Reading-to-write: A Practice of Critical Thinking

Authors

  • Zhanfang Li College of Foreign Languages, North China Electric Power University, Beijing 102206, P. R. China
  • Chunhong Yang College of Foreign Languages, North China Electric Power University, Beijing 102206, P. R. China

DOI:

https://doi.org/10.18533/journal.v3i5.478

Keywords:

Reading-to-write, student-centered, critical thinking

Abstract

Reading-to-write, a term taken from language testing studies, puts great emphasis on a student-centered learning atmosphere, on the situational context and cooperative learning, on an authentic learning environment, on making use of various information resources, and on the process of the individuals’ meaning construction and critical thinking. The application of this model in class will shed lights on College English teaching in China, providing the English teachers with a new perception of language teaching: Reading and writing can be integrated to elicit more authentic language use, and skill training and critical thinking are not two separate stages.

Author Biography

Zhanfang Li, College of Foreign Languages, North China Electric Power University, Beijing 102206, P. R. China

Zhanfang Li is currently an associate professor of the College of Foreign Languages, North China Electric Power University.

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Published

2014-06-01

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