英语论文网

(cognitive academic languageproficiency) and ESP (English for specific purposes). In accordance with TeachingRequirements of College English Curriculum, there are three purposes of CollegeEnglish teaching: 1) Language ability: develop learners’ basic skills of listening,speaking and writing, improve their English communication competence and focus ontheir ability to apply English to study their majors. 2) Cultural ability: further enhance learners’ intercultural communication awareness and ability so as to form amultidimensional thinking style. 3) Comprehensive quality: foster learners’ ability ofautonomous learning, gaining knowledge, independent thinking and innovativepractice, and meanwhile establish the idea of lifelong learning. However, TeachingProgram of College English focuses on basic language skills, which requires studentsto master a certain number of vocabulary and to achieve a certain speed of listening,speaking, reading, writing and translating. In the meantime, different universitiesregulate their teaching programs with diverse pReferences, depending on the differentneeds of universities’ features. There are few universities combining TeachingProgram of College English with the program of cultural teaching.

Chapter Two Literature Review

This chapter mainly addresses the theoretical framework of EFL reading as wellas intercultural communication competence which the author intends to combine.Besides, the author reviews some literature on intercultural approaches to teachingEFL reading.

2.1 Theories about Teaching EFL Reading

2.1.1 Bottom-up Model
In English teaching, bottom-up model is widely used in both listening andreading. Different scholars have given different definitions to this model. Brown(2000) defined it in a metaphorical way that came from computational modelling oflanguage understanding: learners think of the processing of incoming discourse as thecombination of several kinds of activities. In one part of the processing, the meaningsof the words and structures of the sentences are worked out by the learners who thenbuild up composite meanings for the sentences — this is bottom-up processing. H.Douglas Brown (2001) claimed that bottom-up processing proceeds from sounds towords, then to grammatical relationships, then to lexical meanings, etc., to a final“message”. In Grabe and Stoller’s view (2005), bottom-up approach suggests that allreading follows a mechanical pattern in which the learner creates a piece-by-piecemental translation of the information in the text, with little interference from thelearner’s own background knowledge.

Chapter Three Empirical Research............. 30-41
    3.1 Methodology ..........30-37
    3.2 Results and Major Findings.......... 37-41
Chapter Four Discussion of Improving Students’ Intercultural Communication Competence..........41-57
    4.1 Application of Top-down Model ..........41-44
        4.1.1 Teaching Cultural Background..........41-43
        4.1.2 Cultural Schema.......... 43-44
    4.2 Application of Bottom-up Model .......... 44-50
        4.2.1 Pronunciation and Culture..........45-46
      &nbs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。