| Reading is a very important ability for students to cultivate in English study. Teachers’ reading teaching has made great effort on how to develop students’reading efficiency. The current reading teaching in China mainly engaged in "grammar-translation" teaching mode and the deficiency is obvious. Such as, the reading class is centered on the teachers who give the linear "knowledge imparting" teaching process regarding the students as knowledge receivers, which totally ignores the students’activeness and impact the understanding of the text as a whole. In order to find better way to solve the problems, the author did a reform on the English reading teaching for a semester which aimed to test the effectiveness of "interactive reading " mode in improving the readers’reading ability and language proficiency."Interactive reading" mode is based on the "bottom-up" and "top-down" mode. Since1960s, many western linguists have put forward several valuable theories on reading:"bottom-up" reading mode makes a general conclusion on the reading mode before1960s, in which the reading process is thought as a linear process beginning with words and ending with comprehension; pays little attention on the effect of the background knowledge. Goodman (1976) defined the reading process as "a psycholinguistic guess game", which was called "top-down" reading mode by other scholars. This reading model over stresses the high-level stages and does not see much significance of the language ability. Based on the two modes above, after overcoming the deficiency of them, a more reasonable mode—"interactive reading" mode was proposed firstly by Rumelhart (1977) and further developed by Rumelharet and others. This model integrates the advantages of the first two modes:not only emphasizes the importance of the language knowledge, the decoding process, but also emphasizes the importance of the background knowledge, which has been absorbed by many scholars and used in the experimental teaching. This thesis mainly focuses on the theory of the "interactive-reading" mode and the study of the implication of the mode in reading teaching. Firstly, the weak points of the current reading teaching mode are pointed out, and secondly the theoretical bases of the "interactive reading" mode, the procedure of its formation and the its advantages compared with the "translation-grammar" teaching mode are introduced. Lastly, this mode is applied in their practical reading teaching and the data is collected and analyzed. The conclusion is reached that the "interactive-reading" mode is a more effective model in improving students’reading ability.The16week’s experiment was divided into two stages. The first stage was pre-test stage in which the teacher helped students in the experimental class build and activated the students’background knowledge and interactive reading strategies and techniques were taught and a test was followed as the midterm test. In the control class the "grammar-translation" teaching mode was taught and no special reading techniques and strategies were taught by the teacher. The last stage was called post-test stage in which a final examination was taken to check the result of the experiment. All the data of the two test was collected and was processed with the SPSS (17.0) software. The result shows that after16weeks teaching in the "interactive reading" model the students’reading ability and their language proficiency have improved. The hypothesis:The application of the "interactive reading" model will not help the students improve their reading efficiency and their language proficiency in EFL. That is to say, the hypothesis the reading model has a positive correlation with EFL reading is confirmed. At last the writer concludes main findings in the whole study and gives a detail on the pedagogical implication of the study on application the "interactive reading" model, the difficulties of the teachers and students during the experiment, the limitations of the whole study, and the suggestions on the further study. |
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