1、A Study of the Paradigm of College English Reading Course Perceived under CLL【Abstract】CLL offers a perspective for devising effective paradigm for college English reading course. Based on the theory of CLL this paper explores how to promote the efficiency of college English reading class， aiming at
2、 establishing an effective student-centered teaching model for this course. 【Key words】 CLL，college English reading course，paradigm 1. Introduction Laying a solid foundation for reading in learning a foreign language is of top priority for students. However， the college English reading course seems
3、to be trapped in corner. Some discover that progress can hardly made in English reading class due to the inactive participation of students. Finding an efficient teaching approach seems to be quite necessary.CLL （CLL） provides an effective perspective for English reading course. Therefore， in light
4、of students increasing needs to develop reading skills and obstacles confronted， this study investigates the paradigm of college English reading class from the perspective of CLL， in order to provide a possible teaching model for reading course. 2. The Application of CCL in Reading Class Believed to
5、 be developed in 1960s and 1970s （Richards&Rodgers， 2001） ， CLL highlights the importance of cooperation rather than competition， and encourages students to take initiatives in class activities. Some studies also focus on teachers role in CLL（蔡慧琴，2005） ， and the application of CLL in multi-media tea
6、ching（崔刚，2003） ， etc. In CLL， students with various backgrounds carry out learning process in small groups. They help each other and are accountable for the learning of the group. The text The Glorious Messiness of English in Unit 7 from College English （new edition） Integrated Course 2 published by
7、 Shanghai Foreign Language Education Press is selected here as an example. The discussion mainly concentrates on how teachers apply CLL in carrying out class activities such as pre-reading task， text teaching and learning， and theme-related language task. 2.1 Pre-reading Task In this unit， pre-readi
8、ng task is a listening practice in which features of English words are illustrated by analyzing the collocation of some common phrases. In order to help student better grasp the essence of the text， CLL can be used. Students are required to finish a listening task firstly. Then the class will be div
9、ided into several groups， and students discuss the message they have got and share answers within the group. After the discussion， the script for the recording will be sent out to every group while teacher points out the theme of script， and asks students to summarize with group members. In this way
10、， students initiative can be sufficiently mobilized to participate in class activities. Teacher provides guidance， controls the pace of class， and organizes group activities， etc. 2.2 Text Teaching and Learning Students are required to acquire the content， formation and linguistic knowledge points o
11、f the text. To avoid sticking to the traditional teaching model， teachers should systematically carry out group activities to consolidate the reading skills by using CLL. Primarily， students should have a macro picture of the text. Teacher provides some basic background information before reading. S
12、tudents work with partners in their division of text. One group is asked to share with the class. Students bear a task in mind during the fast reading process and work with partners to figure out the main ideas and structure of the text. Vocabulary learning can be of various kinds in CLL. It can be
13、done by students before class. Each group is responsible for the vocabulary study of one passage and representatives of groups do presentation in class， teaching key vocabularies of that passage on behalf of the group. After the presentation， the vocabulary of the text will be completely covered. Th
14、is is a widely-used activity type named cooperative projects in CLL. Students are both teachers and students. With a view to establishing a positive image， they will take tasks seriously， the efficiency of reading thus facilitated. 2.3 Theme-related Language Task Theme-related language task contains
15、 speaking and writing. As an output process， it helps students to review the previous texts by using expressions of the text in their speaking and writing. In speaking practice， students are divided into groups. Each group has two members. Group members practice with each other and learn from each o
16、ther. What students will do in class is to share good applications of new phrases and new words. Students are encouraged to apply what they have learned into actual use. 3. Conclusion The teaching paradigm in CLL makes use of students heterogeneity while offers a stage for interactions between class
17、room participants. Group activities enable students to learn from each other， which spurs up their interest and facilitates the efficiency of class learning. The attempts of this study can be considered as a reference for teachers either involved in CLL practice or aiming to maximize its benefits in classrooms.
