Intensive Reading and Necessity to Integrate Learning Strategies Instruction

Weidong Yang, Weiping Dai, Lijia Gao


For years great emphasis has been placed on Intensive Reading (IR) course. IR has dominated English language curriculum in the teacher-dominated class, students do nothing but just read, listen, write, translate, imitate, memorize. IR has incurred criticisms which point out disadvantages stemming from IR approach. A number of learning strategies, presumably relevant to IR course in Chinese context, are suggested for Chinese teachers of English. They may integrate instruction on the use of the suggested learning strategies with regular classroom activities.

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English Language and Literature Studies   ISSN 1925-4768 (Print)   ISSN 1925-4776 (Online)   E-mail:

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