A Critique on Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension

Abstract

Discourse structure graphic organizers (DSGOs) is popular strategy in EFL teaching both in reading and writing. However, this method should be criticized on its use and the effects in the real teaching context in China. This paper analyzes the strategy: Text-to-Text, Text-to-Self, Text-to-World in the teaching in Chinese college student as EFL learners, and supports its significance both in teaching and learning context among college-level EFL students (non-English majors) in a Chinese university.