Reading,Materials,Adaption,for,English,Language,Training|for English

时间：2019-04-05 03:18:03　来源：雅意学习网本文已影响人

　　Abstract：According to the observance of ELT（English Language Training）classes in China, the selection of reading materials becomes a big problem. Most teachers there are in a traditional way of following the textbooks, and regard texts given in those books as the sole resource of teaching materials. However, those texts are not ideal for all situations, and when there are problems, we need to make improvements instead of sticking to the authority of textbooks. In this paper the author will illustrate the necessity of adapting reading textbooks mainly in a Chinese ELT context and set forth some corresponding suggestions about adaption in different cases.
　　Key words：English Language Training; textbook; reading; adaption
　　中图分类号： I106 文献标识码： A 文章编号：1672-1578（2012)04-0009-03
　　The Chinese culture, which is greatly influenced by Confucianism, has extreme respect to books.. The situation is even more extreme towards textbooks, which have an overwhelming sense of authority from junior middle schools to colleges. In English language teaching, once a reading textbook is put into practice, it represents the only source of reading texts in class, which are followed very closely. Moreover, it will not be likely replaced in at least 10 years.
　　Holding on the principles of textbooks, the teaching style of reading classes in China tends to be stereo-typed. Usually the teacher starts by explaining the contents to learners at the first session, and then moves on from Unit1 to Unit 15(if there are 15units in total) in order. Every text will be read and analyzed in tiny details, and every exercise (usually comprehensive questions about the texts) given will be done. A typical reading class in China is processed in the following way: Firstly, the teacher will give ten or five minutes for students to read a text. Then some students will be addressed directly to tell the main idea of each paragraph. After that the teacher will explain every sentence and analyze all the structures. In the end, some students will be asked to answer questions about the understanding of the context, of course all the question are from the textbook. Most of the texts are artificial daily dialogues and report transcripts.
　　That is a typical reading class, and for so many years we have seen very little variation. The awe of textbooks carries on all the time. Even though sometimes those materials are too difficult to make sense, or too boring to motivate the readers, teachers and learners will still spare no effort struggling on. Although trying with complaints, scarcely anyone doubts the necessity of doing this, let alone to expect any changes of the situation. They just assume this is the right thing to do. Then is it really the right thing to do? Should we be so dependent on textbooks?

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Reading,Materials,Adaption,for,English,Language,Training|for English

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