An Application Research On English Reading Teaching Based On Text Interpretation

English Curriculum Standards for Compulsory Education(2011)requires English course to cultivate students’ comprehensive language application ability,which needs teachers to interpret the texts in multi-dimensions,not only pay attention to the explanation of knowledge but also the cultivation of culture,emotion and strategies.But in present English reading teaching method,more attention is paid to explain the language knowledge,which avoids the exploration of the charming of the text itself.So,students’ reading ability can not satisfy the requirements of the curriculum standards.The application of the text interpretation not only focuses on explanation of the literal knowledge of text,but also emphasises the cultivation of ability and emotion.However,the researches about this topic at abroad and home mainly concentrate on the theoretical study and its application in senior high school.Therefore,the research about the application of the text interpretation in junior high school English reading teaching is very important and necessary.Based on the foreign and domestic researches for this issue,the author designed the mode of text interpretation and then used it in Longxing Middle School to verify its effectiveness.This study uses the following two theories as the research foundation: schema theory and discourse analysis theory.Among them,schema theory is a theory of knowledge representation,which indicates that the reader’s interpretation to reading materials will be affected by the original knowledge in the reader’s brain.Discourse analysis refers to make a large macro analysis and a small micro anatomy to a text with complete meaning.It is the process of restoring the author’s writing through discourse analysis,and then achieving the overall understanding of the discourse in this process.Discourse analysis mainly includes the analysis to the text language environment,the text type,text pattern,and the way of forming a text.These theories contribute greatly to the interpretation and understanding of a text.In order to verify whether the teaching method of text interpretation is suitable for junior high school English classes and whether it can effectively improve the English reading ability of junior high school students,this research will focus on the following three questions:(1)Can the students’ English reading ability be promoted by the applying of the text interpretation?(2)What aspects of students’ ability can be affected by the application of the text interpretation?Therefore,on the basis of consulting the literature through books and the Internet,the author applied the text interpretation in teaching experiment.The experiment makes the 79 students in 312 and 313 of Grade9,at Longxing Middle School in Xinjiang County as the research subjects,and then conducted the research for four months.And 312 is the control class and 313 is the experiment class.The research method is test.After the teaching experiment was finished,the Spss22.0 software was used to calculate the test datum,and then discussed and analyzed the results through the independent samples t-test and paired samples t-test.After the discussion and analysis,it can be found that: First,the application of text interpretation in junior middle school English reading teaching can effectively improve students’ reading ability.Second,the application of text interpretation can enable learners to select and activate the relevant cognitive schema or background knowledge based on the topic of the text,and extract the information of the text accordingly,which is useful to improve the learners’ prediction ability to the text.What’s more,under the guidance of teachers,learners can learn to analyze the internal logical structure of texts based on different stylistic features,establish the relationship between relevant information points,and then clarify the context of the text and understand the text accurately.In addition,it enables learners to feel the text in a specific context combined with their own knowledge accumulation and experience,experiencing the emotional changes of the author,which is conducive to the learner’s rapid understanding of the author’s writing intention,and make judgments to the views in the text.Furthermore,it can enable learners to gradually improve their ability to dig the deeper connotation of the text based on the integration of text information during the reading process.