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-language students mentioned byabove experts is called students' CT in related researches abroad.Literature retrieval results show that the research about CT abroad, with arelatively sound grounding, has achieved several theoretical frameworks(Facione, 1990, 1998,2000; McPeck, 1981; Ennis, 1985; Paul & Elder,2003), whereas researches of this aspect at home are still inadequate atpresent. It can be found from Google scholar that in recent years, thestudy of CT has the trend of gradual increase, but far from generalsignificant discovery or conclusion. Moreover, the topic of currentarticles involving foreign-language majors' thinking features are limitedto the cultivation of foreign-language majors' CT or the influence ofmother-tongue thinking on foreign-language writing, empirical researchesinto the development status of English majors' CT after the innovation ofteaching model are few. And again, empirical studies on English majors'CT under the new teaching model RCWTM are scarce.

Chapter One Literature Review

In recent years, English majors' CT has always been the centre of thecontroversy. And again, there is growing concern among researchersabout the status of English majors' CT, and some related researches havebeen conducted to observe the features of English majors' CT. Thischapter provides a brief review of the literature relevant to this paper.

1.1 Conventional Teaching Model and Reading-commenting-writing Teaching Mode
lIn order to have a clear distinction between Conventional TeachingModel and Reading-commenting-writing Teaching Model, this sectionwill provide a brief introduction of them.

1.1.1 Conventional Teaching Model
Teachers are in the central part in the Conventional Teaching Model(CTM). They confer knowledge to their students by explaining, writingon blackboard as well as using some kinds of simple media and studentsjust receive the knowledge passively. In other words, the teachers justunilaterally output knowledge in class, so CTM lack of teacher-studentsinteraction and interaction among students. Under the CTM, a group of English masters are cultivated, such as Xu Guozhang, Wang Zuoliang, etc.However, its serious disadvantages can not be ignored. The English classin which teachers play a dominant role neglects students' roles as a maincognitive part, so it is unfavorable to the growth of creative talents withinnovative thinking and ability. As early as in 1999, He Qixin (1999:26)criticized our foreign-language teaching in his article “Some Opinions onForeign Language Undergraduate Education Reform", saying that in theprocess of language skills training, imitation and memorization are oftenemphasized while the cultivation of students' thinking ability, innovativeability and ability to analyze problems and come up with pointsindependently is neglected. The current Syllabus for English Major(2000:12) has put forward some specific requirements in terms ofcultivating English majors' thinking ability by stating that, with the aim toenhance the cultivation of students' thinking and innovative ability, theinstruction of major courses should consciously train students' multiplethinking ability such as analysis and synthesis, abstraction andsummarization and analyzing problems from different angles as well asinnovative ability such as discovering and solving problems. Therelations between the training of language s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。