First Advisor

Marjorie Terdal

Term of Graduation

Fall 1988

Date of Publication

11-9-1988

Document Type

Thesis

Degree Name

Master of Arts (M.A.) in Teaching English to Speakers of Other Languages

Department

Applied Linguistics

Language

English

Subjects

English language -- Study and teaching -- China, English language -- Study and teaching -- Chinese speakers, English language -- Study and teaching -- United States -- Foreign speakers, Reading

DOI

10.15760/etd.5745

Physical Description

1 online resource (2, vii, 84 pages)

Abstract

Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks.

This study was intended to answer the following questions.

1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States?

2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills?

3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Comments

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Persistent Identifier

https://archives.pdx.edu/ds/psu/21666

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