An Experimental Study Of Strategy-based Instruction On Junior High School Students’ English Reading

Nowadays, reading is one of the most important ways to get information.According to English Curriculum Standard(2012), junior high school students should be able to guess the meaning of new words based on the context and word formation.Besides, they can make use of proper reading strategies for different reading aims.However, many junior high school teachers ignore English reading strategies teaching.They focus on knowledge teaching. As a result, English reading is difficult for junior high school students. Recently, more and more researchers pay close attention to learning strategies for foreign language learners and do some research:1.Studies of the language learners who are good at language learning. 2. The comparison between the language learners who are good at language learning and the language learners who are not good at language learning. 3. Impacts of strategies for language skills. 4.Influencing factors of using strategies(learners and environment). These studies focus on college students and senior high school students. A few of them refer to junior high school students. To explore an efficient English reading teaching method and improve students’ reading efficiency, the author applies SBI into junior high school students’ English reading.Three research questions are formulated:(1)Does the proposed model have influence on students’ reading level?(2)Does the proposed model improve the reading speed of the students?(3)Does the proposed model raise the students’ awareness of using reading strategies?121 students of junior two, who come from Yongnian Number Two Middle School,have been selected as the research objects. By a questionnaire and pre-test paper, the author knows about the situation of reading strategies teaching in junior high school.The author carries out a teaching experiment, namely twelve weeks. Class Three is the experimental class and Class Four is the control class. After teaching experiment, the author conducts a questionnaire survey and a test. After analysis, the author finds that reading speed in Class Three is much faster than before. They have the consciousnessto make use of reading strategies.There are two conclusions:(1) Application of SBI improves junior high school students’ English reading speed effectively.(2)After the training of SBI, students’ awareness of using reading strategies is improved. This research can be an example of the study in junior high school students’ English reading and enrich study data. It provides an efficient method for teaching and learning junior high school English reading.