Effect of Using a &#x0201c;Top-down&#x0201d; Strategy on Chinese University Students&#x02019; Comprehension of English Readings

doi:10.65961/AJELT-2003-1-002

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Asian Journal of English Language Teaching ›› 2003, Vol. 13 ›› Issue (1) : 29-44. DOI: 10.65961/AJELT-2003-1-002

Effect of Using a “Top-down” Strategy on Chinese University Students’ Comprehension of English Readings

Zhenhui RAO

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Abstract

This article reports on how English teachers in China used a “top-down” strategy of teaching reading comprehension in their English reading classroom. Based on the schema theory model in the teaching of reading comprehension, the researcher argues that the “top-down” strategy should be introduced into the traditional English classroom in China. By comparing the effect of using the traditional “bottom-up” strategy with that of using the “top-down” strategy in the reading course for English majors of a Chinese university, the researcher found that some reading strategies popular in English-speaking countries did work well in the Chinese setting as long as the teachers could take into account their students’ learning environment and learning styles.

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Zhenhui RAO. (2003). Effect of Using a “Top-down” Strategy on Chinese University Students’ Comprehension of English Readings.Asian Journal of English Language Teaching , 13(1): 29-44. https://doi.org/10.65961/AJELT-2003-1-002

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