A Study On Guided Extracurricular Reading In Rural Junior High School English Study

Reading, as a traditional way to input information, can enrich one’s vocabulary,consolidate grammatical and produce language acquisition effectively. Therefore, a certain amount of reading is quite essential for students, especially for rural Junior high school students who are short of the environment of English listening and speaking.Reading becomes the most effective way to get English language information. This thesis expounds the necessity and importance of launching guided extracurricular reading in rural junior high school under the guide of Kranshen’s Input Hypothesis theory, scaffolding theory and learner’s autonomy theory. In order to have a clear idea about the situation of English extracurricular reading in rural junior high school definitely, the author did an English extracurricular reading survey in the rural junior high school where the author teaches. The subjects are 259 students from six classes of three Grades are involved in the survey. Meanwhile, the author carries out a survey among ten English teachers of this school to get more information about English extracurricular reading in rural junior high school. The results of the surveys indicate that both teaches and students in rural junior high school accept that English extracurricular reading can promote English learning. Owing to the low English level,small vocabulary and lack of appropriate reading materials, the students in rural junior high schools almost have never done English extracurricular reading before. The results also show that the students are eager for getting assistance and guidance from teachers in the process of English extracurricular reading. But in contrast, the teachers mention that most of them actually didn’t require their students to do extracurricular readingbecause they had no time and energy. Lacking of guidance experience is also one of the main reasons. After analyzing of the results of the survey from three grades, the author still finds out that the preference of extracurricular reading materials and problems existing in the reading process are different in different grades.According to the results of surveys, the author puts forward that we should launch guided extracurricular reading in different Grades in rural junior high school. And how to conduct the guided extracurricular reading in three Grades respectively is also suggested in the thesis with related researches. It includes the choice of reading materials, the guidance of reading skills and strategies, the promotion of reading interest and so on. After the experiment, the author carries out a survey among students by using the same questionnaire with those before the experiment. The author compares the results of the surveys and concludes that the guidance to the choice of reading materials,the study of reading methods and the promotion of reading interest proves that guided extracurricular reading can promote the comprehensive English ability and learner’s autonomy ability from the aspect of students. At the same time, it plays an active role in advancing the teacher’s professional knowledge. It also improves the relationship between teachers and students and increases the interest and confidence of the students in English. The author hopes that the results of this study can provide some practical experience for exploration of English extracurricular reading in rural junior high school for English teachers.