese letters of request the reason for the request commonly precedes the request itself, while in English the reverse order is typical. Thus, the Chinese order used in English appears unordered, while the English order in Chinese appears abrupt. So in classes teachers must point out the features of different kinds of English discourse in order to help improve their students’ writing ability.
According to DENG Yan-chang (2001: 101), there are some stylistic differences in English and Chinese writing. Narration and description in Chinese seem to be a bit more ornate, or “flowery”, than in English. In persuasive writing such as social or political
essays and editorials, English-speaking writers tend to be less militant in tone and language than most Chinese. The idea is to let the facts speak for themselves. So in such types of writing they seldom use such phrases as “we must”, “we should not”, “it is absurd”. However, in Chinese articles writers tend to use them. In English discourse general-specific pattern is the most popular way which reflects the linear thinking mode of westerners, and however, in Chinese discourse metaphorical and indirect way is usually found, which reflects the spiral thinking mode of Orientals.
Awareness of the above-mentioned Chinese-English differences in writing style can help students improve their writing skills as well as their reading skills. In this way, students can write an English article of both linguistic and social appropriateness.
5. The Close Combination of Reading with Listening and Speaking
In reading classes, we find it very necessary to form students’ evaluative judgments about what they have read. This after-reading process could be conducted by students’ oral presentation about the text. In this way, students can make use of the context of the text to practice oral communication. For example, in reading classes after learning the text “Going Home”, students were asked some questions around the text, for instance:
(1) What do you think Vingo (the protagonist) had done that got him in prison?
(2) What do you think he wanted to do after his release?
(3) Did Vingo feel certain that his wife would accept him and still wait for him on the bus?
(4) What made him know that he was forgiven and welcomed home?
(5) What does the yellow ribbon symbolize? What did it mean to Vingo?
By means of the questions the conversation between the teacher and students can be made and most students tend to be interested in the discussion as far as the topics in text they just learnt are concerned. Therefore, students can imp
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