A Study On The Effect Of Immersion Teaching Method On Junior High School Students’ Participation In English Reading Class

Under the background of new curriculum reform,reading teaching is a key component of English teaching in middle school,which is helpful to improve students’ reading ability and even their comprehensive language application ability.However,due to the pressure of entrance examination and the backward teaching concept,English reading classes in junior high schools generally pay too much attention to the explanation and practice of words and syntax,and the result is that the students’ initiative and interest in English reading are reduced and the teaching effect is not ideal.In order to improve students’ participation in English reading class,teaching researchers and front-line teachers are actively looking for effective teaching methods,at the same time,Immersive teaching method also slowly walked into people’ s vision.The immersion teaching method,which originated in french-speaking Canada,has been applied to teaching in many countries and has achieved good results.However,it has not been widely used in English classes in our country,especially in primary and secondary schools.In view of this,the present study attempts to apply the immersive teaching method to the teaching process of English reading in junior high schools,and to explore its impact on the participation of junior high school students in English reading class,aiming to explore an effective way to promote the participation of English learning.This research uses the experimental method,through the questionnaire investigation and the interview,investigates study participation overall situation of the experimental class and the control class after the immersion teaching implementation and their specific changes in the three dimensions of behavior,emotion and cognition,and the specific issues studied are as follows:1.Before and after the immersion teaching experiment,are there any differences in the behavior participation between the experimental class and the control class?What’ s changed?2.Before and after the immersion teaching experiment,are there any differences in the behavior participation between the experimental class and the control class?What’ s changed?3.Before and after the immersion teaching experiment,are there any differences in the behavior participation between the experimental class and the control class?What’ s changed?The results show that the students’ behavioral,emotional and cognitive involvement in English reading class has been improved to some extent.This study helps to improve the present situation of low participation of junior high school students in English reading class,and to improve the effectiveness of English reading class teaching,so as to develop students’ reading literacy,and it is beneficial for teachers to change the old teaching concept of reading and improve their professional quality.