A Study Of The Effects Of Extracurricular Extensive Reading In Different Organizational Modes On Reading Ability Of Senior High School Students

An empirical study is conducted on the application of extensive reading in English reading teaching in the senior high school to verify the effectiveness and feasibility of extracurricular extensive reading to improve students’ reading ability,especially the differences in the effect of extensive reading in different organizational modes on students’ reading ability.For a long time,intensive reading has led the teaching of English reading in the senior high schools.Although this reading method is helpful for students to master language structure and grammar,the key to improving reading ability is to increase input.In the long run,a single intensive reading teaching is not conducive to the healthy development of students’ reading ability and the improvement of students’ cultural thinking ability.Extensive reading teaching emphasizes inspiring students’ reading motivation,increasing students’ reading interests,broadening students’ horizons,and organically combining “learning English by reading” with “learning English to promote reading”,which improves students’ cultural awareness and thinking ability while improving their English ability and is conducive to the formation of core literacy of students.This article takes the broad sense of “reading ability” as the researchperspective,including three aspects of reading efficiency,reading strategy and reading emotion.Based on Krashen’s Input Hypothesis,especially“Comprehensive Input Hypothesis” and “Affective Filter Hypothesis”,and Cooperative Learning Theory,this paper applies extensive reading to the senior high school English reading teaching,and attempts to answer the following three questions:(1)What effect does extracurricular extensive reading have on students’ reading efficiency? To what extent do the organizational modes make a difference in their effect?(2)What effect does extracurricular extensive reading have on students’ reading strategy? To what extent do the organizational modes make a difference in their effect?(3)What effect does extracurricular extensive reading have on students’ reading emotion? To what extent do the organizational modes make a difference in their effect?This research aims to solve the above research problems through two months of teaching practice in the senior high school.Before teaching,two parallel classes were selected as the cooperative reading class and the individual reading class.Both classes need to submit book reports every week to encourage students to read.First of all,reading ability questionnaire surveys are conducted in both classes before and after the experiment to analyze the differences of reading emotion and reading strategy.Secondly,reading tests are conducted on the two classes before and after theexperiment to compare the differences in reading efficiency between the classes before and after the experiment and the differences in reading efficiency.Following conclusions can be drawn from the study.First of all,for reading efficiency,by comparing the data before and after the experiment,it is found that extensive reading has a significant positive effect on the reading efficiency of senior high school students,whether it is the cooperative reading class or the individual reading class,which proves the findings of the majority of scholars,namely extensive reading has a positive effect on students’ reading efficiency.However,as for the extensive reading of different organizational modes,the results show that the positive effects of the two organizational modes on reading efficiency are not significantly different.Therefore,the different organizational modes in extensive reading makes very little difference in the effect on reading efficiency.Secondly,with regard to reading strategy,it was found that extensive reading barely has effect on the use of reading strategy in these two classes,which was somewhat different from related researches.In the meanwhile,there is no significant difference in the effect of the two organizational modes on reading strategy.Namely,how extensive reading is organized in class doesn’t make any difference.At last,as to the reading emotion,extensive reading,especially incooperative reading mode,can enable students to stimulate their reading interests and needs in the process of interactive communication,and enhance their reading aspirations and desires.This is consistent with the point of view of Krashen’s Affective Filter Hypothesis and Cooperative Learning Theory.In addition,as for the extensive reading of different organizational modes,although there is no significant difference between the two classes as a whole,the difference of reading attitude,which is one of the aspects of reading emotion,between the cooperative reading class and the individual reading class is larger than before,which proves that the effect of cooperative reading on students’ reading attitude is greater than that of individual reading.This study is only a tentative practice in the application of extensive reading to English reading teaching in the senior high school.Due to the lack of theoretical knowledge and other objective factors,the experiment inevitably has certain limitations.At present,the application research on extensive reading in China is insufficient,so the follow-up research still needs to be continued.