The Application Of Multiliteracies Pedagogy To Junior High School English Reading Teaching

English reading is an important part of English subject and it is one of the basic skills that learners must master.However,as far as modern English teaching is concerned,some teachers blindly pay attention to the explanation of words and grammar,but ignore the cultivation of students’ English reading ability,so it is difficult for students to improve their grades effectively.Recently,scholars at home and abroad have actively carried out research based on English reading,and a large number of research results have been born.Scholars generally believe that the multi reading teaching method has a positive impact on the improvement of students’ English reading ability.The multiple reading teaching method is an extension of the traditional language teaching mode.Under the multiple reading map teaching mode,the previous language centered teaching method has been transformed into a combination of multiple symbol resources,and the teaching purpose is to strengthen students’ multiple reading ability.On the basis of consulting the existing literature,the author finds that the application of multiple reading map teaching method can be traced back to 20 years ago.Scholars’ research based on multiple reading teaching method is mostly concentrated at the level of higher education.There are few relevant studies and application cases around English reading teaching in junior middle school.This paper takes the theory of systemic functional linguistics and social semiotics as the theoretical basis,takes the multi map teaching method as the research object,and mainly explores how to optimize the traditional junior middle school English reading teaching model,hoping to improve junior middle school students’ reading achievement and reading interest.Two classes,class 1 and class 2 of Grade 8in the 89 th middle school in Zhengzhou,Henan Province,were selected.The research sample involved 100 students and carried out the experimental teaching for 12 weeks.For the two classes,multiple map reading teaching method and traditional reading teaching method are adopted,corresponding to the experimental class and the control class.This paper comprehensively uses qualitative and quantitative research methods,through tests,questionnaires and interviews,to explore the following two questions:(1)Can multiple reading teaching methods affect middle school students’ English reading performance?(2)Have students’ interest in English reading changed ? The collected data were processed and analyzed by SPSS 23.0.The results show that multiple reading teaching methods can affect middle school English reading to a great extent.The test shows that the overall English performance of the students in the experimental class is significantly improved.In addition,by analyzing the results of questionnaires and interviews,it can be found that students’ interest in English reading has also improved.From the perspective of research,this study can provide reference for contemporary middle school English reading teaching.Of course,this study also has some limitations,such as limited research objects,short research cycle,insufficient persuasion of the results,etc.these problems still need to be further explored.