英语论文网

ulous butaccurate analysis of the language”. In a word, the original intent of intensive readingwas to develop students’ analytical reading capacities.Qin Xiubai (Qin Xiubai & Cui Ling 2008:3), an editor of New Century CollegeEnglish Course Book Series (Which is the text book for college English intensivereading class in Chongqing Normal University) in China, states that “English intensivereading course is also called integrated English course. It is the key course for collegeEnglish learners. The contents of the text are about basic linguistic knowledge such asphonology, grammar, lexical, textual structure, figure of speech, and moral and culturalknowledge the text reflects”.To sum up, college English intensive reading class has generally the followingcharacteristics: reading text is provided as the teaching and learning material; there arevarious kinds of knowledge such as linguistic, literary, moral and cultural knowledgewithin the text; the text should be taught and learned elaborately; and the students’reading skills are cultivated during the teaching and learning process.Based on the author’s own teaching experience in one college English intensivereading class and her classroom observation in other 20 college English intensivereading classes in Chongqing Normal University, the following phenomena werediscovered: these intensive reading teaching classes were usually under the traditionalteaching model— input-based teaching, the teaching method applied in these classeswere mainly grammar translation method; the teachers were usually the dominatespeakers in the class, the students were usually passive listeners; the students’ attentivestatus was not good—usually the students could only focus their attention on theclassroom learning about 15 minutes per period, in more than half of each period, mostof the students did small talks, slept, or did other study-irrelevant things; the wholeclass was always a boring, tedious and depressed or a chaotic one at that time.

1.2 Purpose of the Study研究目的
Since the teaching effects of the previous college English intensive reading classwas not satisfactory as the author observed, so the author of this paper proposes theapplication of output tasks in college English intensive reading teaching, tends toexamine the effects of output tasks on college English intensive reading teaching andlearning based on one term’s empirical study, with an aim to explore a good way forcollege English intensive reading teaching.

1.3 Significance of the Study
Output theories were put forward quite recently, focusing on the studies of thefunctions of language output on second language acquisition (The varied beneficialfunctions would be discussed later in this paper). Maybe because of the young age ofthese theories, the researches about the application of these theories in Englishteaching were very few (The related studies still will be discussed later). Up till now,the author hasn’t found any research having been done about the application of OutputTheory in college English intensive reading teaching. On the other hand, as discussedbefore, college English intensive reading course is a very important course for collegeEnglish learners. However, based on the author’s own observation in some collegeEnglish intensive reading classes, the teaching effects were not satisfactory. Thus, theauthor conducts this research, with an aim to discover the effects of o