Effects Of Some Nonlinguistic Factors On English Language Reading In High School

The present research intends to investigate the relationship between nonlinguistic factors and reading comprehension teaching, and how to use these factors in reading comprehension teaching. Reading is not only the main way of language input in communication, but also a very important competence of acquiring information. In senior high school, the main purpose of our teaching is to train and develop this kind of competence. Now, some students haven't read effectively in English. Their reading abilities haven't reached the requirement of our teaching syllabus. One reason for this is that most English teachers neglect the functions of nonlinguistic factors. Nonlinguistic factors include intellective elements, non-intellective elements, cultural factors, and so on. And the non-intellective elements are interest, motivation, emotion, willpower, etc. All these factors have some effect on reading comprehensionteaching-----they will promote or hinder language teaching. So we English languageteachers should know these factors and their influence on the teaching, and try our best to use them efficiently.The dissertation is mainly divided into five chapters. First comes the preface introducing the background, importance, the research and development in the field of reading comprehension, and also the main methods used in this dissertation. Chapter One expounds the present situation of our teaching of reading. It includes the basic meaning of reading, the characteristics of our textbooks, the factors influencing our reading, some problems in our teaching, and the reasons for the unpleasant situation. Chapter Two introduces the theoretical basis of this dissertation. The theories used in this dissertation are various. They are some achievements in linguistic research, some theories of second language acquisition, psychological theories, the schema theory, theory of cognition, and the integration of all those above. Chapter Three and Four are the two most important chapters in this dissertation. Chapter Three explains the relationship between each nonlinguistic factor and reading comprehension teaching and also explores how to deal with these factors in our teaching process. Chapter Fourmainly presents the problems which are confronted with the theory. Chapter Five, or the last chapter, mainly deals with the questionnaires and inquiries. We use the investigation to demonstrate and verify the value of the theory talked about in this dissertation. Then we come to the last part, the conclusion, which sums up some of my thoughts on the theory and its future development.It is hoped that this dissertation will become a valuable reference for the future researchers, and that this dissertation will be beneficial and helpful to reading comprehension teaching, and will impel the English language teachers to do some more research in this field.