A Study On The Application Of Learning-Plan Guidance In College English Reading Teaching

From the moment when Chinese students started to learn English, reading hasalways been the most important and difficult part. Even when students have entereduniversity, no matter in the final examination, or the CET Band 4 and CET Band 6Exam, reading still takes a large proportion. Although English teachers intentionallyput emphasis on improving students’reading ability, and put stress on the importanceof English reading, a lot of college students’reading ability is still very depressing.The writer thinks that the fundamental cause lies in the misunderstanding inimproving English reading ability, that is, most teaching activities only pay attentionto the choices made by students when they conduct reading activity, but never towhether they could completely understand the content they are reading. In Englishreading classes, the teaching module is singular while the atmosphere is boring.Besides, teachers cannot inspire students’curiosity and consciousness towards readingand thus the whole teaching activity is in vain to improve their reading ability.In recent years, the learning-plan guidance theory which is popular in highschools makes the author see the changes in the class module and she could not helpwondering whether it is possible to apply it to College English reading classes. Butunfortunately, there are no materials or statistics which can show that this kind ofteaching module could bring us an ideal teaching effect, especially concerning aboutone specific aspect of a subject. This study is undertaken to investigate the effect oflearning-plan guidance on College English reading teaching, aiming to help thecollege students master reading strategies and skills, foster their autonomous learningability and finally improve their reading ability.To achieve the aim of this study, the approach of Quasi-experiment is adopted. Byselecting one natural class as the experimental subject which is taught under theguidance of learning plan and together by making use of questionnaires, interviewsand reading level tests, the author hopes to testify the positive effect of this teaching module on College English reading teaching so that it could be applied to the futureteaching practice by teachers and it could offer guidance to college students for themto improve their autonomous ability and reading ability.After a detailed analysis of the experiment data and results, the author finds thatcompared with the application of traditional reading teaching methods, this teachingapproach guided by learning plan might improve the students’reading comprehensionability better overall and also improve the quality and efficiency of College Englishreading teaching.It is suggested that in the future teaching practice teachers should try their best tobuild a student-centered learning atmosphere in reading classes; help the studentsdevelop a good reading habit and form many useful reading strategies and techniquesthrough the application of learning-plan guidance; fully prepare and design theteaching plan before the class and make sure that it is distributed at the right timing;encourage students to have more extensive reading after class so as to enlarge theirvocabulary and prior existing background knowledge in every field.