摘要
The teaching of reading in the EFL class in China is supposed to be the most important course forEnglish learners in colleges and universities because it is expected to fulfil two tasks:the develop-ment of reading skills and the development of language skills.The former set of skills is assigned tothe course called Extensive Reading,which is top-down oriented,and,like the top-down model be-fore 1980’s,its emphasis on the language competence such as syntax and vocabulary often leads to"wild guessing"and misunderstanding.Another reading course,Intensive Reading,is supposed to beresponsible for the latter set of skills.This bottom-up manner of reading often results in word-to-word reading and also causes miscomprehension.The Holistic Model of Reading,as developed on thebasis of interactive models with particular concern over the Chinese learning environment,attemptsto combine the two courses into one and the result,as our studies show,turns out to be promising.
The teaching of reading in the EFL class in China is supposed to be the most important course for English learners in colleges and universities because it is expected to fulfil two tasks:the develop- ment of reading skills and the development of language skills.The former set of skills is assigned to the course called Extensive Reading,which is top-down oriented,and,like the top-down model be- fore 1980's,its emphasis on the language competence such as syntax and vocabulary often leads to 'wild guessing'and misunderstanding.Another reading course,Intensive Reading,is supposed to be responsible for the latter set of skills.This bottom-up manner of reading often results in word-to- word reading and also causes miscomprehension.The Holistic Model of Reading,as developed on the basis of interactive models with particular concern over the Chinese learning environment,attempts to combine the two courses into one and the result,as our studies show,turns out to be promising.
