The Application Of The Influence Of Content-based Instruction In English Reading Performance And Achievement Motivation In Junior High School

Content-based instruction(CBI)is a teaching method developed on the basis of communicative language teaching(CLT).It is a method of organizing the teaching of a second language around the content of the teaching rather than the language project.The combination of language learning and subject knowledge learning has changed the artificial separation of language learning and subject knowledge learning in most educational settings,which is not only conducive to stimulating students to think through the target language,but also beneficial to the natural integration of listening,speaking,reading and writing skills,which not only enhances students’ subject knowledge and cognitive ability,but also promotes their language proficiency.As Storer(2004)says,CBI not only builds learners’ language skills,but also enriches their knowledge.In recent years,quite a number of scholars have conducted relevant theoretical and practical research on CBI among college English majors and non-English majors.It has been proved that this teaching method has a positive effect on improving students’ various English abilities.However,there are limited theoretical and practical studies on this approach in middle school English teaching.Therefore,this study applies CBI to English reading teaching in junior high school,and discusses its effect.This thesis applies CBI to English reading teaching in junior high school,and tries to answer two questions:(1)Can CBI improve students’ reading performance?(2)Can English reading teaching based on CBI influence the achievement motivation of junior high school students?In this study,the author chose two parallel classes of grade eight of the No.3middle school in Guangling County,Datong as subjects to form an experimental class and a control class.These two classes were given one-semester English reading teaching based on CBI method and grammar-translation method.In order to explore the changes of students’ achievement motivation of experiment after a semester,two classes were tested with Achievement Motivation Questionnaire and reading test,and SPSS 25.0 was used to analyze the data of questionnaire and test results,including independent sample t-test and paired sample t-test.The study found that:Firstly,compared with the conventional English reading teaching,the CBI teaching method is more conductive to the improvement of junior high school students’ English reading performance.Secondly,English reading teaching founded on CBI can improve junior high school students’ achievement motivation and further enhance students’ motivation and interest in learning English.The author puts forward the following three teaching enlightenment based on the above research: Firstly,Focusing on the combination of language and content,and improve students’ ability to use comprehensive skills;Secondly,Choosing meaningful reading materials that related to the theme content,for helping students in expanding their knowledge background;Finally,The teaching takes students as center,focus on students’ study motivation and interest,transforms passive reading to active reading.However,due to the limitation of time and the author’s ability,and the complicated influence factors of achievement motivation,the author summarizes the limitations of this study,which is also the direction of the author’ s future efforts,hoping to provide reference for related teaching practice and research.