Research On English Teaching In Middle School

Since the new national curriculum and textbook in middle schools have emphasized Task-based Approach Language Teaching, more and more teachers and students apply it in English teaching and learning. Teachers, scholars, and researchers such as Long, Richards, Candlin, Nunan, Willis, and Skehan, consider Task-based Approach Language Teaching is the key to improve students'reading comprehension. This thesis aims to research the effect on improving senior high students'English reading comprehension under the reading teaching hypothesis:through the whole time of applying the Model of Task-based Language Teaching Approach of Skehan in English reading teaching, combining Multiple Intelligences Approach to broaden background knowledge, Lexical Approach to enlarge vocabulary, systematic introduction reading strategies properly to enhance reading skills, and Interaction Hypothesis to raise the reading rate.The research was designed and carried out at Grade Two, Senior High, The Middle School Attached to Qinghai Normal University.30 students separately from Class Five and Class Eleven were selected as the experimental group and the control group. Four indexes measured the reading teaching effect:accuracy of vocabulary question, accuracy of inference question, accuracy of details information question, and minutes of finishing reading. The Data was collected from readings of mid-term exam, class exercises, ten reading passages of the post-test, and the questionnaire, and was analyzed by Statistical Product and Service Solutions (SPSS) software. Through comparison on four indexes between the experimental group and the control group, it turned out that, in general there was no significant difference between the effect of the Task-based Approach Teaching and the effect of the Presentation-Practice-Production teaching. However, though the quantity of the sample was small, to some degree, the task of systematic introduction reading strategies properly helped to enhance reading skills, and the task of applying Interaction Hypothesis did raise the reading rate. These two task designs can be applied more and better to improve students'reading comprehension. Applying Lexical Approach to enlarge vocabulary and Multiple Intelligences Approach to broaden background knowledge had no significant improving effect. Such kinds of theories, researches and effects will be improved in the future.