On The Improvement Of Abilities Of Underachievers In English Reading In No.13Junior Middle School Of Pulandian

English reading, one of the input skills, is the basis and crucial part of language learningand language output. We can not doubt that it plays more and more important role in Englishlearning. According to the New English curriculum standards, it calls for new requirements inmiddle school reading comprehension. However, English reading is still a difficulty for mostmiddle school students. Thus most of research attention is paid to the middle school readingcomprehension all over the world.Input hypothesis brings enlightenment to the reading comprehension. Krashenpointed that language input must be fully understood by learners, which is calledcomprehensive input. meanwhile, Krashen stressed that the form of input should be “i+1”, inwhich “i” refers to learners’ current language competence and “1” refers to what to be gainedby the learner with the help of current language competence. As for reading comprehension,reading ability serves as “1” in it, and this makes it easy for readers to understand the readingcomprehension better.According to Jean Piaget, a Swiss psychologist, who articulated mechanisms by whichknowledge is internalized by learners, through processes of accommodation and assimilation,individuals construct new knowledge from their experiences. When individuals assimilate,they incorporate the new experience into an already existing framework without changing thatframework. This may occur when individuals’ experiences are aligned with their internalrepresentations of the world, but may also occur as a failure to change a faulty understanding.This paper, based on the input hypothesis and constructivism learning theory, aims tofind out the factors which affect the underachievers’ reading ability in rural middle school andstrategies which we can take to improve the reading ability of underachievers in No.13JuniorMiddle School.To find a more effective method to improve underachievers’ reading ability, many expertshave done a lot of attempts and researches, the emergence of Task-based Language Teachingmakes a reply to this question. Task-based Language Teaching emphasizes "student-centered",to promote "learning by doing"; students are learning the subject involved in the learningprocess, which will greatly stimulate the students’ motivation to learn English. Middle schoolEnglish Curriculum Standards issued by the Ministry of Education in2002also advocate thatTask-based approach should be used in the classroom to improve students’ language learning. In this thesis, the author attempts to apply Task-based Language Teaching into middleschool English reading teaching to train underachievers’ sense of using reading strategies inreading process and thus improve their reading ability.This research would be set up in the form of teaching experiment. The research would becarried out in the school where the author has been working for more than one year-NO.13Middle School of Pulandian. There are two classes concerned, one of which is ExperimentalClass and the other is Controlled Class. There are30underachievers out of57students both inEC and CC. At the same time, the experiment will be conducted for four months, andquestionnaires, pre-test, post-test as well as interviews will be carried out in order to get data,which will be analyzed carefully.The result shows that the implementation of task-based language teaching in Englishreading teaching in middle school is practical and feasible; TBLT can not only stimulateunderachievers’ interest, but also improve their reading ability.