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A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension

Journal of language teaching and research, 2016-11, Vol.7 (6), p.1174 [Peer Reviewed Journal]

Copyright Academy Publication Co., Ltd. Nov 2016 ;ISSN: 1798-4769 ;EISSN: 2053-0684 ;DOI: 10.17507/jltr.0706.15

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  • Title:
    A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension
  • Author: Feng, Qian ; Chen, Liping
  • Subjects: Chinese ; Classroom communication ; Cooperation ; English as a second language learning ; English as an international language ; English language ; Foreign language learning ; International languages ; Language teaching methods ; Language tests ; Reading comprehension ; Reading materials ; Students ; Teachers ; Teaching ; Teaching methods
  • Is Part Of: Journal of language teaching and research, 2016-11, Vol.7 (6), p.1174
  • Description: The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face of different types of English reading materials. Meanwhile, students can apply productive skills to use English language. It further puts forward 3 teaching methods of reading comprehension strategies: direct explanation, transactional method, interactive constructive method. It ends with factors teachers should take into consideration when teaching reading comprehension strategies. Three methods can be used in combination considering context of Chinese students’ English learning, teachers’ demonstration and effective group discussion and communication.
  • Publisher: London: Academy Publication Co., Ltd
  • Language: English
  • Identifier: ISSN: 1798-4769
    EISSN: 2053-0684
    DOI: 10.17507/jltr.0706.15
  • Source: ProQuest Databases
    ROAD: Directory of Open Access Scholarly Resources
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