The Effects Of Net-paper-based Extensive Reading On The Reading Efficiency Of Chinese College Students

In the field of second language learning and teaching, extensive reading has acquired increasing attention. Masses of studies have proved the importance of extensive reading in improving learners'reading ability and general language proficiency including grammar, vocabulary, etc.. but most of them focus on ihe impact of graded or simplified readers which lack authenticity. Therefore, authentic materials were advocated by some scholars, but only stopped at the theoretical layer mostly. On the basis of previous studies, the current study mainly investigates the effects of reading English language net-paper extensively on the reading efficiency of Chinese college students empirically.The present study aims at exploring the effects of two different modes of extensive reading on students" reading efficiency, including reading speed, reading comprehension and reading motivation. One is the individual mode, that is. the students read a certain amount of English language net-paper out of class individually without teacher's instruction and then fill in a weekly reading report. The materials and strategies they used are decided by themselves; the other mode is the individual reading plus teacher instruction mode, whose only difference from the individual mode is the teacher instruction in which the teacher gives a lecture introducing the textural structure of one literary style every week. Based on the aim of the current study, the author proposes three research questions in consistence with reading speed, reading comprehension and reading motivation respectively, wondering whether the individual reading plus teacher instruction mode and the individual mode will improve the three aspects of reading efficiency significantly, and if this question is supported, which mode will have a better effect.The 172 participants are all first year non-English majors in Lanzhou University. They are from three parallel classes, so they are of the same or almost the same English proficiency. At the beginning of this experiment, they all took the pretests of three aspects of reading efficiency and the results show there is no significant difference in reading speed, comprehension and motivation. Thereby, the three classes are randomly named as experimental group 1, experimental group 2 and control group, taught in the individual plus teacher instruction mode, the individual mode and the traditional mode respectively. The duration of the experiment is twelve weeks. Trimmed away the pre-and post-test, the students are required to hand in eleven reading reports. Finally, the data collected in the pre-and post-test are analyzed with SPSS 11.5 and the results show that:1. The individual plus teacher instruction mode can improve students" reading speed significantly. The individual mode can improve it significantly, but not statistically significant compared with the control group:2. Both modes can improve students" reading comprehension significantly but there is no significant difference between themselves; 3. Both modes can improve students'reading motivation compared with the control group, and the effect of the individual plus teacher instruction mode is more significant.The results above indicate that the individual plus teacher instruction mode in extensive reading can improve learners" reading speed, reading comprehension and reading motivation significantly, thus providing empirical evidence and reference lor further conducting extensive reading programme with net-paper in college to some extent. In the field of second language learning and teaching, extensive reading has acquired increasing attention. Masses of studies have proved the importance of extensive reading in improving learners'reading ability and general language proficiency including grammar, vocabulary, etc.. but most of them focus on ihe impact of graded or simplified readers which lack authenticity. Therefore, authentic materials were advocated by some scholars, but only stopped at the theoretical layer mostly. On the basis of previous studies, the current study mainly investigates the effects of reading English language net-paper extensively on the reading efficiency of Chinese college students empirically.The present study aims at exploring the effects of two different modes of extensive reading on students" reading efficiency, including reading speed, reading comprehension and reading motivation. One is the individual mode, that is. the students read a certain amount of English language net-paper out of class individually without teacher's instruction and then fill in a weekly reading report. The materials and strategies they used are decided by themselves; the other mode is the individual reading plus teacher instruction mode, whose only difference from the individual mode is the teacher instruction in which the teacher gives a lecture introducing the textural structure of one literary style every week. Based on the aim of the current study, the author proposes three research questions in consistence with reading speed, reading comprehension and reading motivation respectively, wondering whether the individual reading plus teacher instruction mode and the individual mode will improve the three aspects of reading efficiency significantly, and if this question is supported, which mode will have a better effect.The 172 participants are all first year non-English majors in Lanzhou University. They are from three parallel classes, so they are of the same or almost the same English proficiency. At the beginning of this experiment, they all took the pretests of three aspects of reading efficiency and the results show there is no significant difference in reading speed, comprehension and motivation. Thereby, the three classes are randomly named as experimental group 1, experimental group 2 and control group, taught in the individual plus teacher instruction mode, the individual mode and the traditional mode respectively. The duration of the experiment is twelve weeks. Trimmed away the pre-and post-test, the students are required to hand in eleven reading reports. Finally, the data collected in the pre-and post-test are analyzed with SPSS 11.5 and the results show that:1. The individual plus teacher instruction mode can improve students" reading speed significantly. The individual mode can improve it significantly, but not statistically significant compared with the control group:2. Both modes can improve students" reading comprehension significantly but there is no significant difference between themselves; 3. Both modes can improve students'reading motivation compared with the control group, and the effect of the individual plus teacher instruction mode is more significant.The results above indicate that the individual plus teacher instruction mode in extensive reading can improve learners" reading speed, reading comprehension and reading motivation significantly, thus providing empirical evidence and reference lor further conducting extensive reading programme with net-paper in college to some extent.