通过书刊阅读提升高中生英语阅读水平研究 - 蜂朝网
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通过书刊阅读提升高中生英语阅读水平研究

时间: 2015-01-22 编号:sb201501220916 作者:蜂朝网
类别:英语论文 行业: 字数:32500 点击量:878
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文章摘要:
The present study meets the need of the new curriculum reform, meets therequirements of the new curriculum standards, can enlarge students’ range of knowledgeand is helpful to students’ sustainable development.

ChapterⅠ Introduction


1.1 Research Background

Reading is the main channel to obtain information and target language input. Withthe development of our society, the development of students’ reading competence hasbecome more and more important. The new Senior English curriculum standards has putforward a higher demand for students’ reading competence, which indicates that therequirements in students’ reading competence and the amount of reading are higher thanbefore. It points out that both discourse comprehension ability and language-decodingability should be improved, in the meantime, students should try to quicken their readingspeed, enlarge vocabulary and increase reading amount. Most importantly, it stresses thatEnglish teaching should make full use of rich teaching resources, such as auto-media,television, newspaper and magazines, in order to expand the channels of learning andusing English.The author has been teaching English in No.1 Middle School in Jining for about 10years and learnt that most teachers have been trying to change their teaching methods inorder to improve students’ reading ability, but it is a pity that the present situation ofstudents’ reading ability in our school is not as good as expected. The main reasons canbe listed as follows:Firstly, teaching ideas are old-fashioned. Classroom is still teacher-centered.Traditionally, a teacher is considered as the authority, it is impolite or disrespectful ofstudents to argue or discuss with the teacher in class. Therefore, most students have beenaccustomed to sitting quietly and making notes of what teachers said. In this case,students are only the passive receivers; they can not find any pleasure in learning.Gradually they lose interest in English learning. Therefore, when choosing readingmaterial, we should take students’ reading interest into consideration.

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1.2 Research Significance

The present study meets the need of the new curriculum reform, meets therequirements of the new curriculum standards, can enlarge students’ range of knowledgeand is helpful to students’ sustainable development. The Senior English Curriculum Standards (Trial Version), which the Ministry ofeducation promulgated in 2003, pointed out “English courses should strive to makerational use of and exploit curriculum resources actively to provide students with healthycontents that are close to the times, reality and life of students. The rich teachingresources,mainly include newspapers, magazines and the internet, all of these should beused rationally in order to expand the methods of studying and using English.”Considering our present situation, old-fashioned topics, limited reading amount andreading materials cannot totally meet the needs of senior students. On the contrary, English newspapers, with their large amount of up-to-date vocabulary, wide range oftopics and abundant cultural knowledge, are considered to be a valuable source ofauthentic material, and can be used as supplement of our textbook in senior high schools.Therefore, adopting English newspaper meets the need of the curriculum reform.

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ChapterⅡ Literature review


2.1 A brief introduction to Reading

Reading is a complex psychological process. In the past few decades, manylinguistic researchers have been researching on it and have made great progress. As far asthe thesis is concerned, the author only wants to make a brief introduction to relevantconcepts, including Reading,Reading comprehension and Reading strategies. Barnitz (1985) defines reading as a process of perceiving a written text in order tounderstand its contents.Wedell,M. and Liu Runqing (1995) hold the opinion that reading is apsycholinguistic process. Readers read from a set of linguistic symbols until they haveunderstood what the writer intended to express.According to Anderson(2003): “Reading is an active, fluent process which involvesthe reader and reading material in building meaning.”In nature, Reading is about meaning. It is the meaning’s transfer from writers’ mindto readers’ mind. We should try to make it clear that how we can understand reading byreading, and how the reader, the writer and the text each serve this process. To someextent, it is not easy to give an exact definition of reading. We consider Descant’sdefinition as an ideal one, who explains “reading is building a representation of text byrelating what is on the page to one’s own experience.”

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2.2 Krashen’s Input Hypothesis

In the early 1970s, Krashen put forward “The Input Hypothesis”. He thought that ifa learner wants to acquire a language, amounts of comprehensible language input is thekey. In the late 1970’s, Krashen came up with the Five Hypothesis: 1. TheAcquisition/Learning Hypothesis, 2. The Monitor Hypothesis, 3. The natural OrderHypothesis, 4. The input Hypothesis, 5.The Affective filter Hypothesis.Through analyzing the definition of each hypothesis, we can find that only the inputhypothesis focuses on “language acquisition”, not “language learning”. Input hypothesispoints out that if a learner wants to acquire a language in a natural way, he/she mustexpose himself to a real language environment and be given amounts of language input.And the theory also emphasizes that the language material should be comprehensible,interesting, relevant and adequate amount. Krashen regards learners’ current languagecompetence as “i”, and the next developing stage as “i+1”, “1” refers to the gap ordistance between the current language competence and the next developing stage. Onlywhen language material which a learner will learn belongs to “i+1”, can a learner makegreat progress in English learning. As for the gap between a learner’s current languagelevel “i” and the next developing stage “i+1”, a learner should depend on relevantlanguage information and previous experience to make up.

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Chapter Ⅲ Research Design ..... 15

3.1 Research Purpose ........ 15

3.2 Research Hypotheses ........ 15

3.3 Research Subjects........ 15

3.4 The training materials........ 16

3.5 Research instruments ........ 16

3.6 Data collection....... 18

3.7 Data analysis ......... 18

3.8 Teaching procedure ..... 19

3.8.1 Whole-class reading ....... 19

3.8.2 Individual reading .... 24

Chapter Ⅳ Data Analysis and Discussion .... 27

4.1 Analysis and Discussion of the Test Score...... 27

4.2 Analysis and Discussion of the Two Questionnaires ........ 29

Chapter Ⅴ Conclusion .... 38

5.1 Major findings ....... 38

5.2 Limitations of the research...... 39

5.3 Further Suggestions..... 39


Chapter Ⅳ Data Analysis and Discussion


4.1 Analysis and Discussion of the Test Score

Reading test and reading analysis are the most important parts in reading research.We can know the development of students’ reading ability by English test and analyzingthe result of the test (Hu Chongdong, Dai Zhongxin,1998). In order to figure out whetherthere is significant difference between experimental class and the control class before theexperiment, the researcher employed pre-test. All the students in two classes took the test.(see Appendix 1) From Table 4.1 and Table 4.2, we can see the following results of the pre-test:t=0.314, p=0.754(two-tailed). The table shows that the probability level of the significantp-value is 0.754 > 0.05. The results indicate that there is no significant differencebetween the experimental class and the control class in terms of their reading scores inpre-test.After four months of English newspaper reading training, post-test (see Appendix 2)was carried out in both classes to prove whether there was any significant differencebetween the two classes after the experiment. The results of the post-test are listed inTable 4.3-4.4.


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Conclusion


After analyzing the results of the quantitative and qualitative data from theexperiment, we can draw the following conclusions.

1. English newspaper reading can meet the needs of the senior high school studentsto the reading materials. What’s more, from the two questionnaires, we can see that in theexperimental class the students’ reading interest has been improved, and they had astronger desire to learn English after the experiment.

2. The English newspaper reading teaching in senior middle school can help developstudents’ reading strategies. Most students in the experimental class expressed that theyhave benefited a lot from newspaper reading teaching. Most importantly, they are able tochoose effective and suitable skills according to different reading purpose.

3. The English newspaper reading has improved their performance in reading. Thecomparison of the two scores from pre-test and post-test indicates that readingcompetence of the experimental class has been improved after the experiment. Theaverage score of the post-test of the experimental class is higher that that in control class.

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Reference (omitted)


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