| Reading teaching is a pivotal component in the cultivation of students’ comprehensive language skills,which runs through the entire language-learning process.The current reading teaching method mainly is teachers delivering and students practicing.Students read texts individually without cooperation and interaction with teachers and peers.They have few opportunities to learn reading skills from each other.Therefore,a new model of reading teaching is needed to meet the requirements of students and teachers so as to improve students’ engagement in reading classes and reading ability.This study is based on the Social Interdependence Theory,Motivational Theory,and Zone of Proximal Development Theory,taking Class 7(EC)and Class 8(CC)of the eighth grade in a junior high school in Fuyang City as the research subject.Before the implementation of the experiment,the test is used as a pre-test for the reading ability and the questionnaire is to acquire the basic knowledge of classroom engagement in the reading class of the two classes to ensure that there is no prominent divide between EC and CC.And then STAD reading teaching is carried out in EC,and the traditional teaching mode is employed in CC.After four months of the teaching experiment,student’s reading ability and classroom participation are tested in the same way,and student’s attitudes towards the STAD model are investigated in the interviews so as to provide references for front-line teachers in reading teaching.The thesis explicitly answers the following three questions:(1)What effects does STAD have on junior high school students’ engagement in English reading class?(2)What effects does STAD have on junior high school students’ English reading ability?(3)What different effects does STAD have among students of various levels in their reading class engagement and reading ability?In this study,SPSS 20.0 is used to analyze the test results and questionnaire survey data of EC and CC.The findings are below:(1)The application of STAD in English reading class has some impact on students’ English reading ability improvement in junior high school.(2)STAD can improve three dimensions of classroom engagement.Furthermore,the influence over different dimensions varies,and the degree from high to low in sequence is behavior > emotion > cognition.(3)The impact of STAD mode on junior high school students with different English proficiency levels varies,and the specific impact degree in reading ability is average level > low level > high level,and the influence degree of classroom engagement is high level > low level > average level.This study suggests:(1)Students’ behavioral and emotional engagement in STAD English reading classes is improved,but cognitive participation is low.Thus,the students’ learning cognition in the process of English teaching should be taken into account.(2)Clear social responsibilities should be set during team activities in the STAD reading class,ensuring that everything is done and everyone has something to do.Tasks should be rotated appropriately to ensure that all students have the opportunity to express themselves.(3)The scoring standards for improving the score in the STAD quiz should be formulated according to the specific teaching content and students’ scores to fully protect and mobilize the enthusiasm of students at all levels.In summary,the effective application of STAD in junior high school English teaching contributes to the improvement of students’ classroom engagement and reading ability.However,the implementation process needs to correspond with the specific situation of students and their feedback.How to effectively employ STAD in English teaching in China has received more and more attention,but in addition to theory,front-line teachers need to carry out further research at the practical level. |
PDF Full Text Request