英语论文网

1.1 Research Background研究背景
Inspiration of the StudyDuring the teaching in college English intensive reading course in ChongqingNormal University in 2010 [English for the students was a foreign language (FL forshort)], the author found some negative phenomena during the teaching time: some ofthe students were not attentive during the class, seemly depressed or lack of interest,while others were a little self-content, as if the teaching content was too simple forthem. Based on classroom observation of other college English intensive readingclasses of this school, the author still found almost the same phenomena occurring inthese classes. The author tried to find some way to solve these problems. After givingthe students some language output tasks such as translation, sentence building,story-retelling and so on, the author discovered that those students who were arrogantbefore seemly became more modest and careful in their learning and the students whowere absent-minded previously became more concentrated. These phenomena inspiredthe author that the application of output tasks in college English intensive reading classwould have many benefits. Thus she did this research, with an aim to find out the exacteffects of the application of output tasks in college English intensive reading teachingand learning.Fundamental Issues about College English Intensive ReadingTeaching(1) Characteristics of College English Intensive Reading ClassS. Flohr (2007: 3) states that the teaching of a text usually consists of promotingthe learners’ literature, language and cultural awareness.Gui Lin (2008:118) states that college English intensive reading is considered asa comprehensive course, with a primary focus on reading.Palmer (Ferris & Hedgcock, 2009: 161) states that intensive reading teachingand learning is to take a text, study it line by line, referring at every moment todictionary and grammar, comparing, analyzing, translating, and retaining everyexpression that it contains.Aebersold and Field (Ferris & Hedgecock, 2009: 161) describe it like this, “Eachtext for intensive reading is read carefully and thoroughly for maximumcomprehension. Teachers provide direction and help before, sometimes during, andafter reading. Students do many exercises that require them to work in depth withvarious selected aspects of the text”.D. R. Ferris and J. Hedgcock (2009:162) put that “The characteristics ofintensive reading teaching include the following aspects: the texts to be studied areselected by the teacher; all students read the same text at the same time and completein-class or out-of-class exercises designed by the teacher; the teacher highlightsspecific linguistic features and content dimensions of the text, introducing andreinforcing selected reading strategies through whole-class instruction and activities.The overriding goal of intensive reading teaching is to build students’ skills andstrategies for reading authentic texts beyond the reading classroom”.Li Funing (You Xiaoye, 2010:123), an English professor at Beijing University,put it: “Because a text consists of content and form, both areas need to be analyzed inthe intensive reading class. The ultimate goal of this course is to make the studentsunderstand the author’s thoughts, attitudes, and feelings through metic