A Research On The Application Of Narrow Reading To English Reading Teaching In Senior High School

Reading is the main source of language input and accumulation,so the teaching of reading has always been the focus of teachers’ attention.In recent years,the core literacy of English subject has put forward higher requirements for English learning.However,the situation of senior high school English reading teaching is not optimistic.From the perspective of students,students lack reading motivation,so students have no interest in English reading at all.From the teacher’ s point of view,although teachers are also focusing on reading strategies,reading class still cannot get rid of the influence of exam-oriented education.Therefore,teachers should introduce new teaching methods to solve the reading teaching dilemma.In the early 1980 s,Stephen Krashen put forward narrow reading.Narrow reading is different from the traditional model.Narrow reading emphasizes reading the works of the same theme,the same subject or the same author,so as to obtain relevant vocabulary and background knowledge.Meanwhile,it can also increase reading interest.Therefore,this study mainly discusses the following three questions:1.What is the current situation of English Reading Teaching in Haihu Middle School?2.How can English teachers apply Narrow Reading in English reading teaching?3.What is the effect of narrow reading on English reading achievement?With the help of quantitative and qualitative analysis methods,this study mainly uses three research tools: test,questionnaire and interview.At the same time,SPSS21.0 statistical software was used to analyze the collected data.This study focuses on the teaching of English reading in senior high school and tries to apply narrow reading to the teaching of English reading in Haihu Middle School of Xining city.All the experiments are from the first grade of senior high school in Haihu Middle School in Xining City,Qinghai Province,with a total of 107 students.Class one is the experimental class,with 54 students,which adopts narrow reading,and class four is the control class,it has 53 students,adopting traditional teaching method.According to the data of questionnaire and interview,the author finds that in the traditional teaching of English Reading,teachers usually only teach the key words and sentence patterns in the text.Therefore,students have no interest in reading,and they just do the tasks mechanically,so that they do not understand the deep meaning of the article.The author applies narrow reading to the English reading teaching of the experimental class,aiming to explore effective teaching methods to solve the dilemma of high school English teaching.The experimental result shows that narrow reading plays a positive role in improving students’ reading interest and achievement.Narrow reading not only stimulates students’ learning enthusiasm,but also it is beneficial to students the accumulation of vocabulary and background knowledge.It can improve their reading ability as well.From the perspective of data,the reading performance of the experimental class has been improved,and they are interested in English reading.Therefore,senior high school teachers can apply narrow reading to teaching practice.However,there are still many shortcomings in this experiment,such as the experimental time is short,some students with low scores are not willing to participate in the experiment.Therefore,these problems should be avoided in further research.Finally,the author puts forward some suggestions for future research,hoping that narrow reading can provide a new concept for front-line teachers and a method for students’ autonomous learning.This research has verified the significant role of narrow reading in senior high school English reading teaching.The author hopes that this research can provide new ideas for teaching,and also provide feasible and meaningful enlightenment for subsequent research in this field.