A Study On English Reading Obstacles And Strategies Of Senior High School Students

With the continuous development of globalization,English has become a vital communication tool and English learning become more and more important.However,different cultural background knowledge,grammar system and pragmatic logic etc.make English learning more difficult.So it need to focus on the importance of English reading,because it is one of the significant channels to acquire knowledge to communicate with the outside world and accumulate more information.However,as far as senior high school students are concerned,most of them would encounter reading obstacles and they do not have corresponding strategies to deal with them,which result in their poor English reading ability to a great extent.Therefore,this thesis is devoted to analyze the reading obstacles and possible reasons of senior high school students,and then put forward some feasible strategies to help them overcome their reading obstacles and improve their English reading ability.This study mainly adopts investigation and experimental method and the research was conducted on The Second Middle School of Liupanshui.There are 25 classes in the first grade of senior high school.For this study,Class 3 with 55 students（Control Class）and Class 4 with 54 students（Experimental Class）were selected as Control Class and Experimental Class respectively,and students whose reading proficiency are basically the same,and the experiment was conducted on 109 students from two classes,which lasts for 16 weeks from September 2021 to January 2022.A questionnaire was prepared before the experiment and 100 students were randomly selected from grade one to grade three,a total of 300 students were selected to hand out the questionnaire and 4 English teachers in the first grade of senior high school were interviewed,and then students’ reading obstacles were analyzed according to the results of questionnaire and interview with teachers.According to the results of questionnaire and interview with teachers,and the corresponding reading strategies teaching was adopted in the Experimental Class,while the traditional grammar translation method was used in the Control Class.After the experiment,4 students in Experimental Class were interviewed to test the efficiency of the reading strategies teaching.This research attempted to discuss the following questions:1)What obstacles do the senior high school students have in their reading process?2)What are the reasons of English reading obstacles of senior high school students?3)What strategies should be taken in senior high school English reading teaching to overcome the reading obstacles of students?There are two types of reading obstacles in students’ English reading:linguistic obstacles and non-linguistic obstacle.Linguistic obstacles mainly include vocabulary,grammar,discourse and type,while non-linguistic obstacles mainly include background knowledge,reading skill,reading motivation and reading habit.The mainly possible reasons for these obstacles are as follows: Lack of awareness to guess new word and the ability of word-formation;Lack of systematic knowledge of grammar;Lack of analyzing discourse ability;Lack of understanding of different types;Lack of extensively reading;Lack of learning and practicing reading skill;Lack of internal motivation;Lack of good reading habit.Based on these obstacles and reasons,it could put forward some strategies for students and teachers respectively.First of all,students should know: Guessing the meaning of new word spontaneously and learning the word-formation method;Analyzing grammar by specific sentence and mind-mapping;Paying attention to key words and top-down reading mode to understand discourse;Summarizing the characteristics of different types;Reading extensively to accumulate knowledge;Learning,and applying reading skill;Cultivating internal motivation;Correcting reading habit consciously.Secondly,teachers should do: Teaching word-formation method to help students accumulate more vocabulary;Helping students learn to construct grammar system by inductive method and mind-mapping;Helping students learn to analyze the structure of discourse;Choosing different types for students to practice and summarize characteristics of each type,but notice the difficulty;Taking relevant activities such as playing original English movies and taking reading activity to help students input background knowledge;Giving students enough practice to understand reading skill;Choosing appropriate materials and design interesting activities to stimulate students’ internal motivation;Observing students’ bad reading habit and guiding them to correct.