英语论文网

ding areboth social in nature. Often, classrooms are set up in such a way that they are like factories;ready to mass-produce learners with the same educative experiences and knowledge (Luke &Freebody, 1997). Teachers need to support their students’ acquisition and learning throughproviding an environment where discussion and thought are valued. Discussion, that is, in thesense that is student-directed. Students should have the opportunity to talk with each otherwithout excessive interference from the teacher cueing them or posing questions to answerabout setting, plot, or other literal questions. Traditionally, the structure of the classroomfocused on individual learning. The case studies in this report suggest that teachers andschools need to re-think the way classrooms are structured. Vygotsky (1986), as well as others,discuss the importance of learning from one another. Learning and reading are social in nature(Wink & Putney, 2002) and thus should be considered when structuring classrooms. Learnersneed opportunities to learn from one another and to read with one another—in pairs or insmall groups rather than isolated from others’ thoughts, opinions, and understandings. Whenlearners are able to talk about and share their thoughts, they are more likely to feel that theirlearning is relevant and meaningful.

 

6.3 Limitations of the Study
Although the positive aspects of the experiment have been seen from the data analyzed,the limitations of the study should be mentioned from the following aspects:1) Subjects of the study were restricted in one major of one Vocational College, whichlimited the universality of the result of the study. In addition, although many examples weretaken into the class teaching by EFL teacher in the experiment, the majority of the readingmaterial was from the textbook of New Century English.2) The study period was a bit short in which the duration of the experiment only lasted forone semester. With longitudinal study, more data can be collected to help assess the efficiencyof the students’ reading comprehension with the intertextual reading approach.3) The experiment design was not detailed enough, such as other factors were not takeninto consideration in the three tests and more tests should be taken to check students’ readingability.

 

6.4 Suggestions for Further Study
From the above analysis of study, researcher should pay more attention to the followingaspects in further research：1) For the teachers, the frequent studying about the latest theory development on“intertextual reading” model domestic and abroad. The “intertextual reading” model canbenefit the EFL teachers a lot. Teachers should not only continue to strengthen theoreticalstudy, but also test theories in practice, absorb and internalize new and utilizable content.Only in this way can the EFL teaching be brought in line with the advanced level. And inpractice of teaching, teachers should pay more attention to the existing background schemataof every student and make sure the students can make intertextual links from the teachers’“intertextual reading” model teaching .2) In the procedure of the experiment the teachers and the students should be sensitive tothe change of their roles in the reading process. The teacher will never dominate the teachingclass and the students should actively involve themselves in the reading process to discuss andchange ideas with their cl本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。