A Survey On Senior High School English Teachers’ Text Interpretation

For a long time,reading has been regarded as one of the main skills in English learning.In English reading class,teachers should not only impart text knowledge to students,but also guide students to analyze the text at a deeper level.Through interpretation,teachers can not only better comprehend the teaching materials,but also select suitable reading teaching techniques,discover effective methods to direct students to comprehend the text and improve students’ English reading ability as well.Therefore,based on schema theory and discourse analysis theory,this study delves into the current situation of text interpretation in senior high school English reading teaching and analyses the survey results,so as to study the following three questions:(1)How well do senior high school English teachers master text interpretation?(2)What is the effect of the application of text interpretation in senior high school English reading teaching?(3)What are the factors that influence senior high school English teachers’ text interpretation?In this study,a combination of qualitative and quantitative analysis was adopted.Besides,125 English teachers from eight senior high schools in Nanning and 246 students from Nanning No.33 Middle School were surveyed by questionnaires and five English teachers from Nanning No.33 Middle School were interviewed.The relative results are discussed.The following conclusions are drawn from this paper:(1)Most senior high school English teachers think they can master text interpretation in both theory and practice,focusing primarily on the interpretation of the text theme and text genre,followed by text content,text language,and writing intention of the text.(2)The application of text interpretation in the senior high English reading teaching is not very effective,as evidenced by the fact that most students were dissatisfied with their own text interpretation ability,especially their ability to interpret the author’s writing intention.(3)There are four main factors that affect the effect of senior high school English teachers’ text interpretation: their inadequate text interpretation proficiency;their limited background knowledge;their heavy teaching duties and limited teaching time,which often lead to a neglect of text interpretation;their weakness in forming the academic atmosphere of text interpretation.Based on the above findings,this study offers the following four pedagogical implications.First,teachers should interpret reading texts from multiple perspectives.Second,teachers should strengthen their professional quality and improve their text interpretation ability.Third,teachers should properly integrate teaching materials and arrange teaching time reasonably.Fourth,teachers should strengthen collective lesson preparation and discuss the text interpretation part together.Finally,the author summarizes this study,puts forward the shortcomings and suggestions for future research.