A Study On The Model Of College English Reading Teaching Based On Dynamic Systems Theory

With the development of the information age, the way that college students obtain knowledge and information through reading is constantly changing. Among the four basic skills of listening, speaking, reading and writing, college English reading ability is the main part of the four skills. However, there exist several shortcomings in traditional models of reading teaching in recent years. For instance, students restrict the way of acquiring reading materials, the low efficiency of using reading strategies, the limitation of learning environment and so forth. Aiming at these problems, this research constructs the model of college English reading teaching based on DST in order to improve students’ reading level.The development of language is a dynamic process which is always changing but never reaches to static. Language learners’ language input and output, reading strategies, learning environment, feedback and evaluation of the teacher all can be seen as sub-systems to interact each other. American Linguist Larsen-Freeman takes the lead in introducing DST to applied linguistics research in1997.This thesis according to the characteristics of dynamic, openness, adaption, self-organization, sensitive to initial conditions and feedback sensitive of DST, combines the college English reading with DST, aiming to deal with the following three questions:(1) Can it promote the students’ reading ability by training their reading strategies in the model of college English reading teaching based on DST?(2) Can the model of college English reading teaching based on DST improve students’ reading performance?(3) Which is more effective, the model of college English reading teaching based on DST or the model of traditional reading teaching?This research chooses two parallel classes from non-English major students of 2013 in Shenyang Normal University, randomly allocating one class as the experiment class, the other as the control class. The experiment class adopts the reading teaching model under the guidance of DST, the control class adopts the traditional way of reading. The process of experiment lasts from March, 2015 to June, 2015, 16 weeks in total. The research instruments are pre-questionnaires and post-questionnaires, the pre-test and the post-test. After collecting the data, the statistics are analyzed systematically by SPSS(16.0), the researcher draws the following conclusion:(1) Through the analysis of pre-questionnaires and post-questionnaires, the college English reading strategies training based on DST can promote students’ reading ability.(2) According to the pair sample test of pre-test and post-test in EC, the model of college English reading teaching based on DST can improve students’ reading performance.(3) According to the independent sample test in post-test between EC and CC, the model of college English reading teaching based on DST is more effective than the model of traditional reading teaching.This research provides suggestions for college English reading teaching.(1) Teachers should enhance the reading strategies training.(2) Teachers should pay more attention to the reading teaching of the open environment.(3) Teacher should give more positive feedback.(4) Students should emphasize the interaction on cooperative learning.(5) Students should reflect on the feedback from both teachers and students. This thesis offers a certain reference to college English reading teaching.