IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from w...IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.展开更多
It has long been argued that little or no classroomattention is given to vocabulary(Carter,1987;Zim-merman,1997),whereas the opposite might be saidof Chinese tertiary English majors.But problems stillremain:Does more ...It has long been argued that little or no classroomattention is given to vocabulary(Carter,1987;Zim-merman,1997),whereas the opposite might be saidof Chinese tertiary English majors.But problems stillremain:Does more time spent on vocabulary teachingand learning prove effective?Does more attentionneed to be paid to the quality of teaching and learningof vocabulary?To answer these questions,I argue inthis article for a balance of quality and quantity of at-tention to vocabulary development.In the first partof the article,I present five common procedures invocabulary teaching and learning in Chinese collegesand universities and analyse the reasons for the low ef-ficiency in vocabulary teaching and learning.In thesecond,I put forward three techniques—a semanticmapping activity,creating meaningful contexts andusing an integrated approach in teaching and learningvocabulary.展开更多
文摘IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.
文摘It has long been argued that little or no classroomattention is given to vocabulary(Carter,1987;Zim-merman,1997),whereas the opposite might be saidof Chinese tertiary English majors.But problems stillremain:Does more time spent on vocabulary teachingand learning prove effective?Does more attentionneed to be paid to the quality of teaching and learningof vocabulary?To answer these questions,I argue inthis article for a balance of quality and quantity of at-tention to vocabulary development.In the first partof the article,I present five common procedures invocabulary teaching and learning in Chinese collegesand universities and analyse the reasons for the low ef-ficiency in vocabulary teaching and learning.In thesecond,I put forward three techniques—a semanticmapping activity,creating meaningful contexts andusing an integrated approach in teaching and learningvocabulary.
