The Application Of Consecutive Interpretation Notes From The Perspective Of Authentication Theory

American postmodernism pioneer scholar Leo van Lier(1996)suggested that the authentication theory should be applied to foreign language teaching to cultivate students' authentic learning experiences where the development of awareness,autonomy and authenticity are interrelated to each other.From this perspective,learning strategies,instead of teaching strategies,should be prioritized.Such learning strategies include the note-taking strategies which can display a student's information processing level.Authentic note-taking strategies should involve learners' innate schemata and learning needs,and teacher's authentic teaching beliefs,which call for student's active and initiative learning processes to build their own individualized note-taking system.Based on van Lier's authentication theory,this study aimed to explore the ways to employ consecutive interpretation notes(hereafter abbreviated as the CI notes)and use them as a senior high school students' note-taking strategy.And with the consecutive interpretation note-taking strategy(hereafter abbreviated as the CINTS),students are trained to develop their own note-taking system.The three research questions are:1.Do the CI notes effectively make sense to the authentication of students' learning experience?2.From the perspective of authentication theory,how to help students construct their note-taking system in the period of pre-reading,while-reading and post-reading by means of CI notes?3.Does the CINTS training effectively help the learners improve their reading performance?Ninety students from two fine art classes of a senior high school in Yingkou Ba Yuquan participated in the experiment.One class served as the experimental group(n=45),and the other as the control group(n=45).The experiment lasted for one semester and utilized reading comprehension tests,CI notes hand-outs,and pre-experiment and post-experiment questionnaires.The ANCOVA results revealed that,after the semester,on average,both classes made progress in their learning.However,the experiment group showed significantly greater improvement in reading comprehension than the control group,which meant that CI notes introduction was beneficial in boosting students' reading proficiency.In general,subjects' qualitative responses(questionnaires)corresponded to their quantitative results.Firstly,CI notes do make sense to students' authentication process.Secondly,CI notes help arouse the students' curiosity in the stage of pre-reading,support the autonomy in the stage of while-reading,furthermore strengthen students' schema knowledge by organizing their notes in the stage of post-reading.Two pedagogical implications were revealed.First,being a learner-centered strategy,CINTS could help learners stay focused and serve as an external memory aid,it can promote the interaction between the students and the text itself,thus contributing to the authentication of learning experience and the improvements in reading comprehension.Second,CI notes can be introduced as a means to form students' individualized note-taking system,to enhance the creativity and to meet each individual student's need.Although it is hard for the beginners to solve the grammar or reading speed problem,CI notes do provide an opportunity to hone the English skills and make a difference in their learning strategies.