doi: 10.18178/IJLLL.2023.9.6.470
A Study on the Teaching Model of Cross Culture and Speculation on EFL Writing
Yan Yuan *
,
,
- School of Foreign Studies, Northwestern Polytechnical University, Xi’an, Shaanxi, China.
Abstract
Under the background of post critical pedagogy,teachers should pay attachment to the awakening of students’self-identity consciousness and the cultivation of criticalthinking skills. The teaching model of writing course adopted bythe author is as follows: firstly, the writing course is equippedwith a dedicated reading manual. It is compiled to establishcultural reading materials which include 12 theme readingpassages to introduce Chinese and American culture and 12writing sharing to promote identity thinking based on therelevant theories of Constructivism and Output Hypothesis byusing the Flesch Kincaid Readability Test. The teaching processemphasizes the integration of students’ vertical and horizontalknowledge. Referring to the Knowledge Transformation Modelof Writing proposed by Bereiter and Scardamalia, the teachingmodel vertically emphasizes the integration of pre-class culturalreading, in-class skill training, and post-class thinkingreinforcement; it horizontally emphasizes on the integrationwith reading courses, cultural courses, and speculative courses.Overall, the model stresses the cultivation of cross-culturalcommunication skills. It emphasizes understanding oneself andthe other and stimulates students’ writing interest in culturalreading; it emphasizes that the other is for my own use andenrich students’ cultural illustrations in skill training; itemphasizes that I see the world and reflect on my own learning,life, and social hotpots in theme writing. In short, the authoractively explores “playing” with learning, “stealing” withlearning, and “using” in learning.
Keywords
- Action research
- cross-cultural mode
- speculation
- teaching EFL writing
How to Cite
Yan Yuan, Jiong Ren, and Fang Lyu, "A Study on the Teaching Model of Cross Culture and Speculation on EFL Writing," International Journal of Languages, Literature and Linguistics, vol. 9, no. 6, pp. 558-561, 2023. https://doi.org/10.18178/IJLLL.2023.9.6.470
Copyright & License
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).