An Empirical Study On Applying English Picture Books To English Reading In Junior School

The new concept of reading literacy has been put forward by scholar in 2016,advocating the development of student’s reading character and reading ability,which endows a new understanding of reading.English Curriculum Standards(2017 Edition)emphasizes that reading is an essential method to language learning and knowledge accumulation.However,due to the traditional teaching beliefs,English reading teaching has encountered multiple dilemmas and challenges.Therefore,active measures should be taken to cultivate students’ reading interest and improve reading ability.As an valid supplement of the textbook,English picture books have attracted much attention because of the entertaining,intuitiveness,and vividness.This study is based on the Krashen Comprehension Input Hypothesis,Cognitive Development Theory and Multimodality Theory.Eighty eighth students are chosen in seventh grade from Junior school in Xian yang city and performed an empirical study for a whole term.By the way of questionnaires,interview and tests,English picture books are introduced to English reading teaching to figure out whether it can contribute to students’ English reading interest and their English reading ability.Before the experiment,a questionnaire and test are performed to the controlled class and experimental class.During the experiment,English reading materials are chosen to the controlled class while English picture books are applied to the experimental class.Afterwards,the two paralleled class are surveyed and tested again,besides six students at different levels from the experimental class are interviewed.The two conclusions are come to as following by analyzing the experimental data.Firstly,the implementation of English picture books in English reading teaching is beneficial for junior students to promote the English reading interest.Secondly,English picture books is conducive to improving the English reading ability of junior students.