A Literature Review of Task-Based Language Teaching In College Reading Comprehension – Exploration of Tasks Design to Foster Reading Strategies (Published)
In this study, the writer has conducted a literature review of task-based language teaching in reading comprehension under the framework of the sociocultural theory. The core concepts of sociocultural theory: the zone of proximal development (ZPD) theory, and the scaffolding theory are introduced to justify task-based approach in the reading instruction. Then, the task design are discussed with the Ellis`s task design criteria and reading strategies to show that tasks as the media can be viewed as scaffoldings to promote learners` ZPD.
Keywords: Reading Comprehension, Reading strategies, Sociocultural Theory., Task-Based Language Teaching
Teaching Advanced Reading to Chinese EFL Learners: Problems and Solutions (Published)
Reading class should include both language instruction and reading instruction, but the instruction focus will be different with students of different English proficiency. Even at the advanced level, if students still have language difficulties, teaching reading cannot be a mere task of reading instruction. This study is an action research conducted at Shandong Normal University in China. Through a preliminary investigation problems were identified. Some students did not have an appropriate aim in learning Advanced Reading. Vocabulary and background knowledge caused major difficulties for reading comprehension. They obviously lack the awareness of reading strategies. In order to solve these problems, action was taken in teaching with a focus on training the use of reading strategies. At the end of the ten weeks’ training, data were collected and analyzed. The results show that the training has achieved positive effects.
Keywords: Advanced reading, Chinese EFL learners, Reading strategies, Strategy training
Teaching Advanced Reading to Chinese EFL Learners: Problems and Solutions (Published)
Reading class should include both language instruction and reading instruction, but the instruction focus will be different with students of different English proficiency. Even at the advanced level, if students still have language difficulties, teaching reading cannot be a mere task of reading instruction. This study is an action research conducted at Shandong Normal University in China. Through a preliminary investigation problems were identified. Some students did not have an appropriate aim in learning Advanced Reading. Vocabulary and background knowledge caused major difficulties for reading comprehension. They obviously lack the awareness of reading strategies. In order to solve these problems, action was taken in teaching with a focus on training the use of reading strategies. At the end of the ten weeks’ training, data were collected and analyzed. The results show that the training has achieved positive effects.
Keywords: Advanced reading, Chinese EFL learners, Reading strategies, Strategy training