A Study Of English Reading Instruction From The Perspective Of Explicit And Implicit Theory

The teaching of reading comprehension always keeps the method of traditional teaching that emphasizes learning of words and grammar and ignoring the teaching of reading strategies. Students acquire the basic rules according to the implicit learning in the process of reading. The explicit instruction of reading strategies has been studied by many researchers. Carrell (1989) and Raymond (1993) make a lot of investigations on the effect of instruction and university level students who use different languages in different cultural contexts are selected as subjects. Different types of strategies are tested. All the conclusions indicate that the usage of reading strategies is helpful to improve students’reading comprehension. The kinds of explicit and direct instruction on reading strategies are chosen by many researchers (Pearson and Fielding,1991). But few studies are conducted in China among college students.The study that focuses on the comparison between the explicit instruction of reading strategies and implicit instruction provides enough evidence for putting reading strategies instruction into classroom, promotes the reform of the teaching of English reading instruction.The thesis introduces explicit and implicit learning (instruction) and reading strategies and their related theories in brief. Its purpose is to probe which instruction, explicit instruction of reading strategies and implicit instruction, is better for improving the performance of reading comprehension. Firstly, this thesis presents an introduction of the study and the background of the study, and the significance of the study and organization of this paper are given as well, and provides an overall view of the theoretical and empirical findings in implicit and learning theory and reading strategies. Secondly, this thesis focuses on the process of empirical study and describes the research methodology adopted in the study and the procedure of the research, then shows the analysis of the data both quantitatively and qualitatively and it also explores the results of the study. At last this thesis mainly consists of some concluding remarks about the study, deals with implications for reading instruction and summarizes the major findings of the study, and points out the limitations of the study and makes suggestions for future research.