A Study on the Teaching Model of Cross Culture and Speculation on EFL Writing

Abstract

Under the background of post critical pedagogy, teachers should pay attachment to the awakening of students’ self-identity consciousness and the cultivation of critical thinking skills. The teaching model of writing course adopted by the author is as follows: firstly, the writing course is equipped with a dedicated reading manual. It is compiled to establish cultural reading materials which include 12 theme reading passages to introduce Chinese and American culture and 12 writing sharing to promote identity thinking based on the relevant theories of Constructivism and Output Hypothesis by using the Flesch Kincaid Readability Test. The teaching process emphasizes the integration of students’ vertical and horizontal knowledge. Referring to the Knowledge Transformation Model of Writing proposed by Bereiter and Scardamalia, the teaching model vertically emphasizes the integration of pre-class cultural reading, in-class skill training, and post-class thinking reinforcement; it horizontally emphasizes on the integration with reading courses, cultural courses, and speculative courses. Overall, the model stresses the cultivation of cross-cultural communication skills. It emphasizes understanding oneself and the other and stimulates students’ writing interest in cultural reading; it emphasizes that the other is for my own use and enrich students’ cultural illustrations in skill training; it emphasizes that I see the world and reflect on my own learning, life, and social hotpots in theme writing. In short, the author actively explores “playing” with learning, “stealing” with learning, and “using” in learning.