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Exploring Task-Oriented Teaching in College English Reading: A Case Study in Vocational Colleges

Author(s)

Fang Chen*

Affiliation(s)

Hubei Communications Technical College, Wuhan, 430000, Hubei, China *Corresponding Author.

Abstract

For a long time, under the influence of traditional teaching methods, English reading teaching is mainly based on imparting grammar knowledge and vocabulary, although teachers and students spend a lot of time and energy on reading comprehension, but the effect is not obvious, and even the basic requirements of the syllabus are difficult to achieve. This article takes the reading material “Is your job at risk of automation” from the vocational theme unit of the English course at Hubei Communications Technical College as an example, this study explores the specific application of task-oriented teaching model in teaching English reading at vocational colleges and its effect. The exploration covers five stages: task-motivating in pre-reading stage, task-promoting, task-producing and task-evaluating in while-reading stage, task- expanding in post-reading stage. The research suggests that the application of task-oriented teaching model in college English reading classes at vocational colleges is feasible. It can not only alleviate students’ anxiety but also enhance their confidence in learning English, while cultivating their core English competencies.

Keywords

Vocational Colleges; College English Reading, SQ3R; Task-oriented; Exploration of Teaching Models

References

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