A Study Of Interactive Model And Integrative Motivation In Extensive Reading

As one of the basic skills of foreign language learning, extensive reading is considered as the most difficult part to be grasped. In view of the current circumstance of extensive reading, based on the interactive model, this thesis pays much attention to the necessity and possibility of improvement of reading proficiency. Then, the author puts forward that interactive model can develop readers' sense of the background knowledge of the materials, let the readers get a deep understanding and increase readers' interests of extensive reading.This thesis begins with the description and explanation of some fundamental concepts and the existing problems. Then, in addition to the theoretical considerations focusing upon interactive model as well as integrative motivation, the author has conducted empirical research in order to investigate the use of interactive model in extensive reading and the relationship between interactive model and reading purposes. To be specific, the thesis is integrated by five independent chapters.Chapter One describes and explains three fundamental concepts, namely, extensive reading, reading strategies and reading purposes as well as the characteristics.Chapter Two states explicitly the relative theories of interactive model—the reading strategy. The author also presents the three stages of interactive model in actual reading. Then the hypothesis is put forward: interactive model can deepen the understanding of reading material, increase the readers' interests and improve the reading proficiency, while integrative motivation can strengthen the effects.Chapter Three is concerned with a detailed description of the design of the whole experiment, which makes up the bulk of the thesis. In order to testify effectiveness hypotheses and factors hypotheses between which the latter is the expected innovation in this thesis, the author adopts a mixed approach involving both qualitative and quantitative research methods. In this experiment, the author selects sixty first-year English majors from Huaxia College attached to Wuhan University of Technology, thus forming experimental group and control group. Through a series of procedures, the author categorizes data from questionnaires, language tests and interviews.Chapter Four reports the experimental results and provides further interpretation and discussion. The research-based findings demonstrate that the contrast between two groups is striking. Therefore, group differences are examined and compared. In addition, the author illustrates the correctness of the hypotheses.Chapter Five ends the whole study with conclusions, fruits and limitations, and also suggests implications for pedagogy. The major conclusions obtained from the present investigation are that: 1) interactive model is more effective than the traditional teaching approach and instruction; 2) integrative motivation is more effective than instrumental motivation; besides these, another conclusion is drawn from the research. That is there are some correlations between interactive model and integrative motivation.