A Study On Post-reading Activities In Junior High School English Reading Classes

English reading is an important part of English teaching.English reading plays an important role in developing students’ ability to acquire and process information.Reading teaching in junior high school is the core part of English teaching.The threestages reading teaching mode of pre-reading,while-reading and post-reading are usually adopted in current English reading teaching classes.Among them,pre-reading and while-reading are the stages of language input and processing,while post-reading is the stage of language output and feedback,which is the stage of students’ deep understanding of reading materials,internalizing and transferring the language and using it.In addition,with the implementation of New Curriculum Standards for Compulsory Education(2011 Edition),post-reading activities,as an important part in English reading teaching,are increasingly been recognized and valued by teachers and students.The purpose of this research is to fully understand the current situation of postreading activities in junior high school English reading teaching,find out the problems,analyze the reasons,and make suggestions.Taking Xi’an Foreign Language School as an example,based on Krashen’s input hypothesis theory,Swain’s output hypothesis theory and task-based language teaching method,this study investigated 300 junior high school students and 6 English teachers through questionnaire,classroom observation and interview,trying to answer the following questions:(1)What is the current situation of the implementation of postreading activities in junior high school English reading teaching?(2)What are the problems in the design and implementation of post-reading activities in junior high school English reading teaching?(3)What are the reasons for these problems?Through the investigation,the author found that the current situation of postreading activities in junior high school are as follows:(1)teachers use the three activities of retelling,role-play and discussion most frequently,and in the form of activities,they generally use group work or pair work,and seldom design individual activities;(2)most teachers agree that post-reading activities are important in the whole reading teaching process,and the activities designed are moderate in difficulty and meet the cognitive level of most students,and teachers generally use 10-15 minutes in postreading stage;(3)the factors that influence the design and implementation of postreading activities include: learning situation,teaching objectives,reading text,and students’ motivation;(4)students’ attitudes toward post-reading activities are generally positive,and post-reading activities have a certain degree of positive effect on students’ improvement in all aspects of their abilities.The problems of post-reading activities include:(1)the types of post-reading activities are not diverse enough;(2)training of students’ thinking ability in postreading activities are not sufficient;(3)some post-reading activities lack of reasonable learning situation;(4)the concept of tiered teaching is not put into practice;(5)language input and output are not consistent.According to above problems,the author has come up with corresponding educational implications through in-depth discussions,aiming to provide teachers with effective teaching methods for English reading classes and improve students’ English reading skills.