A Study On Text-Based Teaching In College English Integrated Course From The Perspective Of Cognitive Psychology

College English Integrated Course is a course which trains the students'comprehensive skills and cultivates the students'language ability based on the careful study of texts, as well as guides the students in their way of study so as to make them able to do their thinking logically and independently.For many years, consequently, teaching in college English integrated course has been conducted in the relatively unified form---teaching based on texts. Therefore, it can be inferred that the result of teaching texts, to a great extent, determines the quality of college English teaching. However, according to the statistics and the analytical results based on the test results of College English Band Four and Six over the years, it can be found that the students still have many language problems to deal with both at the level of sentence and at the level of text. Hence, it is difficult to develop the students'language ability and comprehensive language skills, let alone the training of logical thinking.In light of this situation, the author of this thesis attempts to provide a new angle for college English teaching, focusing on how to teach texts effectively with the subject of teaching and the subject of studying as the two starting points.On the one hand, texts---the teaching materials---can be viewed as texts or discourses, one of the typical types of language materials, which has been included in the field of text linguistics. Among the fruitful research findings, some theories and principles are of great significance for college English teachers to study on how to teach texts, such as theories about thematic structure and thematization, cohesion and coherence, text patterns, text types, context, etc.On the other hand, as the teaching object, and the subject of studying as well, students play a direct and vital role in the quality of teaching due to their performance in the process of teaching. Cognitive psychologists hold that learning, as a process of receiving, encoding, operating, retrieving and utilizing information, is a cognitive activity, and is a process that students take in and deal with information not passively but actively. Therefore, cognitive psychologists have proposed many theories and principles, such as working memory, schema theory, types of knowledge, metacognition, etc., which are able to help teachers better understand the way in which students carry out their cognitive activities such as learning and thinking, including studying language and properly using language. By incorporating related theories and research findings into their teaching, college English teachers can design and adjust their teaching approaches for students so as to make their teaching more effective and improve students'language proficiency as well.Then, the author of this thesis presents a case study on how a college English teacher of Zhejiang Wanli University teaches texts. According to College English Curriculum Requirements published by the Higher Education Department of the State Education Commission in 2004, and the theoretical framework the present author has proposed on text-based teaching in the integrated course of college English from the perspective of cognitive psychology, the author of this thesis gives some evaluations and suggestions to the teacher's teaching. Finally, on the basis of the analytical results, the author of this thesis comes up with a practical framework for the text-based teaching in the integrated course teaching of college English from the PCP, in the hope of offering references for college English teachers.