Volume 15 Issue 1
Mar.  2017
Article Contents

Zhao Gao, Shan Gao, Qi Yang. Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading[J]. Journal of Electronic Science and Technology, 2017, 15(1): 33-40. doi: 10.11989/JEST.1674-862X.6062116
Citation: Zhao Gao, Shan Gao, Qi Yang. Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading[J]. Journal of Electronic Science and Technology, 2017, 15(1): 33-40. doi: 10.11989/JEST.1674-862X.6062116

Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading

doi: 10.11989/JEST.1674-862X.6062116
Funds:

This work was supported by the Excellent Teacher Cultivation Program of UESTC under Grant No. Y02025023701051

More Information
  • Author Bio:

    Zhao Gao. Her research interests include the neuroendocrinological mechanism of metaphor bias in social and emotional contexts, the foreign language classroom anxiety, and English for academic purpose reading pedagogy,e-mail:gaozhao@uestc.edu.cn;
    Shan Gao. She is currently working on the interactions of language with cognition, such as language-thought and language-emotion interactions from both psychological and neuroscience perspectives, using various methodologies including fMRI and ERPs,e-mail:gaoshan@uestc.educ.cn;
    Qi Yang. Her research interests include the attractiveness of figurative language in social context and language acquisition,e-mail:yangqi19920114@foxmail.com

    Zhao Gao. Her research interests include the neuroendocrinological mechanism of metaphor bias in social and emotional contexts, the foreign language classroom anxiety, and English for academic purpose reading pedagogy,e-mail:gaozhao@uestc.edu.cn;
    Shan Gao. She is currently working on the interactions of language with cognition, such as language-thought and language-emotion interactions from both psychological and neuroscience perspectives, using various methodologies including fMRI and ERPs,e-mail:gaoshan@uestc.educ.cn;
    Qi Yang. Her research interests include the attractiveness of figurative language in social context and language acquisition,e-mail:yangqi19920114@foxmail.com

    Zhao Gao. Her research interests include the neuroendocrinological mechanism of metaphor bias in social and emotional contexts, the foreign language classroom anxiety, and English for academic purpose reading pedagogy,e-mail:gaozhao@uestc.edu.cn;
    Shan Gao. She is currently working on the interactions of language with cognition, such as language-thought and language-emotion interactions from both psychological and neuroscience perspectives, using various methodologies including fMRI and ERPs,e-mail:gaoshan@uestc.educ.cn;
    Qi Yang. Her research interests include the attractiveness of figurative language in social context and language acquisition,e-mail:yangqi19920114@foxmail.com

  • Corresponding author: Zhao Gao,e-mail:gaozhao@uestc.edu.cn
  • Received Date: 2016-06-21
  • Rev Recd Date: 2016-11-26
  • Publish Date: 2017-03-25
  • Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach. Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1) critical thinking, organizing ideas, and finding information were believed to improve significantly at the end of the course; 2) reading skill was associated with writing skill and the sense of big picture in self perception; 3) the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.
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Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading

doi: 10.11989/JEST.1674-862X.6062116
Funds:

This work was supported by the Excellent Teacher Cultivation Program of UESTC under Grant No. Y02025023701051

  • Author Bio:

  • Corresponding author: Zhao Gao,e-mail:gaozhao@uestc.edu.cn

Abstract: Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach. Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1) critical thinking, organizing ideas, and finding information were believed to improve significantly at the end of the course; 2) reading skill was associated with writing skill and the sense of big picture in self perception; 3) the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.

Zhao Gao, Shan Gao, Qi Yang. Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading[J]. Journal of Electronic Science and Technology, 2017, 15(1): 33-40. doi: 10.11989/JEST.1674-862X.6062116
Citation: Zhao Gao, Shan Gao, Qi Yang. Cognition-Based Interactive Phases and Strategies in Teaching Academic Reading[J]. Journal of Electronic Science and Technology, 2017, 15(1): 33-40. doi: 10.11989/JEST.1674-862X.6062116
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