Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. ...Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.展开更多
One of the major trends in the reform of English language teaching is the application of network technologies. This paper discusses the application of social network sites in building an interactive English reading co...One of the major trends in the reform of English language teaching is the application of network technologies. This paper discusses the application of social network sites in building an interactive English reading community under the guidance of the constructivist learning theory and its influence on the learners＇ English reading. This SNS-aided reading community puts the students as the center and the teacher the guide, embodying students＇ subjectivity, equality, and interactivity. The study shows that the interactive English reading community can motivate students to read, improve their reading skills, and thus develop a new SNS-aided English reading model for English learners.展开更多
Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient...Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient linguistic background knowledge, still suffer from inability to comprehend a reading text. It is held that there is no shortage of studies in reading; however, there seems to be no systematic framework through which learners can incorporate the vast array of factors involved in the reading as an interaction. To solve this problem, this paper aims to postulate a framework whereby readers are systematically exposed to and engaged in interacting with all the local and global meaning-making resources that make up a text as an instance of discourse on the basis of systemic genre. As any text of a different genre has a different goal achieved through a series of particular elements each with distinct discoural and linguistic realizations, this paper introduces a flexible scaffold for readers to interact with reading text from a discoursal perspective working out the overall purpose of the text as a particular genre, identifying the obligatory elements employed to accomplish that goal, getting to know a series of activities being talked about, discovering their logical and semantic relationships, and finally figuring out their grammatical structures. This framework can be applied to other language learning and teaching skills as well as translation.展开更多
In this study, the author investigated insights of 15 college students majored in English as they explored their own use of annotation strategy and how they applied this strategy in effective reading process. As an ac...In this study, the author investigated insights of 15 college students majored in English as they explored their own use of annotation strategy and how they applied this strategy in effective reading process. As an action research, the report is an attempt to explore the role played by annotation in reading comprehension in English as a Foreign Language （EFL） classrooms. By means of learner diaries, the researcher found that annotation, as an efficient writing-to-learn strategy, is able to help EFL learners to research a deeper level of engagement and to encourage active reading. The findings also suggest that reading strategy training can be integrated with reading tasks in the EFL classrooms.展开更多
The purpose of designing the assessment is to drive curriculum development and learning,and to promote students’inference making ability when reading at the college level.The focal construct of this study is inferenc...The purpose of designing the assessment is to drive curriculum development and learning,and to promote students’inference making ability when reading at the college level.The focal construct of this study is inference making based on text information and the reader’s background knowledge.Therefore,reading in the assignment means reading between the lines to learn the implied underlying meaning.This study applies a principled,theory-based approach to develop reading assessment.Test specification is made at the end.展开更多
Elaborate explanations of word definitions and word distinctions are the usual practice in reading class in China. This paper proposes a 3P method in vocabulary learning and teaching which includes vocabulary preview,...Elaborate explanations of word definitions and word distinctions are the usual practice in reading class in China. This paper proposes a 3P method in vocabulary learning and teaching which includes vocabulary preview, vocabulary processing, and vocabulary practice, aiming for a better knowledge of vocabulary and a better comprehension of the text.展开更多
Introduction The Sino-British Friendship Scholarship Scheme (SBFSS) is co-sponsored by the Chinese and British governments and Sir Yue-gang Pao in Hong Kong to send Chinese scholars to study in Britain. Each year a la...Introduction The Sino-British Friendship Scholarship Scheme (SBFSS) is co-sponsored by the Chinese and British governments and Sir Yue-gang Pao in Hong Kong to send Chinese scholars to study in Britain. Each year a large number of candidates are selected by the State Education Commission and dispatched to three intensive language training centres attached to Beijing Languages Institute, Shanghai Foreign Studies University and Chengdu University of Science and Technology for pre-departure ELT training. At the end of the training period, the trainees are required to take the International English Language Testing System (IELTS) test administered by the British side. Here at CUST, we focus on an interactive approach to training, particularly for reading.展开更多
文摘Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.
文摘One of the major trends in the reform of English language teaching is the application of network technologies. This paper discusses the application of social network sites in building an interactive English reading community under the guidance of the constructivist learning theory and its influence on the learners＇ English reading. This SNS-aided reading community puts the students as the center and the teacher the guide, embodying students＇ subjectivity, equality, and interactivity. The study shows that the interactive English reading community can motivate students to read, improve their reading skills, and thus develop a new SNS-aided English reading model for English learners.
文摘Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient linguistic background knowledge, still suffer from inability to comprehend a reading text. It is held that there is no shortage of studies in reading; however, there seems to be no systematic framework through which learners can incorporate the vast array of factors involved in the reading as an interaction. To solve this problem, this paper aims to postulate a framework whereby readers are systematically exposed to and engaged in interacting with all the local and global meaning-making resources that make up a text as an instance of discourse on the basis of systemic genre. As any text of a different genre has a different goal achieved through a series of particular elements each with distinct discoural and linguistic realizations, this paper introduces a flexible scaffold for readers to interact with reading text from a discoursal perspective working out the overall purpose of the text as a particular genre, identifying the obligatory elements employed to accomplish that goal, getting to know a series of activities being talked about, discovering their logical and semantic relationships, and finally figuring out their grammatical structures. This framework can be applied to other language learning and teaching skills as well as translation.
文摘In this study, the author investigated insights of 15 college students majored in English as they explored their own use of annotation strategy and how they applied this strategy in effective reading process. As an action research, the report is an attempt to explore the role played by annotation in reading comprehension in English as a Foreign Language （EFL） classrooms. By means of learner diaries, the researcher found that annotation, as an efficient writing-to-learn strategy, is able to help EFL learners to research a deeper level of engagement and to encourage active reading. The findings also suggest that reading strategy training can be integrated with reading tasks in the EFL classrooms.
文摘The purpose of designing the assessment is to drive curriculum development and learning,and to promote students’inference making ability when reading at the college level.The focal construct of this study is inference making based on text information and the reader’s background knowledge.Therefore,reading in the assignment means reading between the lines to learn the implied underlying meaning.This study applies a principled,theory-based approach to develop reading assessment.Test specification is made at the end.
文摘Elaborate explanations of word definitions and word distinctions are the usual practice in reading class in China. This paper proposes a 3P method in vocabulary learning and teaching which includes vocabulary preview, vocabulary processing, and vocabulary practice, aiming for a better knowledge of vocabulary and a better comprehension of the text.
文摘Introduction The Sino-British Friendship Scholarship Scheme (SBFSS) is co-sponsored by the Chinese and British governments and Sir Yue-gang Pao in Hong Kong to send Chinese scholars to study in Britain. Each year a large number of candidates are selected by the State Education Commission and dispatched to three intensive language training centres attached to Beijing Languages Institute, Shanghai Foreign Studies University and Chengdu University of Science and Technology for pre-departure ELT training. At the end of the training period, the trainees are required to take the International English Language Testing System (IELTS) test administered by the British side. Here at CUST, we focus on an interactive approach to training, particularly for reading.
