A Study On The Correlation Between English Literature Experiential Teaching And The Development Of Students’ Reading Comprehension Ability

Reading is a crucial way of accumulating language knowledge and one of the effective means of developing language skills as well.However,at present there are two undesirable trends about secondary school students’ extracurricular reading,one of which is students’ lack of motivation for literature reading and the other of which is that they pursue reading speed rather than understanding text connotations.Thus,based on the Experiential Learning Cycle,Constructivism Theory and Input Hypothesis,the author of this thesis attempts to do empirical research on the correlation between Literature Experiential Reading Teaching and the development of students’ reading comprehension ability,particularly in terms of their ability to understand the main idea and text structure,with the aim of further improving their reading comprehension ability.This study attempts to answer the following three questions:1)Is the application of English Literature Experiential Reading Teaching in senior high schools feasible?2)Is there any remarkable difference in terms of students’ ability to understand the main idea of the text between the experimental class and the controlled class after the experiment?3)Is there any remarkable difference in terms of students’ ability to understand the text structure between the experimental class and the controlled class after the experiment?In the present study,the author selects 90 senior one high school students of two classes from Fuzhou Overseas Chinese Middle School as the experimental subjects,and conducts a literature reading teaching experiment in the experimental class based on the regular teaching,which lasts one semester.The research findings indicate that the application of English Literature Experiential Reading Teaching in senior high schools is feasible and effective.In addition,English Literature Experiential Reading Teaching has a positive effect on developing students’reading comprehension ability in terms of understanding the main idea.What’s more,the correlation between English Literature Experiential Reading Teaching and the development of students’ ability to understand text structures is positively significant.To a certain degree,this study would cast some light on the instruction of English reading in secondary schools in China.