| As a traditional learning and teaching method, reading aloud (oral reading) is widely used by language learners and teachers for a long time. It plays a significant role in language learning and teaching. However, being influenced by the traditional systems of examination and evaluation, reading aloud in English learning is neglected by both teachers and students in senior middle schools, and the time spent in reading English aloud is insufficient. The present paper attempts to explore the effectiveness of reading English aloud on the language proficiency of the senior middle school students through an experiment and a questionnaire.In this empirical research, language proficiency is interpreted in four aspects-listening comprehension, reading comprehension, speaking ability and writing ability. The experiment was conducted in Putian No.17 Middle School. 30 subjects were selected respectively from two parallel classes, Class 1, Senior 2 and Class 2, Senior 2; they were divided into the experimental group and the controlled group randomly. The experiment used a pre-test and post-test and lasted eighteen weeks, and data collected from the study are analyzed by the software SPSS. There were no significant differences in four language skills between two groups before the experiment; but subjects in the experimental group are superior in language proficiency to those in the controlled group after the experiment. The significant influence on the four language skills in turn is listening, speaking, reading and writing. Research shows that reading English aloud does greatly affect senior students' listening comprehension and oral performance, and enhance their reading comprehension and writing ability as well. A questionnaire conducted after the post-test supports such a fact that reading English aloud is of much help and significance to English learners in senior middle school, and it is an effective learning and teaching method to enhance their language proficiency.
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