An Empirical Study Of The Effect Of English Picture Books On Reading Ability Of Preschool Education Students In A Secondary Vocational School

Reading is an important way to learn a language,as well as a basis for developing language ability.English reading has always been a weak spot in learning English for preschool education students,and hinders the formation of preschool education students’ English key competence.The cultivation of English reading ability is related to the effective formation of preschool education students’ English literacy.Teachers should comprehensively apply effective methods and means to cultivate preschool education students’ reading interest,guide students to learn reading skills and choose reading contents actively,so as to improve students’ English reading ability.English picture book serves as a perfect tool as they abound with vivid characters,exquisite pictures,rich imagination as well as ups and downs of the plots.As an interesting teaching method,English picture book teaching is used widely around the globe.Preschool education students are weak in having a good command of English and meanwhile they lack interest in English reading.Regarding this,picture books are suitable for the students’ personalities and professional characteristics and can integrate English reading with entertainment in preschool education in secondary vocational school.This thesis selects 89 preschool education students from two parallel classes in the school where the author works as the research subjects.The author invites 45(Class l)female students in experimental group and 44(Class 2)female students in control group.English Picture Books are used for reading teaching in Class 1,and their pure-text materials are used for reading teaching in Class 2.This study lasts for one semester.Via empirical analysis,this thesis attempts to study the following questions:(1)Compared with reading teaching by pure text,would reading teaching by English picture book motivate students’ English reading interest ?(2)Compared with reading teaching by pure text,would reading teaching by English picture book promote students’ ability of word decoding?(3)Compared with reading teaching by pure text,would reading teaching by English picture book improve students’ English reading comprehension level?Moreover,this thesis combines both qualitative and quantitative research methods,such as questionnaire method,teaching experiment method and interview method.The author measures the reading interest,word decoding and reading comprehension level of students in the experimental group and control group by questionnaire obversion scores,vocabulary test scores,and reading comprehension test scores.After the teaching experiment,the relevant data is collected and processed through the data analysis software SPSS24.0,and this thesis eventually comes to the following conclusion:(1)Compared with reading teaching by pure text,reading teaching by English picture book has a significant advantage in motivating students’ English reading interest.(2)Compared with reading teaching by pure text,reading teaching by English picture book is more effective in promoting students’ ability of word decoding.(3)Compared with reading teaching by pure text,reading teaching by English picture book makes an obvious contribution in improving students’ reading comprehension level.In the end,the author summarizes the limitations and restrictions on the research about reading teaching by English picture book in preschool education in the secondary vocational school and then offers some suggestions to how to deal with these restrictions.Last but not the least,this thesis also aims to provide some enlightenment for future researchers to probe into related issues.