A Survey On Students’ English Reading Literacy In Junior High School

The English curriculum standards for compulsory education(2022)not only focuses on the development of students’ English core literacy,but also clearly states that the theme of a text,the culture of a passage,the values promoted of a discourse,language knowledge and reading strategies which should be included in the teaching of reading.So in recent years,reading literacy has received increasing attention from experts as opposed to reading ability.The importance of reading literacy is growing because it encompasses not only reading ability,but also reading character.Improving students’ reading literacy enables them to improve their reading skills,stimulate their interest in reading,develop good reading habits,master certain thinking strategies and gain a better reading experience,which is a key way to implement students’ core literacy in English.However,at present,relevant research on reading literacy has not been given much attention,and relevant analysis of the current situation of reading literacy cultivation among secondary school students is not sufficient,and even if there is relevant analysis of reading literacy,it is more focused on language subjects,and the research related to reading literacy in English subjects is not in-depth.Therefore,it is necessary to study the status quo of English reading literacy among junior high school students,which is of great significance to the development of English reading literacy among junior high school students.On the one hand,a survey on the status quo of English reading literacy of junior secondary school students will provide insight into the status quo of their English reading literacy.On the other hand,after conducting a survey on the status quo of English reading literacy of junior secondary school students,the author can analyse the factors behind the development of the status quo and make targeted suggestions to improve students’ English reading literacy and give training programs in order to provide front-line teachers with ideas for constructing English reading teaching with clear and appropriate objectives.This study was conducted on the basis of constructivist learning theory,effective teaching theory and reading hierarchy theory.Data were collected through questionnaire,interviews and classroom observation methods.The study takes the second year students of the tenth middle school in Deyang City,Sichuan Province as the object of the study.The data were collected through questionnaires and interviews,and analyzed through Excel and spss26 in order to answer the following three questions: 1)What is the status quo of English reading literacy among middle school students? 2)What are the factors behind affecting the status quo of English reading literacy among middle school students?The results of this study show that:1)Overall,junior high school students’ English reading literacy is at a high level overall,but specifically within classes at different levels,there are different levels of English reading literacy,with higher levels having higher English reading literacy;2)The status quo of junior high school students’ English reading literacy is influenced by the interaction of several factors.The students’ own knowledge base,the teachers’ teaching philosophy,the reading strategies and methods they teach,whether the school provides systematic training for teachers,the school’s supporting resources,the school’s philosophy,the importance parents attach to students’ English reading literacy and the extent to which they cooperate with the school’s work are all important factors that affect the development of students’ English reading literacy.And then starting from the status quo of junior high school students’ English reading literacy and the factors that affect the status quo of junior high school students’ English reading literacy,the author suggests strategies respectively.In terms of the status quo of English reading literacy among junior high school students: developing graded reading instruction and using English picture books;in terms of the influences affecting junior high school students’ English reading literacy: improving students’ knowledge base and developing good English reading habits;teachers updating their teaching philosophy and consciously teaching reading strategies and methods in the teaching process;schools updating their schooling philosophy,enriching resource packages.The school side updates its own philosophy of schooling,provides training resources and opportunities for teachers,offers family education guidance services and provides a rich resource package.Finally,the limitations and outlook of the study are noted..Finally,the author points out the limitations and outlook of the study.