Research On The Effective English Reading Instruction In Junior Middle Schools

English, one of the most important means of communication, isbecoming increasingly important all over the world, and accordinglythe students in schools at all levels are required to learn it. However,low-efficient teaching of English harasses a lot of teachers and studentsas well. Consequently, the effective teaching has been gradually puton the agenda to increase the effectiveness of teaching, especially theteaching of reading. Junior middle school students are at the key stageof developing the second language at which teachers should providethem with the effective teaching of reading to ensure they becomegood at reading.The author intends to explore how to improve the effectiveness ofEnglish reading instruction in junior middle schools by integrating theeffective teaching and English reading. This research is mainly basedon the following theories: the Constructivism Learning Theory, theCritical Period Hypothesis for second language acquisition, and theInput Hypothesis.The author investigated the status quo of the reading instruction inMeiyuan Middle School in Shanghai and No.4Junior Middle School inChaohu, Anhui by adopting the research methods of questionnaireand interview. Eight aspects of the effective teaching of English readingare investigated and discussed in the thesis: the difficulty of the readingmaterials; students’ interest in attending English classes; ways to buildmotivation; teaching for comprehension; verifying reading strategies;teachers’ choice of reading models; the necessity of setting up thereading class; evaluating reading progress.The author argues that these eight aspects are essential to thesuccess of the effective teaching of English reading and puts forwardthe corresponding suggestions on the basis of the theories and data analysis. The suggestions are as follows: choosing the right material,building students’ motivation, teaching for comprehension, using thetext efficiently.