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

English teaching in senior high school aims to cultivate students’ subject core literacy.The importance of English reading in developing students’ language ability,cultural awareness,thinking quality,and learning ability cannot be overstated.On the one hand,English reading enriches students’ language knowledge and vocabulary,and develops their thinking and comprehension ability,and on the other hand,it is also an important source for students to obtain comprehensible input corpus.In senior high school English reading teaching,the traditional teaching of sentence-by-sentence translation is time-consuming and inefficient,and is not conducive to the development of students’ language skills.In view of this,this thesis is devoted to the study of the application of Content-based instruction(CBI)to English reading teaching in senior high school,exploring the effect of CBI reading teaching on students’ reading interest,ability,and performance.The core of "CBI" is a teaching concept of combining language and content,which is characterized by taking subject knowledge or theme as the core,adopting authentic materials and content appropriate to students’ specific needs.In the process of CBI teaching,a suitable language environment is created for students to immerse themselves in,where students can not only acquire the subject knowledge,but also improve their ability of listening,speaking,reading and writing in a multidimensional way.Research shows that most domestic studies focus on the application of CBI to college English teaching,but there are relatively few empirical studies on the application of CBI to English reading teaching in senior high school.Therefore,this study applies CBI mode in senior high school English reading teaching,explores the implementation effect of CBI mode on senior high school English reading teaching,and attempts to answer two questions:(1)Does "CBI" have any influence on the interest of senior high school students in English reading?(2)Does "CBI" help improve the English reading ability and performance of senior high school students?The research selected two paralleled classes(Class 7 and Class 8)from Grade 2 of Gurao Senior High School,Chaoyang District,Shantou City,with a total of 100 students(50 students in each class)as the research subjects for one semester.The experimental class(Class 7)applied CBI reading teaching mode while the controlled class(Class 8)applied the traditional reading teaching mode.Before teaching in the experimental class,the “6T”teaching method under the CBI mode was used to analyze the theme,topic,text,task,thread and transition of each unit in detail,so as to better apply the CBI teaching mode.The reading teaching activity is divided into three stages: Before class,the topics under the theme were detailed and the students were guided to think,share and discuss;in class,students in groups presented the materials they had collected about the topics,and teachers set multidimensional tasks related to the theme and guided students to participate;after class,students were assigned to read related topics to further deepen the content learned in class.The experiment adopted pre-test and post-test,two questionnaires,an interview and students’ learning journals with SPSS.24 software to analyze data.The results showed that the CBI teaching adopted more authentic language materials,met the individual needs of students,and set up a variety of classroom activities that enable students to demonstrate themselves,thus enhancing the interest of senior high school students in English reading learning;CBI teaching is centered on relevant topics,with more emphasis on the transmission of meaning,and reading learning is no longer limited to mere language,but pays more attention to discourse ability,which is conducive to the improvement of senior high school students’ English reading ability and performance.Finally,some implications were drawn: First,teachers should integrate language and content to improve students’ language skills.Second,teachers should select authentic reading materials that are related to the theme and students are interested in,so as to expand students’ reading hemisphere.Third,teachers should take students as the main role and formulate targeted learning strategies for students of different degrees.