Towards Meaning-Making: A Three-Dimensional 
Framework of Depth, Interaction, and Transformation 
in College English Intensive Reading Instruction

Luqiao Luo

doi:10.70711/neet.v4i1.8527

Towards Meaning-Making: A Three-Dimensional Framework of Depth, Interaction, and Transformation in College English Intensive Reading Instruction

Luqiao Luo

Abstract

This paper focuses on intensive reading in College English classrooms, which aims to go beyond traditional surface-approach
language teaching, build a teaching model with "meaning construction" and integrate three dimensions: deep learning, interaction, and
knowledge transformation. Through theoretical elaboration and case design, this paper systematically demonstrates how deep text analysis,
multi-level classroom dialogue, and creative output tasks can guide students toward deep learningfrom language understanding to meaning generation.

Keywords

Intensive reading; Meaning construction; Deep learning; Interaction; Knowledge transformation

Full Text:

PDF

Included Database

References

[1] Niemeyer, R.A. (1993) An Appraisal of Constructivist Psychotherapies. Journal of Consulting and Clinical Psychology, 61, 221-234. https://doi.org/10.1037/0022-006X.61.2.221

[2] Easley Jr., J.A. (1978) Reviewed Work: The Development of Thought: Equilibration of Cognitive Structures by Jean Piaget, Arnold

Rosin. Educational Researcher, 7, 18-19. https://doi.org/10.2307/1175382

[3] D.C.P. (1979) Review of L. S. Vygotsky: Mind in Society. The Development of Higher Psychological Processes by L. S. Vygotsky,

Michael Cole, Vera John-Steiner, Sylvia Scribner, Ellen Souberman; Recent Trends in Soviet Psycholinguistics James V. Wertsch. The

American Journal of Psychology, 92, 166-167. https://doi.org/10.2307/1421493

DOI: http://dx.doi.org/10.70711/neet.v4i1.8527

Refbacks

There are currently no refbacks.