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A Study of Applying Interactive Approach in Intensive English Reading Teaching in China

Received: 8 February 2019     Accepted: 11 March 2019     Published: 25 March 2019
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Abstract

The ability to communicate effectively in English remains one of the well-established goals in English Language teaching. The essential interactive nature is the key to communicative competence. Given the fact that Chinese students learn English in an EFL setting, classroom language teaching becomes all the more valuable. Intensive reading course has been considered one of the comprehensive courses and a must for college students for decades in China. This paper, based on a quantitative research which offers a glimpse of the current situation of Intensive Reading Teaching in China, first addresses the role of language teacher and that of students in an interactive classroom and then addresses the significance of the application of interactive approach to the college Intensive Reading class, and finally proposes some feasible approaches to the language classroom teaching to better facilitate students’ learning and use of foreign language by providing a sample class for illustration.

Published in Education Journal (Volume 8, Issue 2)
DOI 10.11648/j.edu.20190802.11
Page(s) 36-45
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Interactive Approach, Intensive English Reading Teaching, Learner-Centered

References
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[2] Harmer, J. (2000). How to Teach English. Beijing: Foreign Language Teaching and Research Press. 69-70.
[3] Jigang Cai (2001). A study of a new approach to the teaching of college English. Foreign Language World, 85 (5), 72-77.
[4] Jigang Cai (2003). Why should we revolutionize the traditional College English teaching? China University Teaching. (11), 25-30.
[5] Linhua Che (2007). A Study on Classroom Interaction in College Intensive Reading Teaching. Thesis in Jiangxi Normal University. 6-70.
[6] Jie Gao (2017). An exploration of “students-students interaction” mode in teaching Intensive English Reading. Education for Chinese After-school (Theory), (27), 91.
[7] Hui Wang (2018). On Multi-dimensional interactive teaching mode in college integrated English teaching. Journal of Guangxi Normal University for Nationalities, 35 (04), 139-141.
[8] Dong-yan, Jiang (2018). An interactive teaching mode for the course of integrated English in the context of mobile internet. Journal of Jilin Engineering Normal University. 34 (8): 71-73.
[9] Peijian (Paul) Sun, Rui (Eric) Yuan (2018). Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students. Interactive Learning Environments, 26 (2), 189–205.
[10] Yinhua Li. (2002). College English Integrated Course 3. Shanghai: Shanghai Foreign Language Education Press.
[11] Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[12] Littlewood, W. (1981). Communicative Language Teaching. Cambridge: Cambridge University Press.
[13] Allwright, R. L. (1984). The importance of interaction in classroom language learning, Applied Linguistics. 5 (2), 157.
[14] Hedge, T. (2002). Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press. 13-202.
[15] Linhua Che (2007). A Study on Classroom Interaction in College Intensive Reading Teaching. Thesis in Jiangxi Normal University. 6-70.
[16] Widdowson, H. G. (1999) Aspects of Language Teaching. Shanghai:Shanghai Foreign Language Education Press. 185.
[17] Ellis, Rod (1999). Understanding Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press. 147.
[18] Widdowson, H. G. (1999). Aspects of Language Teaching. Shanghai:Shanghai Foreign Language Education Press. 185.
[19] Tony Wright (2005). Classroom Management in Language Education. Houndmills Palgrave Macmillan. 369.
[20] Littlewood, W. (1981). Communicative Language Teaching. Cambridge: Cambridge University Press. 44.
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[23] Willis, J. (2002). A Flexible Framework for Task-Based Learning. In Jane Willis &Dave Willis (eds.) Challenge and Change in Language Teaching. Shanghai:Shanghai Foreign Language Education Press., 55.
[24] Leslie Dickinson (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press. 34.
[25] Widdowson, H. G. (1999). Aspects of Language Teaching. Shanghai: Shanghai Foreign Language Education Press. 189.
[26] Harmer, J. (2000). How to Teach English. Beijing: Foreign Language Teaching and Research Press. 24-26.
[27] Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press. 165.
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    Huizhen Wu, Wei Zhou. (2019). A Study of Applying Interactive Approach in Intensive English Reading Teaching in China. Education Journal, 8(2), 36-45. https://doi.org/10.11648/j.edu.20190802.11

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    Huizhen Wu; Wei Zhou. A Study of Applying Interactive Approach in Intensive English Reading Teaching in China. Educ. J. 2019, 8(2), 36-45. doi: 10.11648/j.edu.20190802.11

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    AMA Style

    Huizhen Wu, Wei Zhou. A Study of Applying Interactive Approach in Intensive English Reading Teaching in China. Educ J. 2019;8(2):36-45. doi: 10.11648/j.edu.20190802.11

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  • @article{10.11648/j.edu.20190802.11,
      author = {Huizhen Wu and Wei Zhou},
      title = {A Study of Applying Interactive Approach in Intensive English Reading Teaching in China},
      journal = {Education Journal},
      volume = {8},
      number = {2},
      pages = {36-45},
      doi = {10.11648/j.edu.20190802.11},
      url = {https://doi.org/10.11648/j.edu.20190802.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190802.11},
      abstract = {The ability to communicate effectively in English remains one of the well-established goals in English Language teaching. The essential interactive nature is the key to communicative competence. Given the fact that Chinese students learn English in an EFL setting, classroom language teaching becomes all the more valuable. Intensive reading course has been considered one of the comprehensive courses and a must for college students for decades in China. This paper, based on a quantitative research which offers a glimpse of the current situation of Intensive Reading Teaching in China, first addresses the role of language teacher and that of students in an interactive classroom and then addresses the significance of the application of interactive approach to the college Intensive Reading class, and finally proposes some feasible approaches to the language classroom teaching to better facilitate students’ learning and use of foreign language by providing a sample class for illustration.},
     year = {2019}
    }
    

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    T1  - A Study of Applying Interactive Approach in Intensive English Reading Teaching in China
    AU  - Huizhen Wu
    AU  - Wei Zhou
    Y1  - 2019/03/25
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    JO  - Education Journal
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    AB  - The ability to communicate effectively in English remains one of the well-established goals in English Language teaching. The essential interactive nature is the key to communicative competence. Given the fact that Chinese students learn English in an EFL setting, classroom language teaching becomes all the more valuable. Intensive reading course has been considered one of the comprehensive courses and a must for college students for decades in China. This paper, based on a quantitative research which offers a glimpse of the current situation of Intensive Reading Teaching in China, first addresses the role of language teacher and that of students in an interactive classroom and then addresses the significance of the application of interactive approach to the college Intensive Reading class, and finally proposes some feasible approaches to the language classroom teaching to better facilitate students’ learning and use of foreign language by providing a sample class for illustration.
    VL  - 8
    IS  - 2
    ER  - 

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Author Information
  • Department of Foreign Languages, Shanghai Business School, Shanghai, China

  • Department of Foreign Languages, Shanghai Machinery Industry School, Shanghai, China

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