A Study On The Application Of Content-based Instruction In Senior High School English Reading Teaching

Reading plays a vital role in senior high school English teaching.The new College Entrance Examination reform and The New Senior High School English Curriculum Standard(2017)put forward higher requirements for senior high school students’ reading comprehension ability and current English reading teaching.However,the current situation of senior high school English reading teaching is not optimistic.Under the traditional teaching mode,there are still some problems in English reading teaching,such as teachers’ insufficient teaching of reading content and the content of reading materials lacks diversity.Therefore,this thesis attempts to apply Content-based Instruction to senior high school English reading teaching,focusing on both content learning and language learning to improve students’ reading comprehension ability.Content-based Instruction emphasizes the combination of content teaching and language teaching.It focuses on the realization of language learning goals by students in the process of perceiving language content.Content-based Instruction is based on Krashen’s Input Hypothesis and Piaget’s Constructivism Theory.Input Hypothesis emphasizes that teachers should provide students with a large amount of comprehensible language input.Constructivism Theory advocates student-centered teaching,emphasizing that students are the active constructors of knowledge and teachers are the guides of students’ learning.It holds that teaching should be based on authentic contexts and students should actively carry out cooperative exploration.This thesis tries to answer the following three questions:(1)What is the impact of Content-based Instruction on senior high school students’ English reading strategies?(2)What is the impact of Content-based Instruction on senior high school students’ English reading proficiency?(3)What is the impact of Content-based Instruction on senior high school students’ English reading autonomy?This study conducted a 16-week teaching experiment on 100 students in two parallel classes in grade one of a senior high school in Yingkou.There are 50 students in the experimental class and the control class respectively.Before the experiment,the English proficiency in both classes is ensured to be equal.The experimental class adopts the Content-based Instruction for reading teaching,while the control class still uses the traditional reading teaching method.The research tools include questionnaire,pre-test,post-test and interview.SPSS 23.0 software is used to analyze the collected data.This study finds that Content-based Instruction improves students’ English reading strategies,English reading proficiency and is conducive to the cultivation of students’ English reading autonomy.Content-based Instruction has a positive impact on senior high school students’ English reading learning.Therefore,it shows the feasibility and effectiveness of Content-based Instruction in senior high school English reading teaching.